Technical Assistance

Nicole Breslow

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Nicole Breslow

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Nicole

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Breslow

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Nicole Breslow provides technical assistance and conducts applied research and evaluation to improve teacher and principal support and development. Her work has spanned the educator professional continuum, with a particular focus on teacher and leader preparation, professional development, and evaluation.

Breslow leads a learning community focused on teacher and leader effectiveness for projects that have received Investing in Innovation (i3) grants from the U.S. Department of Education. The community brings together leaders from innovative projects across the country to learn together by sharing effective practices and collaboratively problem solving around issues of common concern. She also provides technical assistance and content expertise to Teacher Incentive Fund grantees on topics such as teacher leadership, professional development, and shared leadership.

Previously, Breslow collaborated on a project funded by the Wallace Foundation to support district and university partnerships to improve leadership preparation. She assisted in developing the Partnership Effectiveness Continuum, a research-based tool for developing, assessing, and improving partnerships between school districts and principal preparation providers.

Breslow also was a researcher and educator effectiveness content expert for the Regional Educational Laboratory-Northeast & Islands at EDC, where she designed and implemented research projects to address the needs of state education department leaders. She also served as a member of the New York Comprehensive Center Teacher Quality Team, providing ongoing technical assistance and research support to high-level state groups.

In collaboration with colleagues, Breslow has co-authored two research reports: Changing Cultures and Building Capacity: An Exploration of District Strategies for Implementation of Teacher Evaluation Systems and Five States’ Efforts to Improve Adolescent Literacy.  She is also a trustee of the Board for the Education Fund of Westfield.

Before joining EDC, Breslow served as the Director of Teaching and Learning at Teach For America, where she designed and organized training opportunities and oversaw professional learning communities for first and second year teachers. She also taught fourth grade in East Harlem through the New York City Teaching Fellows program.

Breslow received a BS in Cognitive Science from Brown University, an MEd in School Leadership from Harvard University, and an MEd in Elementary Teaching from Hunter College.

Staff: 

Non-Staff Profile

Job title: 

Associate Project Director

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Jenny Stern-Carusone

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Jenny Stern-Carusone

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Jenny

Last name: 

Stern-Carusone

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Jenny Stern-Carusone is a direct service provider, technical assistance provider, and program director working across multiple sectors, including schools, law enforcement, juvenile justice and social service providers. She has an extensive background in mentoring, juvenile justice, and community-based social change. 

Stern-Carusone is responsible for technical production of virtual learning events for the Regional Educational Laboratory-Northeast & Islands (REL-NEI) and other programs throughout the Learning and Teaching Division. She provides technical direction for webinar development and online event production, as well as other strategic support for dissemination and knowledge utilization. 

Currently, Stern-Carusone serves as a co-manager for the Children’s Safety Network Collaborative Innovation and Improvement Network (CoIIN) supporting states and territories implement Quality Improvement methodology to achieve greater outcomes in injury prevention. Previously at EDC, Stern-Carusone was Project Director for the Joining Forces in California Schools initiative, examining positive school discipline approaches to reduce expulsion and suspension rates and served as a Technical Assistance Specialist for the National Center for Mental Health Promotion and Youth Violence Prevention Safe Schools/Healthy Student Grant, the Tribal Youth Programs addressing delinquency prevention and The Center for the Advancement of Mentoring.

Stern-Carusone has coauthored several publications, including “Children of Incarcerated Parents” (Handbook of Youth Mentoring) and “Creating Supportive Environments that Promote Student Safety and Academic Achievement.”

Before joining EDC, Stern-Carusone served as Program Director for Committed Partners for Youth/ Big Brothers Big Sisters of Lane County and as a faculty member of the Multnomah County Juvenile Detention Alternatives Initiative. She is a charter member of the Mentoring Children of Prisoners Support Center National Advisory Board and sits on the Lane County Prisoner Re-Entry task force. 

Stern-Carusone received her BA from the University of Oregon and an MSW in community-based social work from Portland State University.

