Technical Assistance

Nancy Topping-Tailby

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Nancy Topping-Tailby

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Nancy

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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.

Staff: 

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

Rebecca Lewis

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Rebecca Lewis

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Rebecca

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Lewis

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Rebecca Lewis works to promote the integration of rigorous academic content with opportunities for students to develop essential skills necessary for success in postsecondary education and the workplace. She seeks to excite students about learning in formal and informal education settings, while giving them the tools to succeed in their educational pursuits and beyond.

Lewis is the Director of EDC's Amgen Biotech Experience (ABE) Program Office, in which capacity she leads the provision of technical assistance to support the innovative ABE Program's sites and participating teachers. Previously, she co-led the Ford Motor Company-funded Ford PAS project which developed—and provides technical assistance and professional development for—a program that has evolved from an academically rigorous high school curriculum integrating academic and career education into a comprehensive community-wide high school reform strategy (Ford Next Generation Learning).

She brings extensive expertise in developing a wide range of STEM curriculum and professional development materials, including modules for Ford PAS and curriculum development work for the middle school Zero Robotics programming competition (a NASA Summer of Innovation program). On a regular basis, she contributes her science content knowledge, teaching experience, and skills in research and materials development to advising projects on their efforts to design instructional resources and support for teachers.

Lewis has worked with schools, districts, corporate funders, and community-based partners on EDC programs. She created a hands-on guide for teachers on how to integrate gender equity into existing science curricula, and she assisted with the development of classroom scenarios and working papers on science and mathematics education. She is the author of "Engaging the Controversy in Science Education: Scientific Knowledge and Democratic Decisions."

She received a BS from the University of Wisconsin–Madison, an MAT in biology from Northeastern University, and a CAES 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: 

617-618-2935

Nevin Katz

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Nevin Katz

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Nevin

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Katz

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Nevin Katz, a former science teacher, brings experience in online interactive development, mathematics and science instructional design, and design and facilitation of blended learning courses for K–12 teachers.

Katz advances the goals of a wide variety of initiatives across the Learning and Teaching Division and throughout EDC. Drawing on his technical expertise—iOS app development, front-end web development, Drupal theming, and the use of art and animation to convey key concepts—he helps teams create interactive learning experiences that engage and inform target audiences. Recently, Katz contributed to the development of a website, "Exploring Infectious Diseases," for high school and college biology students, their instructors, and adult learners. 

Katz also served as a member of a team that designed and tested a prototype Electronic Teacher Guide (eTG) designed to support teachers in implementing curriculum.The eTG features Biology Learning Experiences, tools to support teachers in reflecting on their practice, and related resources on topics such as holding productive discussions in the science classroom and using formative assessment. In this initiative, he helped develop eTG animations and videos that support teachers’ “mindful modification” of core curriculum.

Katz's recent projects include developing interactive self-assessment activities used in an online art history course for the Crystal Bridges Museum of American Art that was awarded a 2015 Gold MUSE award by the American Alliance of Museums; the Health Moments: Preventing Illness iOS app for Head Start home visitors; HP Learning Initiative for Entrepreneurs (HP Life) e-learning; and Adobe Youth Voices Program Guide. For seven years, he has designed science interactives (“Exploring the Seasons”) and courses (“Using Technology to Explore Weather and Climate”) for EDC’s EdTech Leaders Online program and facilitated ETLO courses.

Katz is a co-author of the EDC publication In Support of Educators: Strategies That Work and the author/illustrator of the Dr. Birdley Teaches Science series of teacher resource books, which he developed outside of his work for EDC. The Massachusetts Department of Youth Services (DYS) has purchased and distributed the Dr. Birdley series to all of their educational programs across the state and incorporated it into the instructional guide for DYS science teachers. It is used in classrooms around the country and distributed abroad.

Prior to joining EDC, Katz was a science teacher for eight years and taught physical science, environmental science, biology, chemistry, and earth science at public and charter schools.  

Katz holds an EdM in teaching and curriculum from the Harvard Graduate School of Education and a BA in biology from Swarthmore College.

Staff: 

Non-Staff Profile

Job title: 

Training and Technical Assistance Associate II

Program: 

EdTech Leaders Online

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2415

Pam Buffington

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Pam Buffington

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Pam

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Buffington

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Pam Buffington provides technical support in evidence based policy development and decisionmaking to state and local education agencies and is a project leader in the development and management of multiple professional development initiatives. She is an expert in technology integration in education with extensive work in the areas of mathematics and science, and has designed and implemented online and face-to-face professional development materials. As Co-Director of the Science and Mathematics Programs Unit, she leads a team of researchers, instructional designers, and professional developers in investigating and implementing strategies to improve students' learning outcomes.

