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STAFF BIOS

Barnett Berry, CEO & Partner

@CTQ since… 1998 (CTQ’s very first day of business)

What I do
I think, write, and take action on the future of the profession that makes all other possible.

Experience

Barnett’s insights on the teaching profession are grounded in a career that has positioned him to analyze education policy and practice from a rich range of perspectives. He is a former high school social studies teacher, think tank analyst, senior state education agency leader, and university professor. In the mid-1990s, he served as a research consultant to the National Commission on Teaching & America's Future in developing its seminal report, What Matters Most: Teaching for America’s Future, and later led its state policy and partnership efforts. This work led to his founding of CTQ in 1998.

Barnett has authored more than 100 peer-reviewed journal articles and book chapters. His research and analysis has focused on policies to advance the teaching profession, spanning from teacher recruitment and preparation to how teaching effectiveness is evaluated and rewarded. 

Barnett’s first book, TEACHING 2030: What We Must Do for Our Students and Our Public Schools… Now and in the Future (2011), was crafted with the wisdom of twelve expert teachers and outlines a potent vision for the future of teaching. Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave(2013) details the contours of a bold brand of teacher leadership. He blogs at Advancing the Teaching Profession and regularly publishes in the popular education press. 

Why CTQ?
Our nation’s policymakers must shift their focus from firing “bad teachers” to building on the expertise of the many excellent ones teaching today. If America is going to ensure high quality education for all its students, then we must spread the pedagogical and policy expertise of teachers.
 
Something fun

  • I’m a relentless advocate for the teaching profession.
  • I’m deeply committed to family and friends.
  • I’m addicted to hot yoga.

Three favorite professional reads

  • The Flat World and Education by Linda Darling-Hammond
  • Finnish Lessons by Pasi Sahlberg
  • The Third Wave by Alvin Toffler

Email: bberry@teachingquality.org
Twitter: @BarnettCTQ

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P. Ann Byrd, COO & Partner

@CTQ since… 2006

What I do
I listen and learn from amazingly accomplished teachers—and I remind those who teach and those who don’t of the complexity of their work and the power of their potential to lead.

Experience
Ann serves as COO & Partner, leading organizational strategy, vision, and management efforts so that teachers can transform their profession. In her work with the Teacher Cadet Program—run by Winthrop University's Center for Educator Recruitment, Retention and Advancement (CERRA)—Ann worked to recruit high school seniors into education. She served in positions with CERRA as teacher in residence, program director, and executive director, a role she held for six years.

She earned National Board Certification in English Language Arts for Adolescents and Young Adults in November of 2000 and renewed her certification in November 2010. She also served six years as a member of the NBPTS Board of Directors. Ann holds a B.A. in English–secondary education and an M.Ed in English education from Winthrop University, as well as an Ed.D in curriculum and instruction from the University of South Carolina.

Ann Byrd is coauthor of Teacherpreneurs: Innovative Teachers Who Lead but Don't Leave (Jossey Bass, 2013) with Barnett Berry and Alan Wieder.

Why CTQ?
While research shows that the influence of teachers is the most important in-school factor for student success, it is clear that teacher leaders are the most important in- and out-of-school factor for the profession’s success. I am privileged to work on behalf of teacher leaders every day to push on a system that does not yet have the necessary will to allow space and time for teachers to lead without leaving their students.

Something fun

  • I adore animals and own a dog (Lucy) and staff two cats (Marmalade and Gov. Riley).
  • I’m a lifelong Gamecock fan, primarily obsessed with football (Clowney time!).
  • I’m a recovering perfectionist (I acknowledge my continuing search for the perfect writing instrument, my battle with having blinds drawn to an exact height, and my obsession with not wearing silver, including buttons—I’m amenable to two-tone).

Three favorite professional reads

  • In the Middle by Nancy Atwell (transformed my teaching)
  • Schoolteacher by Dan C. Lortie
  • Tinkering Toward Utopia by David Tyack and Larry Cuban

Email: abyrd@teachingquality.org
Twitter: @AnnByrdCTQ

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Jennifer Barnett, Teacher Engagement

Focus area: Teacher Leadership and Common Core, CTQ-NC
 
School, District, State: Childersburg High School, Talladega County, Alabama
 
What I do with CTQ (in a tweet)
I engage teachers in a conversation with themselves about how they can change our world.

