Early Learning

Meghan Broadstone

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Meghan Broadstone

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Meghan

Last name: 

Broadstone

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Meghan Broadstone brings extensive experience in research and program evaluation, with a focus on early learning environments, to her role as Co-Principal Investigator of the Child Care Collaboration Study funded by an Office of Planning and Program Evaluation (OPRE) Child Care Research Partnership grant. The study explores the nature of collaboration among state-level administrators and how it relates to local-level collaboration and child care program quality.

Broadstone’s prior work at EDC has focused on early childhood education and Head Start.  She recently led a study for the Massachusetts Department of Early Education and Care on the alignment of afterschool quality initiatives.  She also led the evaluations of the National Center on Program Management and Fiscal Operations (PMFO) and the National Center on Health, funded by the Administration for Children and Families at the Office of Head Start, U.S. Department of Health and Human Services. As part of her evaluation of the PMFO, she investigated the impacts of a coaching initiative targeted to provide intensive support to new Head Start directors.  Her previous research on child care and Head Start partnerships included several large, multi-year studies (the Partnership Impact Project, The Pre–K Impact Project, and the Childcare Quality Project).

Past evaluation efforts have included co-leading the evaluation of the National Science Foundation (NSF)-funded PRISM project at Northeastern University (an initiative designed to increase the number of STEM majors at Northeastern) and evaluations of two teacher education programs, the Greater North Shore Science Partnership and the Teaching American History Project.

Broadstone is the coauthor of Child Care Quality Study: The Impact of Head Start Partnership on Child Care Quality—Final Report, Child Care/Head Start Partnership Study: Final Report, and several evaluation reports. Before shifting her focus to early learning, she published the report “I Think He’s Still My Brother ‘Cause He Is”: Children’s Experiences as Siblings in Diverse Family Structures, based on her research on childhood family and peer relationships.

She received a BA from Oberlin College and a PhD in developmental psychology from Boston College. Her dissertation focused on children’s sibling relationships in the context of an urban after-school program.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2372

Nancy Topping-Tailby

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Nancy Topping-Tailby

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Nancy

Last name: 

Topping-Tailby

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Nancy Topping-Tailby is an expert in developing and sustaining comprehensive early childhood services that promote children’s healthy development, school readiness, and lifelong learning and well-being. She has extensive experience in using evidence-based strategies to promote the behavioral and physical health of children and families in clinical and early childhood settings.  

Topping-Tailby directs EDC’s subcontract with the American Academy of Pediatrics for the National Center on Early Childhood Health and Wellness. In this initiative, she leads a team in advancing best practices for linking health and early childhood systems by developing evidence-based and science-informed resources, and providing training on best practices to support children’s healthy growth and development with a special focus on injury prevention. The team also supports child care health consultants and professional networks for Head Start health, nutrition, and mental health managers.    

Topping-Tailby is the webinar and portal coordinator for the Home Visiting – Improvement Action Center Team (HV-ImpACT), which provides training and technical assistance to Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) state and territorial awardees. She has also served as a faculty member specializing in maternal depression for EDC’s Home Visiting Collaborative Improvement and Innovation Network (HV CoIIN)—an initiative to support MIECHV programs in promoting rapid cycle change.

Topping-Tailby has led foundation-supported efforts to educate Head Start families and staff about the importance of children’s oral health, improve medical and dental collaboration, and promote consistent oral health messages throughout children’s medical, dental, and educational homes. She is a coauthor of Happy, Healthy Teeth! A Guide to Children’s Dental Health and a developer of The Head Start Family Oral Health Guide.

Before joining EDC, Topping-Tailby was Executive Director of the Massachusetts Head Start Association, an expert consultant to the Office of Head Start, and Program Director of an Early Head Start and Head Start program in Southeastern Massachusetts. She has held several roles within a full-service mental health center, has worked in an outpatient clinic providing psychotherapy to young children and their families, and is featured on the ten-lesson Turn-Key™ Early Childhood Training Addressing Challenging Behaviors, Promoting Social and Emotional Health in Young Children. Topping-Tailby is a founding member of the Massachusetts Association for Infant Mental Health: Birth to Six, Inc. (MassAIMH) and a member of the National Association of Social Workers.

