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Ruth Vinz
Founding Director
​Endowed Chair, Morse Professor of Teaching Education

Dr. Ruth Vinz taught middle and high school students for twenty-three years before coming to Teachers College. She is a Professor in the English Education Program and the Enid and Lester Morse Endowed Chair in Teacher Education. She directs the Center for the Professional Education of Teachers. Ruth is the co-author of several books, Inside Out, Recasting the Text, Learning the Landscapes and Writing Qualitative Research. Her book, Composing A Teaching Life, received the Richard Meade award for outstanding research published in English education in 1997. She is co-author of the Houghton Mifflin Daybooks, a new 6-12 grade series of reading and writing literature books used in thousands of secondary classrooms, both nationally and internationally. In the most recent book, Becoming (Other)Wise, Dr. Vinz collaborated with other Program faculty in an examination of multicultural literature education and cultural criticism as literacy events. Her research interests include cultural literacies, particularly focused on adolescent readers’ practices, constructed and constructing identities of teachers, and traditions and representations of research-in-practice. At CPET, Dr. Vinz serves as Director and Senior Advisor to all initiatives.

RUTH VINZ
​Founding Director

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Roberta Lenger Kang
Executive Director

Dr. Roberta Lenger Kang is a dedicated educator and leader in teacher professional development, currently serving as Executive Director at the Center for the Professional Education of Teachers at Teachers College, Columbia University. With over 20 years of experience spanning K-12 and higher education, she combines classroom teaching expertise with instructional leadership. Dr. Kang hosts the Teaching Today podcast, publishes extensively on educational topics, and presents at national and international conferences. Her work focuses on curriculum development, assessment strategies, culturally responsive education, and empowering teachers through professional learning communities. She holds an Ed.D in English Education from Teachers College and is passionate about transforming educational systems through innovative teacher support.

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ROBERTA LENGER KANG
Executive Director

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Adele Bruni Ashley
Faculty Contributor

Adele Bruni Ashley is a Lecturer in the Teaching of English program at Teachers College, Columbia University where she received both her M.A. and Ph.D. in English Education. She received her B.A. in English literature from Yale University and her M.F.A. in Acting from the University of Washington's Professional Actor Training Program (PATP). She then received her M.S.Ed. in Educational Leadership from Hunter College.

She is the co-founder and director of Literacy Unbound at the Center for the Professional Education of Teachers (CPET) at Teachers College, a professional development program bringing together teachers and students to co-create original performance pieces inspired by literature. Adele has worked with Shakespeare & Company (NEH grant), Facing History & Ourselves (Deutsche Bank Immigration Grant), and co-founded and directed Writers on Stage for the New York City Writing Project, a writing and performance program for secondary students. A former New York City middle and high school English and Humanities teacher, Adele has presented at state, national, and international conferences and works as a school-based consultant both locally and internationally.

ADELE BRUNI ASHLEY
​​​Faculty Contributor

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Shenhao Bai
Professional Development Coach

Shenhao graduated with a B.A. in English Literature from Tsinghua University in Beijing, and an M.A. in Comparative Literature from University College London. She is currently a Ph.D. student in the English Education program at Teachers College, Columbia University.

​Before joining Teachers College, she worked as an ELA teacher in international schools in Beijing for three years, and her research interests include the study of literature, especially recollective writing, and the teaching of Shakespeare. Shenhao enjoys working in ELA settings because the experience ignites her love for literature. As a professional development coach, she appreciates the opportunity to learn from and encourage the fabulous and unique insights of fellow teachers.

SHENHAO BAI
Professional Development Coach

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Jonathan Beltran-Alvarado
Lead Professional Development Coach

Jonathan is a student in the Ph.D. program in Comparative and International and Education at Teachers College, Columbia University. He holds a B.A. in Literature, a B.A. in Philosophy, and an M.A. in History from Pontificia Universidad Javeriana in Bogotá, Colombia, and an M.A. in Economics and Education from Teachers College, Columbia University. He also obtained a graduate degree in Economic Evaluation of Projects at Universidad de Los Andes. His scholarly work addresses teachers' education, quality, leadership, and education inequities in the Americas. In addition to his work as a coach in the Bronx, Brooklyn, and Manhattan schools, he facilitated workshops with Columbia University's Institute for Latin American Studies and created a Social Studies 9-12 that elevates Latin America and its rich cultural heritage.