Staff: 

Non-Staff Profile

Job title: 

Training and Technical Assistance Associate II

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

541-414-4240

Christina Silvi

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Christina Silvi

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Christina

Last name: 

Silvi

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Christina Silvi brings expertise in early literacy, child development, evidence based practices and research, and technology based professional development. She designs and provides accessible, research based professional learning that aligns with state and national standards and quality improvement initiatives for the Rhode Island Center for Early Learning Professionals co-led by EDC. She also collaborates with program administrators through technical assistance to strengthen program quality, increase access to resources, and build systems for continuous quality improvement.

Previously, Silvi led the development and delivery of high-quality professional development sessions, funded through the Rhode Island Department of Education, that helped PreK teachers translate the CLASS and ECERS research measures into classroom practice. In addition to her training and technical assistance work, Silvi has managed quantitative and qualitative data collection efforts for several Early Reading First research projects.

Silvi is the developer of several Web-based curricula and online resources, including early childhood online courses for the E-Learning for Educators initiative, and the content for Bookfinder, a searchable database of over 700 children’s books on the PBS Parents Web site. She is the co-author of several articles and reports, including: “Why Wordless Books?” (Early Childhood News) and Massachusetts Quality Rating and Improvement System (QRIS) Pilot: Final Evaluation Report.

As a curriculum developer, Silvi contributed to Steps to Success, a four-unit multimedia training package for Head Start mentor-coaches nationwide. The instructional design prepares mentor-coaches to guide Head Start teachers in adopting research-based practices that foster young children’s language and literacy development.

Silvi began her career as a preschool teacher, working in mixed-aged classrooms with children and families from a broad range of backgrounds, languages, and special needs in both rural and urban settings.

She received her BA from the University of Vermont in early childhood development and an MA in child development from Tufts University.

Staff: 

Non-Staff Profile

Job title: 

Training and Technical Assistance Associate II

Program: 

Early Learning and Development

Mailing Address: 

535 Centerville Road, Suite 201
Warwick, RI 02886

Telephone: 

401-734-1285

Jim Stanton

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Jim Stanton

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Jim

Last name: 

Stanton

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Jim Stanton brings a unique blend of experience in K–12 education, workforce development, political and community organizing, and business to his groundbreaking work to ensure all students have a strong foundation in computing and are ready to lead and innovate in a future economy driven by computer technology.

Stanton is the Executive Director of the Massachusetts Computing Attainment Network (MassCAN) facilitated by EDC. In this initiative, he is collaborating with industry, education, and policy leaders across Massachusetts to  enhance access to computer science education, improve professional development for teachers, and create more pathways to STEM careers. 

In December 2015, Stanton was one of two EDC computer science education leaders invited to the White House to share their expertise during the White House’s K–12 Computer Science Education Workshop. He presents regularly at national and state forums focused on computer science education, including the annual Massachusetts STEM Summit. 

In 2008, Stanton was a member of the Task Force that rewrote the Massachusetts K-12 Instructional Technology Standards and was a member of the Governor’s Readiness Committee on Teacher Recruitment, Retention and Quality. Currently, Jim is a member of the Governor’s STEM Advisory Council, the Tech Hub Collaborative Talent Working Group and serves on the Teachers21 Board of Directors.

Prior to joining EDC, Stanton founded and developed the widely acclaimed Leadership Initiatives for Teaching and Technology (LIFT²) program. LIFT² provided paid summer externships in a wide array of STEM industries and three graduate level courses for middle and high school math and science teachers. Forty corporate partners joined with the public sector to provide over $2M in stipends, course tuition, and funds for program coordination. In 2009 LIFT² was selected to participate in a National Teacher Externship retreat, organized by the Ewing Marion Kauffman Foundation, as one of ten “Best practice” externship programs in the country.

Earlier in his career, Stanton directed national education research projects at the Institute for Responsive Education and served as Executive Director of the Cambridge Civic Assn. which recruited and provided year-round support to education reform candidates for the School Committee and City Council. He consulted for the U.S. Department of Justice Community Relations Service on the Boston School Desegregation case and directed the Boston Citywide Parent’s Council under Judge Garrity’s Court Orders.

Stanton holds an MEd in Urban Education and a BA in Economics from Boston College.

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2456

Kimberly Clear-Sandor

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Clear-Sandor

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Kimberly

Last name: 

Clear-Sandor

Bio: 

Kimberly Clear-Sandor is passionate about leveraging her understanding of health, families, and early childhood settings to advance children’s health, safety, growth, and development within educational settings and the home.