Experience
An English and history teacher for 22 years, Jennifer has recently served as a Digital Learning Specialist and technology leader in her district and state. She launched a district-wide, teacher-led technology initiative that laid the foundation for change in her district that would be recognized across the nation. She has served on CTQ’s Teacher Advisory Board, co-authored Teaching 2030 with Barnett Berry and 11 other teacher leaders, and co-moderated the Teaching 2030 Twitter chat for three years. She currently serves on the Panel of Experts for the Alliance for Excellent Education’s Project 24 and supports teacher leaders across the nation passionate about initiating change.

How teaching and leading relate
I believe the student-centered, inquiry-based, highly productive classroom serves as the grandest and most powerful analogy for thinking about almost everything. The students in this type of classroom are empowered to own their learning and move forward supported, corrected, and encouraged. The teacher in this space facilitates, instructs, and empowers. So should leaders. In fact, I believe this type of classroom models exactly what we should be doing in all organizations – educational, social, political, or otherwise. Let’s engage, empower, and get out of their way.

My all-time favorite lesson or unit to teach and why
I adore teaching the Declaration of Independence.  Why? Teenagers assume they know all about independence. I enjoy helping them discover the deeper implications of this demand. I also enjoy how much this document reveals about human nature and civic duty. For example, when guiding students in the study of Thomas Jefferson’s assertion --  “when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them to absolute despotism, it is their right, it is their duty to throw off such government and provide new guards for their future security” – I get to witness future generations discover that the roots of change lie within themselves.

 Three favorite professional reads

  • Community: The Structure of Belonging by Peter Block
  • Linked: How Everything Is Connected to Everything Else and What It Means for Business, Science, and Everyday Life by Albert-Laszlo Barabasi
  • Outliers by Malcolm Gladwell

Email: jbarnett@teachingquality.org
Twitter: @JenniferBarnett

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Dennis Bartels

Dennis M. Bartels, an internationally known science education and policy expert, became executive director of the Exploratorium in 2006. He holds a Ph.D. in Education Administration and Policy Analysis from Stanford University, and his work has received more than $28 million in grants from the National Science Foundation (NSF) and other sources.  He completed a historic capital project and a $330 million capital campaign to relocate the Exploratorium to Piers 15/17 on San Francisco’s famed waterfront.

In 2009, he was appointed to the Education Working Group for the President’s Council of Advisors on Science and Technology. In 2010, he was named to the Ocean Research Advisory Panel (ORAP), which provides independent advice and guidance to the more than 20 federal agencies of the National Oceanographic Partnership Program.

Dr. Bartels has testified before committees of both the United States Senate and House of Representatives and before the full House Science Committee concerning the role of the NSF in K - 12 science and math education. He’s served on the Advisory Committees of the NSF’s Education and Human Resources Directorate and the Environmental Research and Education Directorate. He has also been an invited guest and speaker on science and mathematics education in China, Brazil, England, France, Japan, Malaysia, and the Netherlands.

Dr. Bartels was elected an AAAS Fellow for his energetic leadership in systemic science education reform, informal science education, and research and development of innovative mathematics, science, and technology curricula.  He is also an elected Fellow of the American Educational Research Association (AERA) and of the International Society for Design and Development in Education (ISDDE).

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Brianna Crowley, Value Creation Strategy

Focus area: Design Thinking and Teacher Leadership

School, District, State: Hershey High School, Derry Township School District, Pennsylvania

What I do with CTQ (in a tweet)
Build capacity to recognize and craft powerful stories in a plethora of formats. Help educators share these stories to advocate for students, teachers, and the profession.

Experience
Brianna taught high school English in Hershey, PA for nine years and served as a peer coach for four of those years. In addition to her National Board Certification, Brianna also has an M.S. in Instructional Design and Technology. As a 2014-15 CTQ Teacherpreneur, she co-launched the #TeachingIs 2015 campaign and led various workshops using design thinking to catalyze teacher leaders work around the country. She loves learning through social media platforms and leading through columns in EdWeek Teacher and SmartBrief as well as her CTQ Blog. Brianna has also contributed two books: How to Bring Technology Into Your Classroom and The Best Lesson Series: 15 Mast Teachers Share What Works.  She embraces innovative approaches to learning and leading, and deeply believes in the promise of technology, the power of the written word, and the deep capacity of students and teachers to solve complex problems.