Topping-Tailby received a BA from Connecticut College and an MSW from the Smith College School for Social Work. She is a Licensed Independent Clinical Social Worker within the Commonwealth of Massachusetts.

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Non-Staff Profile

Job title: 

Project Director II

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453

Telephone: 

617-618-2146

Ashley Lewis Presser

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Ashley Lewis Presser

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Ashley

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Lewis Presser

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Ashley Lewis Presser leads education research that has a special focus on investigating the effectiveness of preschool math and science interventions and develops assessments for children. She brings expertise in conducting quasi-experimental and randomized controlled trial (RCT) studies and has conducted RCTs on several projects, including Next Generation Preschool Math, Big Math for Little Kids, and Possible Worlds Digital Games. Her research interests include technology integration into classrooms, comprehension within various media formats, the evaluation of after-school and STEM programs, the impact of domestic violence on children's development, the moral development of gifted students, and the symbolic understanding of young children.

Lewis Presser is the Principal Investigator of Finding Our Way Around, a Heising-Simons Foundation-funded initiative to design resources for families that feature digital and hands-on activities to promote children’s understanding of spatial ideas and prepare them for success in mathematics. She also leads Next Generation Preschool Math, an R&D initiative to develop and evaluate supplemental preschool math modules that integrate digital games and non-digital classroom activities to promote young children’s learning of foundational mathematics concepts. These games are now available for free in Apple’s Appstore and the curriculum guides are available online for public use. As a member of the Next Generation Preschool Science team, she is contributing to an R&D initiative to develop and evaluate a program to promote young children’s learning of key science practices and concepts.

With a long track record of leading successful projects that focus on student learning outcomes, Lewis Presser is currently leading a formative and summative evaluation of Side x Side Project Imagine, a K-5 comprehensive arts integration pilot program in a public elementary school, As the project director for the Big Math for Little Kids evaluation, she contributed to a longitudinal RCT that investigated the impact of the curriculum on young children’s mathematics knowledge after experiencing it during both the preschool and kindergarten years. In research that built on EDC’s work as a National R&D Center on Instructional Technology, Lewis Presser worked with a team that investigated how representational choices made in the design of digital games for learning influenced student engagement with core science concepts. And, she and colleagues studied how educators used and implemented PBS LearningMedia resources and assessed how the resources impacted classroom practices, quality of instruction, and student learning. She also led a formative and summative evaluation of GreenFab,  a project-based, hands-on approach to teaching STEM concepts to high-school students that features a focus on career development in the emergent field of sustainable technologies.

Lewis Presser is the lead author of peer reviewed articles, such as “Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum” (Early Education and Development).  In addition, she has co-authored chapters published in Handbook of Response to Intervention (RTI) in Early Childhood and 21st Century Education: A Reference Handbook. She presents her research at national conferences such as the Annual Meeting of the American Educational Research Association, the Interaction Design & Children Conference, and the National Head Start Research Conference.

Before joining EDC, Lewis Presser worked as a research assistant at the Center for Applied Research and Educational Improvement. In addition to her research experience, she has extensive experience teaching both graduate and undergraduate students.  

Lewis Presser earned a BS in Psychology from the University of Massachusetts-Amherst and an MA and PhD in Educational Psychology from the University of Minnesota.

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Non-Staff Profile

Job title: 

Research Scientist

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4264

Naomi Hupert

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Naomi

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Hupert

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Naomi Hupert leads initiatives that seek to close opportunity gaps for students who struggle to meet grade-level academic benchmarks and to identify supports required to provide all students with engaging and challenging academic instruction. Her research and development (R&D) and program evaluation work has a special focus on the use of technology to support teachers and students (read Hupert’s blog post on universal design for learning).