Clear-Sandor is a member of the National Center on Early Childhood Health and Wellness team. In this capacity, she provides evidence-based tools and techniques, and training with a special focus on children’s health, children with special health care needs, and safe environments. She also supports child care health consultants and professional networks for Head Start health, nutrition, and mental health managers, and works with health partners at the American Academy of Pediatrics in collaboration with Georgetown University Center for Child and Human Development, National Maternal and Child Oral Health Resource Center, and Health Care Institute at the University of California Los Angeles. 

Clear-Sandor is the Executive Director of the Connecticut Nurses’ Association, a state affiliate of the American Nurses' Association. She also provides private health consultation to early childhood programs and offers trainings and technical assistance to increase awareness of the role of health in early childhood environments.

A published author, Clear-Sandor reviewed the environmental standards in Caring for Our Children, 3rd Edition. She collaborated with the Connecticut State Department of Education to update the Education Guidelines for the Prevention and Management of Lead Poisoning in Children. She has also been a contributor/reviewer for other Connecticut State Department of Education publications, including Action Guide for Child Care Nutrition and Physical Activity Policies.

Clear-Sandor received her BSN from Boston College and her MSN as a Family Nurse Practitioner from Columbia University.

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: 

617-618-2854

Catherine McCulloch

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Catherine McCulloch

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Catherine

Last name: 

McCulloch

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Catherine McCulloch leads national initiatives that focus on bridging STEM research and practice to improve outcomes for students. An expert in formal and informal STEM learning, she brings extensive experience as a professional developer, course designer, and manager of strategic resource development and dissemination efforts.

McCulloch is the Principal Investigator of Community for Advancing Discovery Research in Education, a National Science Foundation-funded resource network in which she leads an EDC team in supporting STEM researchers and developers from NSF's DRK–12 program in making their findings and products accessible and usable for schools, communities, policymakers, and the public. She has also worked closely with the NSF to develop and implement STEM Smart, an initiative to disseminate successful STEM research and evidence-based practices across the nation. (Read McCulloch's blog post about STEM Smart: "Spreading the Word About Successful STEM Education.") Within this effort, she organized a K–12 engineering education, research, and practice conference held in collaboration with the American Society for Engineering Education. 

As co-PI of the Massachusetts Engineering and Innovation Dissemination Community initiative, McCulloch recently concluded a landscape analysis of K–12 engineering education in Massachusetts and co-authored a report, Engineering for Every K–12 Student, that presents key findings from the study that have important implications for K–20 educators, policymakers, and business and industry leaders nationwide.  She is the lead author of the brief, Research and Practice Partnerships: Fostering Equitable Collaboration.

McCulloch has developed and led professional development institutes for science and math mentoring—including in Mexico, New York, Ohio, Massachusetts, Mississippi, and Florida—and designed and led an online graduate science mentoring course for Cambridge College. She presents at national conferences on content-based mentoring and engineering education.  She has also provided professional development for out-of-school-time program educators and is the author of Straw Rockets, a Design It! Engineering for Afterschool Programs curriculum series module.

Prior to joining EDC, McCulloch was Assistant Director of the National Arts and Learning Collaborative, where she oversaw multiple grants, including a Kennedy Center for the Arts award for community involvement in arts education. For 15 years, she taught preK–12 children in a variety of private and public settings.

McCulloch holds a BS in Creativity in Learning and an MEd in Elementary Education from Lesley University.

Staff: 

Non-Staff Profile

Job title: 

Project Director

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2413

Mary Wedow

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Mary Wedow

First name: 

Mary

Last name: 

Wedow

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Mary Wedow, a highly experienced instructional designer, has a strong background in K–12 mathematics and science education and out-of-school learning. She also brings significant expertise in designing and delivering high-quality professional development that supports teachers in enhancing students’ STEM learning and outcomes. 

As a member of the Designing for Equity by Thinking in and about Mathematics (DEbT-M) project team, Wedow works with teachers to modify their instructional approaches to engage all students in challenging, high-quality mathematics learning. She also manages several programs in which EDC mathematics education experts partner with districts and schools to provide professional development and curriculum implementation support.