Buffington is EDC's co-Principal Investigator (co-PI) of the National Science Foundation-funded Research and Practice Collaboratory, an initiative focused on equity-oriented STEM education improvement. In this work, she leads a partnership with the Auburn, Maine School Department to improve student learning of mathematics in the early grades through the integration of interactive mobile technologies such as iPads. She has presented this work extensively at convenings such as the 13th annual International Congress on Mathematical Education and the conferences of organizations such as the National Rural Educators Association, National Council of Teachers of Mathematics, and National Council of Supervisors of Mathematics.

As the co-PI of EDC's Visual Access to Mathematics study, Buffington is working with Mark Driscoll and Johannah Nikula to develop and study a blended-learning professional development program that will address the critical need to support middle-grades mathematics teachers in enhancing English learners' mathematics learning and promoting their college and career readiness. She also serves as a State Liaison and Northeast Rural Districts Research Alliance Facilitator for the Institute of Education Sciences (IES)-funded REL Northeast & Islands and a STEM technical assistance provider for Investing in Innovation Fund (i3) program grantees.

Buffington was the PI of the IES-funded Eliciting Mathematics Misconceptions: A Cognitive Diagnostic Assessment System, an initiative that developed and validated diagnostic formative assessments in the content area of rational numbers. She was also the Project Director for several initiatives, including the Maine Impact Study of Technology in Mathematics Intervention; the Enhancing and Extending the National Library of Virtual Manipulatives Project; SELECT Math Professional Development Intervention, Boston; and District Level Consultation–Standards-Based Mathematics Instruction. She also served as lead mathematics specialist in support of Maine’s Learning Technology Initiative.

In 2016, Buffington was selected to be the Richard H. Balomenos Lecturer by the Association of Teachers of Mathematics in New England (ATMNE) and presented the keynote “Strategic Use of Mobile Technologies as an Equity Move” at the ATMNE Conference. She also published her work extensively in 2016. She is a co-author of the chapter “Partnership-Based Research Approaches” in Rural Education Research: State of the Science and Emerging Directions, and co-authored the article “Enhancing Use of Learning Sciences Research in Planning for and Supporting Educational Change: Leveraging and Building Social Networks” (Journal of Educational Change). Through her work on the R+P Collaboratory, she has co-authored a series of briefs and reports on the role that interactive technology can play in enhancing mathematics learning, including Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics, Supporting Equity Through Co-Investigation: Sharing Student Videos, and Research+Practice Partnerships: Fostering Equitable Collaborations.

Before joining EDC, Buffington was the Director of Technology and Assessment Development for Learning Effects in Falmouth, Maine; a Project Director at TERC in Cambridge; and an adjunct faculty member at the Graduate School of Education, Instructional Technology Program, at Bridgewater State College. She has worked as a mathematics teacher and technology coordinator.

Buffington received a BS in secondary education and mathematics with a minor in Physics from University of Maine at Farmington, an MA in curriculum and instruction from Lesley College, and a PhD in education (integrating multicultural education, technology, and educational practice) from the Union Institute.

Staff: 

Non-Staff Profile

Job title: 

Co-Director

Program: 

Science and Mathematics Programs

Mailing Address: 

36 Brunswick Avenue
Gardiner, Maine 04345

Telephone: 

207-588-5022

Tony Streit

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Tony Streit

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Tony

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Streit

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Tony Streit is a nationally recognized expert in media education, youth development, out-of-school time, and informal STEM learning. He is dedicated to helping educators harness 21st-century tools to provide hands-on, student-centered learning that engages, motivates, and inspires young people. He specializes in providing direct consultation and assistance to the philanthropic community, tailoring services to meet the needs of both corporate and private funders.

Streit is Principal Investigator for EDC's National Center on Afterschool and Summer Enrichment (NCASE). Funded by the Administration for Children and Families, Office of Child Care, EDC and its partners—the National Institute on Out-of-School Time (NIOST), the National Summer Learning Association, and WRMA, Inc.—are providing materials and training to ensure that all school-age children can access high-quality afterschool and summer learning experiences that promote their development and academic achievement.

Since 2002, Streit has directed The YouthLearn Initiative, a broad array of research, promising practices, and curricular strategies on community-based, contextual learning intended to build critical thinking, creativity, content knowledge, and other skills that are essential to college and career success. Streit and his team provide professional development, program materials, research and evaluation, and technical assistance to organizations and educators in both formal and nonformal settings.

For 10 years, Streit led program management of the Adobe Youth Voices initiative, a global professional development effort for both in-school and afterschool educators in youth media-making.  From 2013 to 2015, Streit’s team provided technical assistance for The Robert R. McCormick Foundation's Why News Matters, a three-year initiative to advance news literacy across Chicago. In addition to his project work, Streit serves as the Director of EDC’s corporate office in Chicago, where he provides guidance to local project staff and oversees regional outreach and development.