The connection between teaching and leading
A leader listens deeply, seeks to understand various viewpoints, provides support with resources, facilitates safe environments, and shares lessons from experience. Is this different from what great teachers do every day with students? Absolutely not. Teaching is leading. Leading beyond students and the classroom, however, can require additional skills. Every teacher leads every day, but more teachers need to stretch themselves to lead beyond the comfort zones of classrooms. Teachers should be leading at school board meetings, at educational conferences, and in the legislative rooms of capitol buildings across the nation. Because teachers offer a unique perspective drawn from years of experience working with students and advocating for them. For education to improve in all the ways we know it should, teachers need to lead not only their students, but also their profession.

My all-time favorite lesson or unit to teach and why

Two of my favorite units to teach revolve around the damaging role of stereotypes and unconscious bias. With juniors taking a Media Studies course, I asked them to read a chapter from Malcolm Gladwell’s Blink as well as other articles to introduce the concept of unconscious bias. Then, we turn to media to understand how these biases are both created, perpetuated, and/or changed by media’s representation. It’s a unit that challenges all of us and pushes us to examine the real way our perceptions affect others. With freshmen, the unit on stereotyping centers on the Holocaust memoir Night paired with modern video texts from ABC’s What Would You Do?  Using the both historical modern examples, we discuss how stereotypes and biases can lead to people playing the role of a bystander rather than taking the more difficult role of an “Upstander” to prevent marginalization and injustice. Both units are potentially transformative, and I cherished facilitating these powerful conversations with students.

Three favorite professional reads

  • Whole Novels by Ariel Sacks
  • Quiet by Susain Cain
  • A Whole New Mind by Daniel Pink

Email: bcrowley@teachingquality.org

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Jessica Cuthbertson, Communication Connections
@CTQ since… September 2016

What I do
I support CTQ's blogging strategy and communication efforts to show how collective leadership benefits public school students, schools, and communities.

Experience
Jessica is a National Board Certified Teacher who frames strategy and messaging for CTQ’s communications and thought leadership efforts, in collaboration with teacher leaders, education stakeholders, staff members, and other clients. She joined CTQ’s team after 13 years of experience in K-12 education. Her previous roles in the field include middle school English teacher, literacy coach, and lab classroom host. She also served for three years as a CTQ teacherpreneur, teaching half-time and spending released time supporting teacher leadership efforts in her district and around the country. She created, launched, and facilitated a districtwide Teacher Leadership Academy in 2015-16, a K-12 community of educators committed to deprivatizing teaching and learning and reflective practice that continues to grow in members and capacity in Aurora, CO. Jessica serves as the state captain of the Colorado Core Advocates Network, sponsored by Student Achievement Partners, which supports educators across the state to better align policy and practice with the demands of the standards, and on Chalkbeat’s Reader Advisory Board. She believes student-centered pedagogy and teacher leadership are key levers for creating the equitable public schools our students deserve.

Why CTQ?
As an emerging teacher leader, CTQ helped me “find my tribe,” and connect with a virtual network of accomplished educators from across the nation. CTQ played an instrumental role in my personal journey as a teacher leader and the development of my thought leadership. CTQ’s network also provided support and encouragement during my National Board candidacy. I love working with an organization that values educators as professionals and experts in the field. I hope to give back to the current and future community of practitioners that have influenced and mentored me throughout my career, and who continue to inspire me to advocate for an equitable public education for all students.

Something fun

  • I'm a passionate Colorado native – from the Rocky Mountains to the rural plains, I love exploring all corners (and cuisines) in my home state.
  • I have an embarrassing number of collectibles – primarily Betty Boop memorabilia and Nutcrackers I’ve been collecting since childhood.
  • I was called to motherhood following a 2013 trip to Kenya that included extensive time in schools and orphanages. We finalized the adoption of our son, Henok, who was born in Ethiopia, in January of 2017.

