Professional Development

Emily Fagan

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Emily Fagan

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Emily

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Fagan

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Emily Fagan develops innovative middle-grades mathematics curriculum and professional development materials that support teachers’ and schools’ efforts to improve math teaching and learning. In addition to designing online and face-to-face courses and workshops for teachers and students, she is an experienced facilitator and teacher.

Fagan is a co-author of the 2015 book, Bringing Math Students into the Formative Assessment Equation, and contributed to the development of the approach to formative assessment that is described in the book. She also played a key role as a developer for EDC’s Differentiated Professional Development Project, which created a hybrid professional development experience for building teachers’ math content knowledge, diagnostic skills and instructional strategies for supporting struggling math learners. Together with colleagues Amy Brodesky and Cheryl Rose Tobey, Fagan published “Targeting Instruction with Formative Assessment Probes,” an article in the 2016 Focus Issue of the National Council of Teachers of Mathematics journal, Teaching Children Mathematics.  She continues her work focusing on struggling learners with the recently funded NSF project, Strengthening Mathematics Intervention.

Fagan was the Director of EDC’s MathScape Curriculum Center and led the revision of the MathScape: Seeing and Thinking Mathematically middle-grades curriculum. She was also a collaborator with the NSF-funded Show-Me Center at the University of Missouri and a developer of the Mathematics Improvement Toolkit, in collaboration with the National Forum to Accelerate Middle Grades Reform.

In 2014, Fagan co-authored two books published by Corwin: Uncovering Student Thinking About Mathematics in the Common Core (Grades K–2 and Grades 3–5). Previously, she contributed to Perspectives on the Design and Development of School Mathematics Curricula and A Decade of Middle School Mathematics Curriculum Implementation: Lessons Learned from the Show-Me Project. In addition, she has developed modules in the PBS Teacherline series and units of online courses for students in the National Repository for Online Courses.

Before joining EDC, Fagan taught mathematics and science in Brookline and Salem, Massachusetts, and mathematics and social studies in Philadelphia. As a teacher, Fagan was chosen for the Massachusetts Faculty of the Coalition of Essential Schools and served as a mentor teacher.

Fagan received an AB from Harvard University.

 

 

Staff: 

Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

508-314-0558

Amy Brodesky

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Amy Brodesky

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Amy

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Brodesky

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Amy Brodesky, a mathematics curriculum developer and professional development specialist, focuses on improving mathematics instruction for struggling learners with and without disabilities. She has led six related National Science Foundation (NSF)–funded projects, including her current project, Strengthening Mathematics Intervention Classes: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners (SMI), that advance knowledge in this key aspect of mathematics learning and teaching.  The SMI project is studying current math intervention practices in the middle grades in order to create professional development (PD) and resources for teachers aimed at strengthening intervention and support for students.

Brodesky was the lead developer of an innovative model to differentiate PD to address teachers’ wide range of prior knowledge and experiences, using an approach described in “Moving Beyond One-Size-Fits-All PD: Differentiating Professional Learning for Teachers”. Using this differentiated model, the project team created three blended PD courses for teachers on fractions, decimal, and integer concepts from the Common Core State Standards. Brodesky co-authored an article, “Targeting Instruction with Formative Assessment Probes”, describing their approach to building teachers’ diagnostic approaches for identifying and addressing the mathematics learning needs of struggling learners.

Previously, Brodesky was the study leader and coauthor of “Math Education Practices for Students with Disabilities and Struggling Learners: Case Studies of Six Schools from Two Northeast States” and "Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in New York State" along with a similar study for Massachusetts.

Brodesky has extensive experience developing mathematics education materials, including the NSF-funded middle-grades program MathScape and the IBM-supported, technology-intensive program Measurement, Time, and Money for elementary children. She is the lead author of the article, "A Model for Collaboration" (Educational Leadership) and the coauthor of Digging into Data with TinkerPlots, a book of data analysis lessons for the middle grades.

Before coming to EDC, she was an educational software writer with Tom Snyder Productions.

Brodesky received her EdM in technology in education from the Harvard Graduate School of Education.

Staff: 

Non-Staff Profile

Job title: 

Project Director

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2518

Al Cuoco

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Al Cuoco

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Al

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Cuoco

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Al Cuoco is the lead author of CME Project, a National Science Foundation (NSF)-funded high school curriculum published by Pearson. Recently, he served as part of a team that revised the Conference Board of the Mathematical Sciences (CBMS) recommendations for teacher preparation and professional development.

Cuoco is carrying out several professional development streams of work devoted to the implementation of the Common Core State Standards for Mathematics (CCSSM) Standards for Mathematical Practice, including EDC’s Mathematical Practice Institute (MPI). Through the MPI, he and his colleagues have launched a new course for teachers and facilitators, Developing Mathematical Practice in High School.