​An experienced educator and school leader, Jonathan worked in a high school setting for six years as a Literature and Research teacher and the Head of the Literature Department. He believes that teachers' pedagogical knowledge and practice can be enriched and empowered in contexts that encourage building trust and sharing common ideals. For him, being a coach means engaging with colleagues in an honest discussion and constantly reflecting on what we consider valuable for our students' futures.

JONATHAN BELTRAN-ALVARADO
​Lead Professional Development Coach

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Malik Bolden
Professional Development Coach

Malik is a student in the Neuroscience and Education Masters Program at Teachers College, Columbia University. He previously graduated with a B.S. in Psychology from Howard University, and after graduating, he taught AP Biology at a high school in Brooklyn, NY. His time in the classroom resulted in his current interests of retooling educational practices in marginalized communities (with a basis in the neural correlates of learning), and reforming high school curriculum around STEM. In addition to his studies, Malik is one of the organization leaders of The Synapse, the Teachers College neuroscience education club, whose mission is to make neuroscience accessible to everyone.

MALIK BOLDEN
Professional Development Coach

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Courtney Brown
Senior Professional Development Advisor

Courtney's work is informed by her range of experiences as a high school and middle school teacher of English and the humanities. Grounded in the philosophies of project-based learning and literacy across the disciplines, Courtney supports school leaders and teachers to develop culturally relevant curriculum and practices in order to enable students and schools to thrive and achieve their potential. Currently, her work includes a focus on developing PLC's and school-wide practices to support struggling schools to leverage mandates and build on their strengths.

​Courtney has presented workshops for school districts, the Student Press Initiative, AERA, ATE, the Global learning Alliance, and the National Council of Teachers of English Convention. She feels privileged to work with educators in NYC and collaborate with her colleagues at CPET.​

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COURTNEY BROWN
​Senior Professional Development Advisor

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Cristina Compton
Director of Program Development

Dr. Cristina Compton received her doctorate in education from Teachers College, Columbia University in 2016, with a concentration in the teaching of English. She began her career in education as a NYC Teaching Fellow, teaching in a Title 1 school, while completing her Masters in Childhood Education. Cristina serves as the Director of Program Development at CPET, overseeing a wide range of school-based projects and the Student Press Initiative, an initiative that supports teachers and students in developing projects that culminate in professionally designed, print-based publications. When working with schools, she focuses on areas of strength and opportunities for growth, in an effort to develop highly customized and targeted professional development plans. In her on-site work, she supports schools with curriculum design, unit planning, project-based learning, and developing literacy strategies that can bolster student achievement across the disciplines. ​

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CRISTINA COMPTON
​​​Director of Program Development

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Daniella Dalsheim
Lead Professional Development Coach

Daniella is currently pursuing a graduate degree in the Education Policy and Social Analysis department at Teachers College, Columbia University. She holds an M.Ed. in Instructional Practice from Lipscomb University and a bachelor's degree in Criminal Justice and Psychology from Northeastern University. Prior to joining the CPET and Columbia community, Daniella served Multilingual Learners in Nashville, TN, where she played a key role in the development and oversight of the English Language (EL) Program at her school. In addition to her school-based work, Daniella has experience supporting district- and superintendent-level initiatives focused on strengthening teacher workforce development and advancing equity-driven school policies across systems.

DANIELLA DALSHEIM
Lead Professional Development Coach

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Sophie Friedman
Research Fellow

Sophie Friedman is pursuing a master’s degree in English Education at Teachers College, Columbia University. She previously graduated from Bowdoin College with honors, with a degree in English and Education. Prior to her time at Teachers College, she taught English in South Korea for one year on a Fulbright Fellowship before returning to New York to teach students with learning disabilities. 

SOPHIE FRIEDMAN
Research Fellow

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Jen Gowers
Instructional Specialist

Dr. Jen Gowers has served in New York City public and public charter education for 20 years. She has expertise in managing principals, assistant superintendents, and network teams, teaching young people in elementary school through graduate school, facilitation, curriculum design, instruction, professional development and assessment practices, as well as experience building and sustaining schools and networks from PreK-12.