Streit has been a consultant and trainer on project-based learning (PBL) in afterschool for the Massachusetts Department of Education’s 21st Century Community Learning Centers program for over 10 years. Through workshops coordinated by NIOST, Streit facilitates train-the-trainer style experiences emphasizing the value of creativity and critical thinking skills, inquiry as an instructional approach, and intentional connections to school-day learning. Through this work, a PBL approach has now become a required element of all afterschool programs in Massachusetts.

Similar past projects include co-development of The Afterschool Academies, a comprehensive training approach for afterschool educators developed for the Mott Foundation, management of the National Science Foundation (NSF) ITEST Learning Resource Center (now STELAR, for which Streit is a senior advisor); and consultation with the Verizon Foundation on best strategies to engage afterschool educators in their use of the Thinkfinity educator portal.  He has also collaborated with Noyce Foundation, University of Nebraska Lincoln, Bechtel Foundation, SEDL, MIT Media Lab, Open Society Institute, Time Warner, Kellogg Foundation, USAID, National Institute for Out of School Time, and numerous schools, youth centers, state agencies and school districts across the US and overseas.

Streit is the co-creator of Adobe Youth Voices Program Guide and the co-author of ITEST Convening Report: Defining an Afterschool Research Agenda and the chapter "Working in Afterschool" published in the report Preparing Tomorrow's STEM Workforce Through Innovative Technology Experiences for Students and Teachers.  

Currently, Streit is a Board Member and the Treasurer of the National Association for Media Literacy Education (NAMLE) and served as Chair of NAMLE’s 2017 National Conference in Chicago. Previously, he served on the Technical Working Group on STEM for the US Department of Education's 21st Century Community Learning Center Program. He has also served as an advisor to the Next Generation Youth Work Coalition, the National Partnership for Quality Afterschool Learning, the Informal Learning in Science and Afterschool Project, and the Ready to Learn Partnership.

Before joining EDC, Streit was Co-Founder and Co-Director of Street-Level Youth Media, a Chicago organization that he helped build into a nationally recognized youth development model.

Streit received a BA in communications and economics from University of Notre Dame, and studied documentary filmmaking at Columbia College Chicago.

Staff: 

Non-Staff Profile

Job title: 

Managing Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

770 North Halsted Street, Suite 205
Chicago, Illinois 60622

Telephone: 

312-962-4521

Steven Shuman

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Steven Shuman

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Steven

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Shuman

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Steven Shuman, an expert in child development, health, and technical assistance, supports program leaders in ensuring young children's well-being and school readiness. For decades, he has worked to improve early childhood education and public health, led community and state level programs, trained educators, created materials, developed policy, and helped child-and-family focused agencies reach levels of excellence.

Shuman serves as a Training and Technical Assistance Specialist for the Head Start National Center on Health and Wellness (NCECHW), a partnership between EDC, the American Academy of Pediatrics, Georgetown University, Child Care Aware of America, Nemours, and University of California, Los Angeles Anderson School of Management. Prior to working in NCH, Shuman was part of the Project LAUNCH TA team—assisting Substance Abuse and Mental Health Services Administration (SAMHSA)-funded grantees in improving mental health care for children birth to age eight.

A frequent presenter at national early childhood conferences, Shuman is the coauthor of Growing Up Healthy; Relationships, Resiliency, and Readiness: Building a System of Early Care and Education Mental Health Services; and "Preventing Challenging Behaviors Targeting LGBT Children and Their Families.

Shuman is the Co-Facilitator of the Lesbian, Gay, Bisexual, and Transgender Interest Forum of the National Association for the Education of Young Children (NAEYC) and a reviewer for the National Resource Center for Health and Safety in Child Care. He has served on the boards of the Boston, New England, and Massachusetts Associations for the Education of Young Children; as an advisor to the Committee on Health & Safety Practices at the Schott Fellowship in Early Care & Education and National Training Institute for Child Care Health Consultants; and as a member of the Breastfeeding Expert Work Group, Early Head Start National Resource Center.

Before joining EDC, Shuman was a Health Content Expert for the Region I Head Start Quality Initiative at the University of Massachusetts Donahue Institute. Previously, he worked for the Massachusetts Department of Public Health, where he led many child health initiatives and was instrumental in collaborations throughout New England.

Shuman received the Abigail Eliot Distinguished Leadership Award from the Boston Association for the Education of Young Children, the David Giveans Award from the LGBT Interest Forum of NAEYC, and the first Steve Shuman Support of Men In Early Education and Care Award from the New England Association for the Education of Young Children.

He received his BA from Emerson College and has studied at Colby College, Wheelock College graduate programs, and Johns Hopkins Bloomberg School of Public Health.

Staff: 

Non-Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Early Learning and Development

Mailing Address: 

1735 Capri Circle
Palm Springs, California 92264

Telephone: 

617-618-2751

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