Wedow played a key role in EDC’s collaborative development of sixteen K–2 performance tasks—games and other activities—that support math teachers in gauging and supporting students’ understanding of Common Core concepts. She also contributed to Learning and Teaching Algebra, a project that focused on creating resources for Grade 8 teachers in their first year of implementing CME Project Algebra 1, and led a program for the Chicago Public Schools that provided professional development and curriculum implementation support for over 100 schools.

Nationwide, Wedow shares findings from her work at the annual conferences of organizations such as the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, the National Science Teachers Association, and the Illinois State Board of Education.

Before joining EDC, Wedow coordinated teacher development and community outreach programs for the Chicago Museum of Science and Industry. In this capacity, she facilitated workshops for public and private school teachers; designed curricula, including an energy-based unit compliant with American Association for the Advancement of Sciences; and developed family science kits. Earlier in her career, she was a Grade 6 mathematics teacher.

Wedow received a BA in Elementary Education from Ball State University and an MEd in Curriculum and Instruction from DePaul University.

Staff: 

Non-Staff Profile

Job title: 

Senior Development Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

770 N. Halsted Street, Suite 205
Chicago, IL 60642

Matt McLeod

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Matt McLeod

First name: 

Matt

Last name: 

McLeod

Bio: 

As a teacher, teacher leader, and instructional coach, Matt McLeod brings extensive experience in student and adult learning and teaching strategies. Understanding that doing mathematics is much more than applying procedures and completing calculations, McLeod has worked to improve teachers’ content knowledge and hone their instructional strategies to help develop their students into true mathematicians. He is highly experienced in designing and providing professional development to teachers and district leaders in mathematical content, curriculum and pedagogical best practices.

McLeod’s work is focused largely on the Common Core State Standards for Mathematics (CCSS-M).  A contributor to Implementing the Mathematical Practice Standards and to Learning and Teaching Algebra, McLeod has co-authored many resources designed to help teachers understand the Standards for Mathematical Practice (SMP) and recognize these in student work. Through other projects, he has worked with teachers and district leaders to help shift mathematics instruction to be more aligned with the rigor and expectations of the CCSS-M. 

Currently, McLeod is expanding his horizons by leading a project to develop K–2 formative assessment tasks. This work is being done for PARCC and their non-summative assessment team. McLeod is also part of the Designing for Equity by Thinking in and about Mathematics (DEbT-M) project, which is working with teachers to change their current educational systems, particularly in their mathematics classrooms, to be more equitably accessible to all students. Recently, he joined the Math For All study team and is engaged in an effort to examine the efficacy of a PD program designed to improve teachers’ ability to reach learners of all abilities.

McLeod is also adjunct faculty at Northeastern Illinois University, where he is an instructor in the MSTQE (Math, Science, and Technology for Quality Education) program preparing the next generation of middle-school math and science teachers. Through this program, he is also serving on a committee to establish a new set of teacher qualification standards for Illinois.

Prior to joining EDC in 2012, McLeod held many roles in Chicago Public Schools (CPS), including middle-grades mathematics and reading teacher, Grade 8 algebra instructional coach (in collaboration with EDC, using CME Project Algebra I), and district math specialist. In his final year with CPS, McLeod led a team to design a plan and all of the subsequent components to help CPS transition to the CCSS-M.

McLeod has a BS in Industrial Engineering from Northwestern University and an MEd in Educational Leadership from University of Illinois–Chicago.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

770 N. Halsted Street, Suite 205
Chicago, IL 60642

Jana Martella

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Jana Martella

First name: 

Jana

Last name: 

Martella

Affiliation/Organization: 

EDC

Bio: 

Jana Martella is the Co-Director of the U.S. Department of Education (ED)-sponsored comprehensive technical assistance Center on Enhancing Early Learning Outcomes (CEELO). Martella brings to her work over 30 years of experience in education and has served as a state legislative liaison, coordinator for federal programs, school administrator, and teacher. She has worked on multiple initiatives designed to advance high quality in early education. A central part of her focus has been on education system and program improvement through standards-based reform.