Hupert is a co-Principal Investigator of EDC's long-term investigation of the influence of the Ready To Learn initiative on the early learning and school readiness of young children in high-need communities. In this capacity, she has co-led a series of studies, including a randomized controlled trial study that measured the benefits to children from low-income families of a media-rich early math curriculum supplement. In an earlier phase of this work, she was the project director of Ready To Learn research that focused on literacy and is included in the What Works Clearinghouse. In 2016, she contributed to three widely-distributed publications that shared findings from her Ready To Learn research: the report Reflections on the Ready to Learn Initiative 2010 to 2015; an article in Journal of Children and Media (Dramatic Change, Persistent Challenges: A Five-Year View of Children's Educational Media as Resources for Equity); and the EDC white paper Early STEM Learning and the Roles of Technologies.

Over the years, Hupert has led a wide variety of formative and summative evaluations that have guided program designers in improving delivery and content to enhance children’s and youth’s learning. She has examined the impact of Sesame Workshop’s programming on children and teachers in early learning settings, and has worked to evaluate Lawrence Hall of Science's development of multimedia educative curriculum materials (MECMs) to support middle school science teachers in teaching scientific argumentation. Recently, she concluded a small classroom implementation study of StarWalk Writer, a cloud-based platform that creates a collaborative environment for upper elementary and middle school reading, writing, and research. For seven years, she led formative and summative evaluations of New Mexico’s K–3 Reading First program implementation.

Previously, Hupert served as the literacy content developer for the PowerUp What Works professional development resource developed by EDC, AIR and CAST. Her findings appear in periodicals such as Early Childhood Research Quarterly (“Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial”), Journal of Computing in Teacher Education, and Journal of Research on Technology in Education. She is the lead author of the chapters “Using Technology-Assisted Progress Monitoring to Drive Improved Student Outcomes” and “Results in the Palms of Their Hands: Using Handheld Computers for Data-Driven Decision Making in the Classroom, and has co-authored numerous reports (Five States’ Efforts to Improve Adolescent Literacy).

Hupert regularly presents her findings at the annual conferences of such organizations as Games+Learning+Society (GLS), National Association for the Education of Young Children, National Head Start Association, International Society for Technology in Education, American Educational Research Association, Association for Mathematics Teacher Educators, Society for Information Technology and Teacher Education, and Society for Research on Educational Effectiveness. She has served as a proposal reviewer for the American Educational Research Association and the National Reading Conference.

Hupert holds a BA in American and British Literature from Scripps College and an MS in Education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

707-829-8532

Jeff Winokur

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Jeff Winokur

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Jeff

Last name: 

Winokur

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Jeff Winokur is a nationally recognized expert in designing and delivering science professional development, and has taught pre-service and in-service courses in the teaching of science to children. He has consulted to early childhood programs and elementary schools throughout New England, providing professional development for teachers on appropriate science teaching and programming for children from Pre-K through Grade 5.

Currently, Winokur works on EDC's Literacy and Academic Success for English Learners through Science (LASErS) program, designing and facilitating professional development that integrates science and literacy for PreK, Kindergarten and Grade 1 teachers in Hartford, Connecticut. In addition, he is the elementary science advisor to EDC’s Computer Science STEM Integration and Collaboration Project (CS-STEM-IC).

Winokur is also an Early Childhood and Elementary Science Educator at Wheelock College, where he teaches both undergraduate and graduate level courses in the teaching of science to children ages 3–12. (Read a blog post by Winokur about the Common Core State Standards (CCSS) and elementary science education.)

Recently, Winokur worked on EDC's Cultivating Young Scientists initiative, a three-year, Institute of Education Sciences (IES)–funded project that developed two science professional development programs for early childhood teachers in Connecticut. He also worked on the Connecting Science and Literacy Program, which led to the publications The Essentials of Science and Literacy and Science and Literacy: A Natural Fit.

Previously at EDC, Winokur was a member of the Center for Urban Science Education Reform (CUSER). He was a technical assistance team member for Fall River and Springfield, Massachusetts, and a staff trainer for the Worcester North Quadrant Initiative. Additionally, he was a member of the elementary team for the EDC K–12 Science Curriculum Dissemination Center, as well as one of the developers of The Young Scientist Series, an EDC project that developed early childhood science curriculum and training materials.