He co-directs Focus on Mathematics, a partnership among universities, school districts, and EDC that has established a community of mathematical practice involving mathematicians, teachers, and mathematics educators. The partnership evolved from his 25-year collaboration with Glenn Stevens on Boston University’s PROMYS for Teachers, a professional development program for teachers based on an immersion experience in mathematics. He also co-directs the development of the course for secondary teachers in the Institute for Advanced Study program at the Park City Mathematics Institute.

Cuoco is a co-author of three books published by the American Mathematical Society: Famous Functions in Number Theory, Applications of Algebra and Geometry to the Work of Teaching, and Probability through Algebra. In 2013, Cuoco and colleague Joseph J. Rotman co-authored the book, Learning Modern Algebra: From Early Attempts to Prove Fermat's Last Theorem (published by the Mathematical Association of America—MAA). Other recent books include Mathematical Connections: A Companion for Teachers and Others (also published by the MAA), Reasoning and Sense Making in Algebra (co-authored with Karen Graham and Gwen Zimmermann, published by the National Council of Teachers of Mathematics). His favorite publication is a 1991 paper in the American Mathematical Monthly, described by his wife as “an attempt to explain a number system that no one understands with a picture that no one can see.”

Recently, Cuoco was elected to the Board of Directors for Math for America-Boston and to the Advisory Board for the mathematics department at the University of Massachusetts, Lowell. Previous advisory roles included membership on the Massachusetts Board of Education’s Mathematics and Science Advisory Council and participation in the team that provided background research to the PARCC (Partnership for Assessment of Readiness for College and Careers) Content Frameworks for high school mathematics. Cuoco also provided background research to the writers of the CCSSM and the PARCC Content Frameworks for high school mathematics.

Prior to joining EDC, Cuoco taught high school mathematics to a wide range of students in the Woburn, Massachusetts public schools from 1969 until 1993. He draws constantly on his experience both as a mathematician and a teacher in his work in curriculum development, professional development, and education policy. 

A student of Ralph Greenberg, he holds a PhD in mathematics from Brandeis, with a thesis and publications in Iwasawa theory.

Staff: 

Non-Staff Profile

Job title: 

Distinguished Scholar/Advisor

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2563

Kristen Reed

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Kristen Reed

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Kristen

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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

June Mark

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June Mark

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June

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Mark

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June Mark leads R&D related to mathematics and computer science teacher professional development, instructional design, and curriculum implementation. Her research interests include identifying systems and supports to ensure all students access quality mathematics and computer science learning experiences, building resources to support the learning of teachers and district leaders, and understanding and supporting high-quality instructional materials implementation.

Mark is the co-Principal Investigator, project director, and a co-author of EDC’s Transition to Algebra curriculum and companion book Making Sense of Algebra (Heinemann). She is co-PI with Deborah Spencer, Paul Goldenberg, and Laura O'Dwyer (Boston College) of an NSF-funded study of the implementation of Transition to Algebra. As the co-PI of iPuzzle, she is working to develop prototype apps for mobile devices (SolveMe Puzzles) that engage students in interactive exploration of Transition to Algebra’s logic-building mathematical puzzles.

As co-PI of Beauty and Joy of Computing for New York City, Mark plays a leadership role in an NSF-funded Mathematics and Science Partnership that is adapting UC Berkeley’s Beauty and Joy of Computing course for high school students and scaling it across New York City. Partners include UC Berkeley, the NYC Department of Education, and CSNYC (NYC Foundation for Computer Science Education). BJC aims​ to attract non-traditional computing students (especially female and underrepresented minority students) to the breadth and depth of ideas in modern computer science. The course will prepare students to take the new AP Computer Science Principles exam launching in spring 2017. Mark also serves as an advisor to the NYC Computer Science for All program evaluation, a collaboration between New York University's Research Alliance and EDC.

She is also co-leading the development of an NSF-funded website and course, Implementing the Mathematical Practice Standards, that deepen teachers’ awareness and understanding of the Common Core’s Standards for Mathematical Practice (SMP) by engaging teachers in using—and envisioning students’ mathematical thinking when using—the SMP. The professional development course will be published will be published by the National Council of Teachers of Mathematics.

As the co-PI for the National Science Foundation (NSF)–funded project Coherent Implementation of Mathematics Instructional Materials, she co-leads a four-year, longitudinal, mixed-methods study of school districts’ implementation of elementary mathematics instructional materials. As Co-Director of the NSF-funded K–12 Mathematics Curriculum Center, Mark has provided technical assistance, resources, applied research, and professional development to help teachers and administrators make informed decisions about mathematics instructional materials. She presents findings from this work at national conferences.