Three favorite professional reads

  • Choice Words: How our Language Affects Children’s Learning by Peter H. Johnston
  • Opening Doors to Equity: A Practical Guide to Observation-Based Professional Learning by Tonya Ward Singer
  • Savage Inequalities: Children in America’s Schools by Jonathan Kozol

Email: jcuthbertson@teachingquality.org
Twitter: @JJCuthy

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Alesha Daughtrey, Partnership Strategy

@CTQ since… 2009

What I do
Help teachers develop one another’s capacity as leaders. Help non-teachers understand why that’s so important to our students and schools.

Experience
Alesha leads CTQ’s efforts to support teachers’ learning and growth as leaders of and advocates for their profession. In addition to coordinating virtual learning opportunities for teachers throughout the CTQ network, she provides direct support to teams of teacher leaders in Florida. Before coming to CTQ, Alesha spent nearly a decade in the Washington, DC area, where she worked in policy advocacy and analysis, community organizing, training, and philanthropy. She holds a Master of Public Policy (MPP) degree from Duke University.

Why CTQ?
I loved my student-teaching experience in an eleventh-grade English classroom…at least the part where I worked with kids. But the adults didn’t collaborate, and the district gave teachers few opportunities to grow and lead. I found I couldn’t “just close my door and teach,” so I left the profession before really entering it. CTQ offers the resources and supports I needed but didn’t have, and it’s an honor to be part of this work.

Something fun

  • I didn’t learn to ride a bike until I was 27.
  • I believe in the Southern art of “just sitting” but can’t be still long enough to do it myself.
  • If you ever visit central North Carolina and see a purple car zipping along with the driver “dancing” to something on the radio… that would be me.

 Three favorite professional reads

  • The Firestarter Sessions by Danielle LaPorte
  • Teacherpreneurs by Barnett Berry, Ann Byrd, and Alan Wieder
  • Trust in Schools by Anthony Bryk and Barbara Schneider

Email: adaughtrey@teachingquality.org
Twitter: @aleshadaughtrey    

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Teresa O’Brien Durn, Finance and Operations

@CTQ since… 1999

What I do
I manage overall financial reporting, budgeting, HR, and general business matters for CTQ.

Experience
Teresa has worked in the nonprofit and accounting sector for more than 20 years. She has managed multiple grants at the government and foundation levels. Prior to her work in the nonprofit and accounting sector, Teresa worked in the insurance industry, managing workman’s compensation rates for the state of Maine. While in college, Teresa tutored algebra, ESL, and accounting students. Teresa graduated with highest honors from Tunxis Community College in Farmington, Connecticut. She holds an associate’s degree in business with a concentration in accounting.

Why CTQ?
Making the transition to the nonprofit sector felt like coming home. Having a school-age child and making the move from a privileged to a rural community where more than 50 percent of the students qualify for free/reduced lunch made me painfully aware of the inequities in education. While an involved parent on the local level, I wanted to do more. I could not have been more pleased when the opportunity to work with CTQ presented itself.

Something fun

  • I am a pet lover and own two dogs and one cat.
  • I am an avid rubber art stamper, using my talent to raise money for cancer patients and homeless animals.
  • I don’t believe in waiting to retire to live and I enjoy trying new things, most recently zip lining and kayaking.

Three favorite professional reads

  • TEACHING 2030 by Barnett Berry, Jennifer Barnett, Kilian Betlach, Shannon C'de Baca, Susie Highley, John M. Holland, Carrie J. Kamm, Renee Moore, Cindi Rigsbee, Ariel Sacks, Emily Vickery, Jose Vilson, Laurie Wasserman.  
  • The Starfish and the Spider by Ori Brafman and Rod A. Beckstrom
  • Crucial Conversations by Kerry Patterson, Joseph Grenny, Ron McMillan, Al Switzler

Email: todurn@teachingquality.org
Twitter: @TeresaCTQ
LinkedIn: http://www.linkedin.com/pub/teresa-o-brien-durn/62/49/613

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Amy Julian, Marketing Strategy

@CTQ since… June 2015

What I do
I help spread CTQ thought leadership and seek to engage, inform & inspire through media & marketing.