Winokur received a BS from the University of Pennsylvania and an MEd from Antioch University.

 

Staff: 

Non-Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2516

Louisa Anastasopoulos

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Louisa Anastasopoulos

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Louisa

Last name: 

Anastasopoulos

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Louisa Anastasopoulos has expertise in research and evaluation project management across grade levels and content areas, including the development of data quality control systems, quantitative, qualitative, and mixed-methods analysis, and formative feedback. She has extensive knowledge of early language and literacy development and early childhood programs.

Currently, Anastasopoulos is part of a team evaluating the Nellie Mae Education Foundation’s District Level Systems Change Initiative, which is focused on student-centered learning in a number of high schools throughout New England. In addition to qualitative and quantitative analysis, she also contributes to the development of observation and interview protocols and data management systems, and conducts site visits, focus groups and interviews.

Recently, Anastasopoulos examined how the use of a curriculum is related to changes in instructional practice. In addition to collaborating on the development and refinement of observation and survey instruments, the project employed mixed-methods analyses to capture and explain variation in instruction in classrooms.  She was also part of two teams that conducted formative and summative evaluations of Early Reading First programs in Worcester and Springfield, Massachusetts. In addition, she was a senior analyst for an early childhood research project using secondary data provided by the state of Ohio.

As Associate Project Director for a research project for the Office of Educational Research and Improvement, U.S. Department of Education, she compared the effects of a literacy intervention using traditional and distance learning methods. She was the Research Coordinator for the New England Quality Research Center for Head Start (NEQRC), one of four national centers designed to examine the impact of classroom quality on child outcomes.

Anastasopoulos is coauthor of the Early Language and Literacy Classroom Observation (ELLCO) Pre-K Tool and User’s Guide, published by Brookes Publishing Co., which are used by early childhood programs and researchers to look at the classroom environment and levels of support for children’s language and emerging literacy development. She co-developed and is lead instructor for the ELLCO Pre-K Training of Trainers Institute.

She received her BA from Colby College and master's degree in public policy with a focus on education from the Georgetown Public Policy Institute. She is proficient in Spanish and fluent in Greek.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2117

Kristen Reed

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Kristen Reed

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Kristen

Last name: 

Reed

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Kristen Reed leads studies that provide new insights into early childhood education and early mathematics learning and teaching, with a focus on the link between teacher professional development and student outcomes. Her work reflects her commitment to designing resources and professional development that make mathematics fun, challenging, and engaging for children and teachers. She is an experienced teacher, professional development facilitator, and researcher.

Reed is the co-Principal Investigator (PI), with Jessica Young, of a National Science Foundation (NSF)-funded study, Games for Young Mathematicians, which examines the relation between a teacher professional development intervention and low-income preschool children’s school readiness skills and mathematics learning. The intervention gives preschool teachers effective strategies, using mathematics games and activities, to support children’s growth mindset and persistence.

She is also co-PI, with Young and Heidi Rosenberg, of two Heising-Simons Foundation-funded projects, Family Engagement in Early Mathematics and the Teacher Practices Observation Study. These projects examine how a professional development model can support teachers in engaging families in early mathematics activities through at-home games and mathematics mini-books that align with the mathematics games teachers are using in the classroom. Reed and colleagues are investigating the potential of this model for enhancing teachers’ mathematics instruction and improving children’s mathematics learning and school-readiness skills.

Reed contributed to the development of the Partnership for Assessment of Readiness of College and Careers (PARCC) K–2 formative assessment tasks. These tasks are engaging for children, informative for teachers—tasks include detailed observation checklists that help teachers gain insight into student understanding—and serve as examples of how to engage children with the Common Core State Standards, with a particular focus on the Standards for Mathematical Practice.

Reed is also leading mixed data analysis and contributing to the design and implementation of the Mathematics Instructional Materials project. Funded by NSF, this longitudinal study is examining school districts’ implementation of elementary mathematics instructional materials (Everyday Mathematics or Investigations in Number, Data, and Space). Reed is studying the relation between district and school support for implementation, the school’s level of use of the materials, and the effects on student outcomes.  

