Authors & Presenters

Paul C. Farmer is a practitioner who has worked at the classroom, building, and central office levels. As principal of Joyce Kilmer Middle School, Paul was one of the first principals in Fairfax County, Virginia, to build a PLC.

Emily Feltner, EdD, has over 30 years of experience at all levels in education. She works with schools and districts in the areas of leadership, literacy, and school improvement.

Rob Feltner is the regional executive director for Lake County Schools in Florida. An educator for more than 28 years, he has been an elementary school teacher, assistant principal, and high school principal.

Geoffrey Fenelus is a dedicated and visionary leader in education with over a decade of experience across traditional school districts and charter networks.

Kjell Fenn has been an educator since 1995 as a teacher, coach, and curriculum coordinator. He is currently an assistant professor with the Center for Teaching Excellence at Liberty University and an educational specialist with KFenn Education.

Richard E. Ferdig, PhD, is summit professor of learning technologies and professor of instructional technology at Kent State University, where he works in the Research Center for Educational Technology and the School of Lifespan Development and Educational Sciences.

Elizabeth Ferguson is a former teacher, district trainer, and campus administrator with experience in establishing and growing professional learning communities (PLC) to ultimately become Model PLC at Work® schools, primarily through her work with special populations and challenging demographics.

Jonathan Ferris is a program coordinator at the University of the Fraser Valley in Abbotsford, British Columbia, where he oversees practicum placements for teacher candidates, supervises faculty mentors, and teaches courses on classroom management, professionalism, ethics, and teacher presence.

William M. Ferriter uses his 29 years of experience as a full-time classroom teacher to design professional development sessions for educators on topics ranging from establishing professional learning communities and effective systems of intervention to integrating meaningful differentiation, extension, and student-involved assessment opportunities into classroom instruction.

Kimber Fessler serves as the principal of Clark Elementary in Evanston, Wyoming. An educator for nearly 20 years, she has experience in classroom teaching both primary and intermediate grades, instructional coaching (K–6), and administration.