Experience

In her Marketing Strategy role, Amy develops strategy and implements tactics to further the CTQ brand, elevate public perceptions of the teaching profession, and promote dialog among those in the education space.

Prior to joining CTQ, Amy spearheaded development, fundraising and communications initiatives through her position with the Alzheimer’s Association. Amy has an M.B.A. with a concentration in marketing and nonprofit management from Chicago’s Roosevelt University and received a B.A. in English and in advertising from University of Idaho. Go Vandals!

Why CTQ?

As the daughter of two teachers, I thought the most I could do for the profession is acknowledge that teaching is challenging; however, I have learned through my time with CTQ that I can play a much larger role by being proactive in increasing awareness of the issues faced by teachers and involving teachers and non-teachers in conversations about education policy and reform. My parents taught in rural Alaska, and I would have loved for them to have had the opportunity to virtually connect with teachers from across the country. Can you imagine the learning opportunities?

Something fun

  • By definition, I’m a sourdough.
  • My husband and I are remodeling a 100-year old farmhouse.
  • I love to ski. But not the exhilarating Alpine type - I’m Nordic all the way.

Three favorite professional reads

  • Latest CTQ blogs.
  • Forces of Good: The Six Practices of High-Impact NonProfits by Leslie Crutchfield and Heather McLeod Grant.
  • Teaching 2030 by Barnett Berry, Jennifer Barnett, Kilian Betlach, Shannon C'de Baca, Susie Highley, John M. Holland, Carrie J. Kamm, Renee Moore, Cindi Rigsbee, Ariel Sacks, Emily Vickery, Jose Vilson, Laurie Wasserman.  

Email: ajulian@teachingquality.org
Twitter: @Amy_CTQ

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Caitlin Kennedy, Strategic Messaging

@CTQ since… November 2016

What I do
Support CTQ's communications efforts to show how teacher leadership benefits students, schools, and communities.

Experience
Caitlin works to develop CTQ's organizational messaging and thought leadership, with the goal of promoting the teaching profession; supporting, connecting, and mobilizing classroom teachers; and creating a more equitable, innovative educational landscape for both teachers and students.
Most recently, Caitlin provided fundraising and communications support for Bobby Dodd Institute, an Atlanta-based nonprofit specializing in workforce development for people with disabilities. Previously, as a student at Brown University, she explored the relationship between creative writing, theater, and education through The ArtsLiteracy Project and served as a teaching artist and tutor in public elementary, middle, and high schools.

Why CTQ?
Good teachers played a defining role in my personal development and helped direct my life path. They encouraged me to write, to ask questions, and to express myself creatively -- activities that are critical to my daily existence and sense of self. By working for CTQ, I hope I can contribute to a culture of teacher appreciation, where we recognize the challenges teachers face and the sacrifices they make in order to transform students' lives.

Something fun

  • I'm originally from Knoxville, Tennessee, but my nomadic tendencies have led me to settle in California, Georgia, New Hampshire, Rhode Island, West Virginia, and now North Carolina. It's been a privilege -- and a learning experience -- to explore so many different communities and to meet people from all walks of life.
  • My undergraduate honors thesis was a collection of stories set at the Waffle House.
  • I pride myself on reading widely (and incessantly!) for pleasure, and my favorite vacations are "literary pilgrimages." Most recently, I visited Andalusia Farm, home to Flannery O'Connor and her beloved peacocks, which she famously wrote about in "The King of the Birds."

Three favorite professional reads

  • Girl Time: Literacy, Justice, and the School-to-prison Pipeline by Maisha T. Winn
  • Politics and the English Language by George Orwell
  • Pedagogy of the Oppressed by Paulo Freire

Email: ckennedy@teachingquality.org
Twitter: @Caitlin_CTQ

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Kristoffer Kohl, Knowledge Sharing

@CTQ since… 2011

What I do
Connect with teachers who think globally about education and act locally to transform it.

Experience
Prior to joining CTQ, Kristoffer served as a Teach for America corps member in the Las Vegas Valley, teaching fifth grade and completing a master’s degree in Elementary Curriculum and Instruction at the University of Nevada, Las Vegas. He also worked in a hybrid teaching role as a writing instructor and data strategist to provide school staff with assessment results to inform instruction and intervention. A native of California, he earned degrees in business economics and law and society while attending the University of California, Santa Barbara.