Reed has coauthored publications on mathematics education and on teacher professional development, including “Play Games, Learn Math! Explore Numbers and Counting with Dot Card and Finger Games,”Mastery Motivation: Persistence and Problem Solving in Preschool,” “Designing K–12 Formative Assessment Tasks,” and “Mathematical Structure and Error in Kindergarten.” In addition, Reed and her colleagues have created resources for teachers and parents that are available on the Young Mathematicians website.

Before joining EDC, Reed taught 4th and 5th grade at a pilot school in Boston during the years when the Boston Public Schools were scaling up the implementation of Investigations in Number, Data, and Space. She has a BA in anthropology and a master’s degree in international comparative education from Stanford University, and an MEd in elementary education from Lesley University.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2913

Paul Goldenberg

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Paul Goldenberg

First name: 

Paul

Last name: 

Goldenberg

Bio: 

E. Paul Goldenberg has an exceptionally strong background in K–12 mathematics, extensive knowledge of the cognitive bases of mathematics learning, and over 40 years of experience in curriculum development at both elementary and secondary levels, teaching, research, and professional development. He has taught from Grade 2 through high school mathematics and computer science, as well as graduate school mathematics and psychology for education. He brings particular knowledge and expertise to curriculum development, which is his major focus at EDC. Recent primary authorships include two books: Making Sense of Algebra: Developing Students’ Mathematical Habits of Mind coauthored with June Mark, Jane Kang, Mary Fries, Cindy Carter, and Tracy Cordner (2015, Heinemann), and Developing Essential Understanding of Geometry and Measurement for PreK–Grade2, coauthored with Douglas Clements (2014, NCTM).

Goldenberg has served as Principal Investigator (PI) on a wide range of projects that foster a love of and enthusiasm for mathematics in learners from early childhood through adulthood. He, Al Cuoco, and June Mark have championed the use of mathematical habits of mind—now aggregated within the Common Core State Standards for Mathematical Practice—as organizers of curriculum since their initial paper written in the early 1990s. One such curriculum is Transition to Algebra, the product of a National Science Foundation (NSF) funded R&D project that he co-led with Mark. This full year algebra curriculum was originally designed to support at-risk students and their teachers, and is now used equally to support and accelerate students in middle school. Goldenberg is also Co–PI for Implementing the Mathematical Practice Standards, a project focused on professional development for teachers, and iPuzzle, a technology project that has developed apps (SolveMe Puzzles) based on puzzles used in Transition to Algebra. He is also PI, along with Mark and Cuoco, of BJC4NYC—an NSF Math and Science Partnership (MSP), a collaboration with UC Berkeley and the New York City Department of Education to broaden participation in computer science in the NYC public high schools.

Earlier at EDC, Goldenberg developed a K–5 comprehensive mathematics curriculum—now published as Think Math!—which supports teachers' professional development while they teach by building and feeding their interest in and curiosity about mathematics. This work was inspired by the classic Math Workshop curriculum, which, back in 1964, intertwined skill-building calculations with big ideas and deep understanding in a way that fully reflects today’s Common Core State Standards for Mathematical Practice, specifically standards 7 and 8. Though published before Common Core, Think Math drew its principles from the same sources that led to much of the Common Core, in particular the Practice standards.

Goldenberg received a BA in Psychology from Brandeis University and an EdM in Elementary Education and a PhD in Curriculum and Supervision from Harvard University.

 

 

Staff: 

Staff Profile

Job title: 

Distinguished Scholar/Advisor

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2513

Lori Coletti

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Lori Coletti

First name: 

Lori

Last name: 

Coletti

Bio: 

Lori Coletti, an early care and education expert, has extensive experience in promoting continuous quality improvement in Head Start, Early Head Start (EHS), pre-kindergarten (pre-K) programs, and community-based child care centers. She is a certified trainer in CLASS™—an instrument to assess teacher-child interactions in program improvement plans—and applies a deep knowledge of child development, evidence-based practices, and federal and state standards to support programs in their continuous improvement efforts. She brings expertise in supervision and program management, curriculum design, and child assessment to her work.   

