Professional Learning Communities

Nathan Manley serves as the assistant superintendent of instruction in the Neosho School District. During his nearly 20 years of experience, Nathan has also been a classroom teacher and principal, leading the development of five different professional learning community school recognitions.

Sal Herrera is the director of student support services in Fremont, California. He specializes in coaching collaborative teams, designing an effective multitiered system of supports (MTSS), and building a culture of collective responsibility.

Scott M. Beattie is the assistant superintendent for instruction of the Windsor Central School District in Windsor, New York. With over 15 years experience, he specializes in professional learning community and Community School implementation, technology integration, and K–12 career pathway development.

Jody Gallimore, EdM, specializes in implementing professional learning communities (PLC) in the elementary and middle school settings. With over 38 years of experience, her roles of teacher, school leader, and district office leader enable her to coach using both experience and evidence-based practices.

Rob J. Meyer, EdD, is an experienced educator currently serving as the director of secondary teaching and learning at Monona Grove School District in Wisconsin. With over 20 years in education, he previously served as a teacher of social studies, an assistant principal at the secondary level, a principal at the primary level, and a 4K–12 C&I director.

Haley James is the supervisor of instruction for Madison County Schools in Alabama. She previously served as an elementary principal, preK–12 assistant principal, instructional coach, and elementary teacher.

James Rawls serves as a principal in a large metropolitan school district in Georgia. His passion for education is evident through his experience of more than 20 years in the field.

Christine Johnson is the principal of Meadow Lane Elementary school in Lee’s Summit, Missouri. With 20 years of experience in public education, she has successfully improved high-poverty schools through the Professional Learning Communities at Work® process.

Katie Kreimer Hall, EdD, is the supervisor of curriculum and professional development for Fort Smith Public Schools. Previously an administrator in high-poverty schools, she is passionate about building self-efficacy in teachers through the professional learning community process to increase student achievement.

Closing student achievement gaps requires specific actions focused on acceleration and leveling up strategies to achieve grade-level proficiency or beyond. Acceleration is the pathway; we cannot continue to go backward if our goal is to move forward. Discover how to erase inequities in student learning while building hope and confidence in both teachers and students. This is equity in action.