Why CTQ?
I am at CTQ because the quality of teaching has been identified as the most important in-school factor that determines the success of students. Ensuring the best outcomes for the country’s 50 million students is not about finding better teachers; it is a matter of creating a better profession—one that offers a variety of career pathways that allow for expert practitioners to lead in education without leaving the classroom.

Something fun

  • An avid reader of nonfiction, I’m seeking recommendations for the book that will get me hooked on fiction. Lord of the Rings and the Chronicles of Narnia have failed to convince, but Goosebumps came close a few decades ago.
  • Although StrengthsFinder 2.0 overlooked my “woo,” the survey appropriately identified positivity as my most dominant strength.
  • I prefer dogs to cats, appetizers to desserts, and aisle seats to the ones against the window.  

Three favorite professional reads:

  • The Flat World and Education by Linda Darling-Hammond
  • A Whole New Mind by Daniel Pink
  • Tribes by Seth Godin

Email: kkohl@teachingquality.org
Twitter: @KristofferCTQ
LinkedIn: http://www.linkedin.com/pub/kristoffer-kohl/30/b96/1a5

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Lori Nazareno, School Redesign

Focus area: School Redesign and CTQ-CO

School, District, State: Mathematics and Science Leadership Academy, Denver Public Schools, Denver

What you do with CTQ (in a tweet): I support teachers in envisioning new school designs and bringing those visions to life.

Experience
Lori is a dually certified National Board Certified Teacher and has taught for 25 years. She designed, and took the lead in bringing into form, the Mathematics and Science Leadership Academy, a teacher-led school in Denver. She served on the NEA Commission for Effective Teachers and Teaching, the Board of Directors for the National Board for Professional Teaching Standards, the Teacher Advisory Committee for the Bill & Melinda Gates Foundation, and the CTQ Teacher Advisory Board. She is deeply committed to teacher leadership and believes that the bold ideas of accomplished teachers can and will transform schools, schooling, and the teaching profession.

How teaching and leading relate
My connections to teacher leaders from across the country have benefited my students greatly. Through these connections I have the opportunity to collaborate with some of the best teachers in the United States. I get to learn, not only what they do in their classrooms, but also in their schools and districts. As a result, not only do I improve my own practice, but I can also spread my, and my colleagues’, expertise to improve practice on a broader scale.

My all-time favorite lesson or unit to teach and why
Rollercoaster Physics: In this unit, students use marbles and foam tubing to create “roller coasters” with loops, turns, and jumps. We use this framework to learn about a wide range of physics concepts and principles. I, and the students, absolutely love it because we can develop a deep understanding of science concepts while having lots of fun. As students relate their work to the familiar setting of an amusement park, they can apply their own real-world experiences to their learning. As a teacher I enjoy this unit because it can be easily adapted for very early grades to high school.

Three favorite professional reads

  • Leadership and the New Science by Margaret Wheatley
  • The Starfish and the Spider by Ori Brafman and Rod Beckstrom
  • Anything a teacherpreneur writes!

Email: lnazareno@teachingquality.org
Twitter: @lnazareno    

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Katherine Walsh, Strategic Communications

@CTQ since… November 2016

What I do
 I make sure that this train keeps on running here in North Carolina. I’m the office manager and am your go to for all things at CTQ Homebase!

Experience
 Prior to coming onboard with CTQ, I was the Master of Chaos and Control on my family farm where I was a stay-at-home mom to my beautiful son, Emmett. Before mom life, I was an executive assistant at a heavy civil construction firm, coming from an account executive position with a hospitality art firm.

Why CTQ?
 As a woman who always wanted to be a teacher, I cannot be happier to have found a group of people who are so very passionate about.

Something fun

  • I like my vanilla flavored almond milk with a little coffee.
  • I’m a Yankee girl that was saying y’all even before I lived in the South.
  • I wanted to be a professional ballerina.

