Literacy

Katherine Gillies is the lead architect of districtwide literacy improvement at Niles North High School in Illinois. Her work includes building a comprehensive system of intervention and support for struggling readers and developing a research-based curriculum to ensure continued literacy growth for all students. She is currently a doctoral candidate at Vanderbilt University’s Peabody College of Education in Nashville, Tennessee.

Maureen M. Rubenstein is a literacy coach and special education instructor in Lincolnshire, Illinois. She works with other literacy coaches to coordinate and implement book clubs, PD sessions, and coaching sessions.

Beth Pandolpho is an instructional coach for grades 6–12, and she has taught English at the high school and college level for over 20 years. She is passionate about engaging in work that promotes equity and access for both teachers and students.

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.

Leanne Olinger is a current practitioner and instructional coach for the Fort Mill School District in South Carolina. She has served as a public educator for over 20 years and is dedicated to providing individualized learning experiences to educators and students alike.

Allison Zamarripa is an educator, consultant, and advocate for building capacity and collective efficacy with teachers. She has over 18 years of experience as a middle school teacher, instructional coach, and district literacy specialist in a recognized Model PLC at Work® district.

Dr. Jeryl Kimbrough-Scott is a lifelong educator, who has worked to transform school culture and climate through a collaborative approach that involves staff and students. She supports schools in literacy, effective strategies for English learners, differentiation, and diversity, equity, and inclusion practices.

Amy Rasmussen is a literacy evangelist, presenter, and blogger. She specializes in supporting teachers as they embrace literacy practices that help secondary students grow in their identities as communicators.

Artia Shorter is a dedicated assistant principal at a Title I elementary school in Georgia. With extensive experience working with students living in poverty in Title I schools, Artia is passionate about guiding educators through the professional learning community process and building shared knowledge amongst professional learning teams to increase the cognitive rigor of students.

With more than 30 years of experience in education, Tracy Nelson specializes in supporting districts, buildings, and teams in developing and implementing practices that bring clarity and focus to professional learning communities