As Co-Director of CEELO, Martella oversees the delivery of technical assistance and policy advice to state education agency offices of early learning and the 22 US-ED Comprehensive Content and Regional Centers. CEELO staff, partners, and experts work to advance states’ use of early childhood comprehensive assessment systems; promote the use of assessment data and other information to improve program quality; increase the knowledge and skills of the early learning workforce; strengthen the alignment of birth through Grade 3 educational policies and systems; and improve the coordination of resources and policies across statewide systems.

A widely published author, Martella’s works include: Vision to Practice: Setting a New Course for Early Childhood Governance; Preschool Education: New Jersey and the Nation; and Measure What Matters: National Trends in Early Childhood Standards and Assessments.  She serves on several boards and advisory committees, including High Scope; Early Childhood Outcomes Center (Office of Special Education, ED); National Center for Research in Early Childhood Education (Institute of Education Sciences, ED); Research Connections (Child Care and Early Education at the National Center for Children in Poverty); and First School (Frank Porter Graham Child Development Institute, UNC-Chapel Hill).

Prior to joining EDC, Martella was the executive director of the National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE) and the National Association for Regulatory Administration (NARA Licensing), providing leadership and support to states and organizations on early childhood initiatives.

Martella received a BS from Pepperdine University, an MS from Johns Hopkins University School of Advanced International Studies, and an MS from San Diego State University.

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Early Learning and Development

Mailing Address: 

1025 Thomas Jefferson Street NW, Suite 700 West
Washington, DC 20007

Telephone: 

202-572-5311

Jessica Juliuson

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Jessica Juliuson

First name: 

Jessica

Last name: 

Juliuson

Affiliation/Organization: 

EDC

Bio: 

Jessica Juliuson specializes in supporting districts and schools in making systemic changes to ensure students acquire the skills and knowledge to thrive in a 21st century economy and to be effective participants in a democratic society. To this work she brings more than 20 years of experience in advancing innovations in instructional design and teacher development that enhance students’ learning, improve their academic achievement, and prepare them for college and careers.

As a professional developer, Juliuson plays a key role in the Ford Next Generation Learning (NGL) initiative’s efforts to transform teaching and learning, the high school experience, and business and civic engagement.  As a member of Ford NGL’s National Leadership Team supporting a national network of Ford NGL communities, she strengthens collaboration between schools and local communities and industries as one of the lead developers and facilitators of Community Connected Learning. 

With EDC’s Nellie Mae District Level Systems Change (DLSC) team, Juliuson provides assistance to DLSC districts using a networked improvement community approach to deepen and scale student-centered learning. She also co-developed a curriculum to support scaling up effective practices in high schools as a member of the National Center on Scaling Up Effective Schools.

Juliuson’s work focuses on empowering educators to be agents of change in their schools and communities. She is developing and managing a pilot international teacher recognition project for the Amgen Foundation’s ABE Program Office at EDC. Juliuson serves as a member of a national professional development planning team for the National Career Academy Coalition (NCAC), with the goal of facilitating adult learning using user-centered design principles and processes. As the lead writer for the Law and Justice program, Juliuson co-developed an innovative curriculum that engages and empowers students through authentic projects based on issues of power, fairness, and equity. Recently, Juliuson co-authored the EDC publication In Support of Educators: Strategies That Work. She is a member of the National School Reform Faculty and a trained Critical Friends Group coach.

Juliuson believes in the power of partnerships to advance systemic changes in education. She has collaborated with ConnectEd California, the California Department of Education, the California State Bar Association, Calamari Educational Productions, Vanderbilt University, and the Lastinger Center at the University of Florida. She has also worked with Philadelphia Academies, Inc. to support the development and sustainability of wall-to-wall academies in Philadelphia, and is a co-developer of the Innovators’ Institute, a unique fellowship model for Philadelphia partners to collaborate across organizations for youth empowerment.

Prior to joining EDC, Juliuson worked as a whole school change coach in the Boston Public Schools. As a consultant for several other large urban school districts, she partnered with leaders and educators to align curriculum, build professional learning communities, support the use of data to improve instruction, and develop strategic plans. Earlier in her career, she was a high school social studies and law teacher and provided technical assistance and coaching to Grade K–12 teachers and administrators.

Juliuson received a BA in History from Hamilton College and an MA in Teaching from the University of New Hampshire.

Staff: 

Non-Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2630

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