Three favorite professional reads

  • TEACHING 2030 by Barnett Berry and the TeacherSolutions 2030 Team
  • StrengthsFinder 2.0 by Tom Rath
  • Teacherpreneurs by Barnett Berry, Ann Byrd, and Alan Wieder 

Email: kwalsh@teachingquality.org

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Timothy D. Wilson, Technology Solutions

@CTQ since… 2009

What I do
I lead “all things technology” and am responsible for ensuring the staff, teachers, and affiliates of CTQ stay connected at all times.

Experience
Tim, a Gulf War veteran and U.S. Navy Shellback, served in the U.S. Navy as an advanced electronics technician and information systems security officer, which prepared him for the ever-changing world of technology. His deep passion and focus on technology has kept him motivated for the past 24 years as an IT professional/technology specialist. He was a member of the organization Athletes for Education Foundation (AFE), where he served as the technical advisor and mentor for inner-city kids who needed help managing their behavior at home and in the community. Along with the late Steven Haynes, founder of AFE, Tim was directly responsible for donating more than 40 computer systems to battered women’s and children’s shelters throughout San Diego County. He was also part of an event where the AFE team supplied shoes, provided by Nike, to thousands of women and children. Tim currently holds the following technology certifications: Microsoft Technology Associate, CompTIA A+ and CompTIA Network+.

Why CTQ?
The environment, people, and mission of CTQ really hit close to home, as I have several family members who are in education and feel the effects of the broken systems that CTQ works very hard to improve. I am inspired by the work and happy to be a part of a team that connects with teachers from around the country, helping them to get involved in ways to better the profession. I’ve always asked why the one profession that is directly responsible for all other professions is often forgotten.

Something fun:

  • I’ve driven round-trip across the country from California to North Carolina 13 times and have traveled to 14 countries.
  • I was a security escort for several music artists, including Puff Daddy (“P Diddy” today), Vince Gill, and Metallica. I’m also a music artist manager and promoter.
  • I believe in having a happy workplace and radiating positive vibes. I’m very happily married and believe in God. I’m obsessed with having a computer, the internet, and a smartphone at all times.

Three favorite professional reads

  • TEACHING 2030 by Barnett Berry, Jennifer Barnett, Kilian Betlach, Shannon C'de Baca, Susie Highley, John M. Holland, Carrie J. Kamm, Renee Moore, Cindi Rigsbee, Ariel Sacks, Emily Vickery, Jose Vilson, Laurie Wasserman.
  • Mindset by Carol Dweck
  • StrengthsFinder 2.0 by Tom Rath

Email:  tech@teachingquality.org
Twitter:  @CTQTech
LinkedIn:  http://www.linkedin.com/in/tdwil

 

CONSULTANT STAFF

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Jon Eckert, Consultant

@CTQ since… 2010

What I do (in a tweet)
I teach, prepare teachers, support teacher leaders, advocate for good education policy, and conduct research to support and improve teaching.

Experience:
Jon Eckert is an Associate Professor of Education at Wheaton College. His research includes teaching effectiveness, teacher preparation, teacher evaluation, and teacher compensation. In addition to his work with CTQ, he also consults with the National Institute for Excellence in Teaching and the U.S. Department of Education. His publications include Capitol Hill white papers, peer-reviewed journal articles, and pieces for Education Week and Kappan. Additionally, he has spoken on teaching quality issues across the United States and as far away as Muscat, Oman. He served as a Teaching Ambassador Fellow at the U.S. Department of Education in both the Bush and Obama administrations, was a teacher outside of Chicago and Nashville for 12 years, and earned a doctorate in educational leadership and policy from Vanderbilt University, Peabody College.

Why CTQ?
I love working with CTQ because of the network of amazing teachers and staff that make the organization powerful. Whether we’re connecting in person, online, or in print, my thinking is constantly challenged by remarkable educators and policy experts connected with CTQ. I am a better teacher, researcher, and person because of my interactions in this network. Moreover, I have seen that CTQ’s work matters in federal, state, and local policymaking.

Three favorite professional reads

  • Mindset by Carol Dweck
  • How People Learn by Bransford, et al.
  • Quiet: The Power of Introverts in a World that Can’t Stop Talking by Susan Cain

Email: jonathan.m.eckert@gmail.com
Twitter: @eckertjon
LinkedIn: http://www.linkedin.com/profile/view?id=155967025&locale=en_US&trk=tyah2

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