Mark has a special focus on making new research findings on effective mathematics instruction useful to teachers and mathematics leaders. A few of her publications include How Do Districts Choose Mathematics Textbooks? (72nd NCTM Yearbook), Curriculum Leadership in Choosing Mathematics Materials (NCSM Journal), A Mathematics Leader's Guide to Lesson Study in Practice (Heinemann), The Fostering Geometric Thinking Toolkit(Heinemann), and Choosing A Standards-Based Mathematics Curriculum (Heinemann).

Previously at EDC, Mark investigated how teacher leadership supports and sustains mathematics and science reform and documented community-based learning centers’ impacts on the lives of their primarily minority and low-income participants and their communities. She also coordinated software and materials development for educational products including The Geometric Supposer and Visualizing Algebra, software environments in which students can manipulate and investigate mathematical ideas in algebra and geometry.

Mark received her BS (Mathematics) and BSE (Decision Sciences) from the University of Pennsylvania, and an EdM from the Harvard University Graduate School of Education.

Staff: 

Non-Staff Profile

Job title: 

Managing Project Director

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2548

Heidi Larson

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Heidi Larson

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Heidi

Last name: 

Larson

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Heidi Larson specializes in networking and collaboration, educational technology, and professional development. She advances a diverse array of initiatives focused on these and other key aspects of education reform.

Larson is the State Outreach and Cross-REL/Technical Assistance (TA) Coordinator for the Regional Educational Laboratory Northeast & Islands. In this role she oversees, promotes, tracks, and reports on overall state and TA center outreach, needs assessment, and collaboration, and oversees REL-NEI’s popular Reference Desk. In addition, she is a TA liaison and education technology community of practice lead for the Investing in Innovation Fund TA program, led by Westat, and is developing online instructional modules about the use of social media in growing a business for EDC’s Social Technology Enabled Professional program. 

Previously, as the co-director of the Virtual Education Initiative for the New England Comprehensive Center, Larson helped education decision-makers understand the benefits and challenges of virtual and blended learning and develop strategies for advancing programs. She has also worked on research and evaluation projects at EDC, including studies on the impact of technology in math and on professional development as well as opinions and attitudes toward open-source online assessment delivery platforms.

Larson’s key interest is on how mobile technology and social media can benefit teaching and learning for educators and administrators. To this end, she co-developed and co-facilitated an online course assisting teachers in building the language skills of English learners, and is working with graduate students to both help ESL teachers understand the power of mobile devices in expanding their adult students’ learning (see Ed. Magazine article “Have ESL, Will Travel”) and to enhance visitors’ experiences to the Boston Women’s Heritage Trail via AR. She has presented at numerous conferences on these topics.

In 2016, Larson was honored into the Consortium of School Networking Volunteer Hall of Fame for the fourth time for her work on the Leadership for Mobile Learning Initiative. She also volunteers for her local education foundation and is the chair of a local scholarship fund for high school seniors.

Before joining EDC, Larson was an adult computer instructor, an educational software reviewer, and a professional development instructor on postsecondary online education. She also developed numerous websites and online courses for small businesses.

Larson received a BA from Colby College and an EdM from the Harvard University Graduate School of Education. She has certificates in online course facilitation from Cerro Coso Online and website technologies from Worcester Polytechnic Institute.

 

Staff: 

Non-Staff Profile

Job title: 

Project Director

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2886

Lynn Goldsmith

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Lynn Goldsmith

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Lynn

Last name: 

Goldsmith

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Lynn Goldsmith leads studies that provide new insights into effective approaches to interdisciplinary STEM learning and strategies to help teachers become more thoughtful and effective in their mathematics instruction. Her recent research has focused on mathematics instructional design and professional development, explored possible relationships between arts education and STEM learning, examined principals' instructional leadership for mathematics, and investigated the role that emotions play in learning.

Goldsmith leads a National Science Foundation (NSF)-funded initiative, STEAM Power, in which EDC and Artists For Humanity (AFH) are working to connect under-resourced youth in Boston, Mass. to science, technology, engineering, and math (STEM) careers through authentic art-making experiences that integrate STEM learning. Goldsmith also leads evaluations that examine the impact of a wide variety of educational interventions on student outcomes, and engages in collaborative research with colleagues at Mills College, Syracuse University, and WestEd.

Recently, Goldsmith supervised the research component of several EDC professional development initiatives funded by the NSF, including Turning to the Evidence, Supporting Staff Developers, and Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS). With colleagues from Boston College and Massachusetts College of Art and Design, she investigated the connection between arts and geometric thinking.