For Rhode Island’s Center for Early Learning Professionals that EDC co-leads, Coletti serves as  Project Manager for the Rhode Island Pre-K Professional Development and Technical Assistance Project.  She oversees and provides content-focused and research-based innovative professional development (PD) and technical assistance (TA) services to state Pre-K program staff, to support their ability to design and deliver high-quality services leading to improved child outcomes.  Coletti also provides leadership and mentoring to Center staff, and synthesizes data and feedback from PD and TA services to plan further targeted support. In addition, she contributes to the design and delivery of professional development programs to build the capacity of early childhood educators, with an emphasis on strengthening professional development for early childhood teachers.  

Previously, Coletti served as the lead literacy coach for one of EDC’s Early Reading First grants from the US Department of Education.

Coletti has served on a number of boards and committees focused on advancing early childhood quality improvement. She contributed her expertise to the development of the Massachusetts Early Learning Guidelines for Infants and Toddlers, and served on the Massachusetts SpecialQuest State Leadership Team as well as the Rhode Island Workforce Knowledge and Competencies Task Force. She was also part of a task force that developed the Early Head Start Organizational Readiness Chart, a start-up planning guide for new and expanding EHS programs, and served on the Early Head Start Technical Work Group.

Before joining EDC, Coletti was an early education teacher, program director, early interventionist, and college instructor.

Coletti received her BS and MS degrees from Wheelock College. She is a recipient of the Fitchburg, Massachusetts, Community Services Award.

Staff: 

Non-Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

401-734-1298

Susan Washburn

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Susan Washburn

First name: 

Susan

Last name: 

Washburn

Bio: 

Susan Washburn designs and delivers research-based professional learning that raises the bar for early childhood teachers and positively impacts child outcomes, particularly for young children at-risk for educational failure. She directs two projects in Rhode Island: the Center for Early Learning Professionals, Rhode Island’s training and technical assistance system for early childhood educators, and the State PreK PD/TA Project, the Rhode Island Department of Education’s Preschool Development Grant program. Washburn leads the effort to create a high-quality professional development system that aligns with related state initiatives and enhances educators’ instructional practices, leading to improved outcomes for children.

Previously, Washburn was Director of the Rhode Island and Maine Training and Technical Assistance Projects, part of the Head Start national network. In this role she built the capacities of Head Start, child care, public school pre-K programs, and statewide stakeholder groups in the areas of supervision, professional development, child assessment, and early literacy, including supporting dual language learners. She also served as EDC’s liaison to the Office of Head Start for these projects.

Washburn led three projects for the U.S. Department of Education Early Reading First initiative, implementing comprehensive systems change to support public schools, Head Start, and child care programs to advance their early learning and literacy practices. She is lead curriculum developer for EDC’s research-based, credit-bearing Excellence in Teaching (EIT) professional development program for early childhood teachers and supervisors. She co-developed and teaches EIT’s Literacy Environment Enrichment Program (LEEP) and Supporting Preschoolers with Language Differences (SPLD). She was principal developer of the supervisor strand of LEEP.

Washburn co-developed and teaches the two-credit, online course Foundations of Supervision for Early Childhood Managers, which provides child care, Head Start, and pre-K program directors and supervisors with effective techniques that improve early education.

She is coauthor of “Instructional Coaching: Helping Preschool Teachers Reach Their Full Potential,” a synthesis of effective coaching strategies based on EDC’s experiences in six Early Reading First projects across the country. She is a contributing author of “Supporting English Learners in Preschool Classrooms,” a research article detailing the implementation and evaluation of a professional development intervention designed to build teachers’ capacity to promote the language and literacy development of young English learners.

Before joining EDC, Washburn was a teacher, supervisor, and education manager in local Head Start programs and a consultant for the Region I Administration for Children and Families.

Washburn received her BS in Child Development and Family Relations from the University of Rhode Island.

Staff: 

Non-Staff Profile

Job title: 

Project Director II

Program: 

Early Learning and Development

Mailing Address: 

535 Centerville Road, Suite 201
Warwick, RI 02886

Telephone: 

401-734-1286

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