Her recent publications include “Visual-Spatial Thinking in Geometry and the Visual Arts" (article published in Psychology of Aesthetics, Creativity, and the Arts), Mathematics Teachers’ Learning: A Conceptual Framework and Synthesis of Research; A Framework for the Facilitation of Teachers’ Analysis of Video; Examining Mathematics Practice through Classroom Artifacts; and “Developing Self-Regulating Learners: The Critical Role of Feedback" (ASCD Express). She is a co-author of The Fostering Algebraic Thinking Toolkit: A Guide for Staff Developmentand several guides for selecting rigorous curriculum materials (Choosing a Standards-Based Mathematics Curriculum and the series Guiding Curriculum Decisions for Middle Grades—for language arts, mathematics, and science). She has also written about child prodigies, including coauthoring Nature's Gambit: Child Prodigies and the Development of Human Potential.

Before joining EDC, Goldsmith held research positions at TERC, Tufts University, and MIT.  

Goldsmith has a BA in Psychology from Yale University and a PhD in Child Psychology from the University of Minnesota, Institute of Child Development.

Staff: 

Non-Staff Profile

Job title: 

Distinguished Scholar

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2529

Deborah Spencer

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Deborah Spencer

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Deborah

Last name: 

Spencer

Bio: 

Deborah Spencer’s career is distinguished by her drive to help teachers and administrators make thoughtful, informed decisions about mathematics curriculum and instruction. She brings extensive expertise in research and development in mathematics curricula, instructional design for professional learning, and teacher leadership in mathematics. She has a particular interest in standards-based mathematics curricula and has partnered with school districts, curriculum developers, and researchers to strengthen implementation efforts across the country.

Spencer and colleagues June Mark and Paul Goldenberg of EDC, and Laura O’Dwyer of Boston College, are co-principal investigators (PIs) for the NSF-funded study, Supporting Success in Algebra: A Study of the Implementation of Transition to Algebra, which is working with 70 schools across the country to look at the effects of an innovative course designed to support students at risk of failure in algebra.

Spencer is also currently the co-PI, with June Mark, of a large-scale study investigating the effects of a district-level improvement strategy centered on use of high-quality materials in 153 elementary schools by over 2000 teachers. Emerging results suggest a potential effect of well-supported interventions on student outcomes; schools with higher levels of support from districts on average had students who grew significantly more in 4th-grade math scores than schools with less support, even controlling for percentage of low-income students.

As co-PI of Implementing the Mathematical Practice Standards, Spencer leads research and dissemination efforts for a project that is developing engaging online professional learning resources and a professional development curriculum for Grades 5–10 teachers to clarify the Common Core Standards for Mathematical Practice (SMP). Her team has field-tested the professional development with over 400 teachers, and pilot studies found promising results.

Spencer is also the co-PI for the iPuzzle project, which is developing engaging digital puzzles that build foundational ideas in algebra and are designed to influence student engagement, perseverance, and logical thinking. Dubbed “Solve Me Puzzles,” the collection includes SolveMe Mobiles, Who am I?, and MysteryGrid apps. SolveMe Mobiles is available for free download in the iTunes App Store and won “Best in Category” for Digital Media at the 2015 New England Book Show.

As a senior advisor to preschool projects, Spencer advances efforts to enhance young children's math learning and promote their school readiness and success. Currently, she is advising the Games for Young Mathematicians team in developing and researching a professional development program that shows Head Start teachers how to play fun, appropriate, and challenging math games with children, and gives them skills to scaffold children's persistence and support their growth mindset. She is also advising a related family engagement project funded by the Heising-Simons Foundation that is developing resources based on Games for Young Mathematicians for parents.

Previously, with June Mark, Spencer directed the National Science Foundation (NSF)-funded K–12 Mathematics Curriculum Center (1997–2004), which provided resources on standards-based instructional materials, helping teachers and administrators make thoughtful, informed decisions about mathematics curriculum and instructional materials. The Center had extensive reach, serving 1,600 schools and 600 districts from all 50 states, and offering seminars to over 2,200 participants.

Spencer is coauthor of "Curriculum Leadership in Selecting Mathematics Instructional Materials" (NCSM Journal); "How Do Districts Choose Mathematics Textbooks?”; Mathematics Assessment: Cases and Discussion Questions for Grades K–5Teacher Leadership in Mathematics and Science; From Counting to Calculus: Connecting Across Grades; Casebook on School ReformExploring Classroom Assessment: A Guide for Professional Developmentand Learning About Assessment, Learning Through Assessment.

Spencer received an AB from Dartmouth College and an EdM from the Harvard Graduate School of Education with a concentration in administration, planning, and social policy.

Staff: 

Non-Staff Profile

Job title: 

Managing Project Director

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2558

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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