Jen holds two Bachelor degrees from the University of Wisconsin-Madison, a Masters Degree from the Harvard Graduate School of Education, and a Doctoral Degree from Teachers College, Columbia University. Jen is passionate about working in solidarity to positively transform systems, to develop individual capacity and potential, and to make a brighter and better society.

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JEN GOWERS
​Instructional Specialist

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Stephanie Grasso
Instructional Specialist

Stephanie’s journey in teaching and education started over fifteen years ago when she began a teaching apprenticeship at the University of California Los Angeles while she completed her Master’s degree in Spanish and Latin American Literature. She felt a calling toward public education and joined the NYC Teaching Fellows — and it was in her first year of teaching that she realized her passion was in working with Multilingual Learners. This passion led her to become a founding member of the ELLIS Preparatory Academy, where she also developed the ELA curriculum for newcomer MLLs. 

As a coach, she supports teachers and schools with culturally, linguistically and academically diverse learner populations using culturally reflective materials and methodologies that she has learned and developed over her years in education. Stephanie’s goal through her coaching work is to inspire teachers to use their innate creativity to support all learners. She holds a M.A. from the University of California Los Angeles, a B.A. from Tulane University, and advanced degree certificates from both CUNY Lehman College and Bank Street College of Education.​

STEPHANIE GRASSO
​Instructional Specialist

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Kelsey Hammond
Senior Professional Development Coach

Kelsey is currently a Ph.D. student in the English Education program at Teachers College, Columbia University. She holds a master's degree in English from the Morrissey College of Arts and Sciences at Boston College and a bachelor’s degree in English and Secondary Education from Saint Anselm College.

Kelsey has served as a middle school classroom teacher, curriculum reviewer, and education panel member. In addition, she has conducted archival research at the National Library of Ireland and at Trinity College, Dublin. Kelsey’s areas of interest include the writing process and poetry pedagogy, especially in middle and high school English classrooms.

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KELSEY HAMMOND
Senior Professional Development Coach

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G. Faith Little
Initiative Director, 21st Century Learning

Faith enjoys innovating processes and structures that connect to mission, vision, and services both for the Center and for educators in their own unique contexts. Her dedication to diversity, equity and inclusion for all students is the cornerstone of her commitment to education. She spent a decade working with MS and HS students in a supportive, social emotional learning setting, teaching in alternative school settings, and facilitating intensive retreats with parents.  These experiences, alongside her English Ed background create a strong foundation to support coaching for educators outside of the traditional classroom setting. Faith continues to pursue professional growth in the Adult Learning & Leadership program at TC. Her most recent research interests include the role gender
plays in pursuing higher education and high leverage 
literacy practices.

​Her work at the Center grows out of her focus on identifying barriers and building bridges as she supports individual and team growth with creative, compassionate leadership. She spends her time on contract and project management, workshop and course planning, conference design, special projects, social/emotional support, curriculum development, as well as on-site and remote coaching with teachers and leaders. 

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G. FAITH LITTLE
Initiative Director, 21st Century Learning

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Shaune Marx
Lead Professional Development Coach

Shaune currently studies Cognitive Science in Education at Teachers College, Columbia University, with a focus on bridging the gap between education research and education practice. She holds a degree in Creative Writing and Professional Writing with a Minor in Psychology from Carnegie Mellon University, and a lifelong love of learning and language led her to Madrid, Spain, to teach English as a Foreign Language to lower elementary students. After that, she moved to Austin, TX to teach AP English Language & Composition at a Title 1 charter school, serving a population of primarily ENL students and immigrant families. Shaune is especially interested in writing instruction as a way to encourage students to find their voices, utilize logical reasoning, and practice critical thinking. In classrooms, she uses project-based learning to engage students and forge connections between classroom instruction and the world beyond. Shaune is passionate about coaching and professional development for teachers because she believes in empowering educators to craft inviting, challenging, rewarding learning experiences for their students.

SHAUNE MARX
Lead Professional Development Coach

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Katie McMullen
Instructional Specialist 

Dr. Katie McMullen holds a Doctorate in Instructional Leadership and brings over a decade of experience as an educator, instructional coach, and school leader in international schools across diverse cultural contexts. Prior to her work in international schools, she worked as a literacy specialist and instructional coach in Washington State. Passionate about fostering inclusive and collaborative school communities, Katie specializes in developing interdisciplinary units of study that engage learners in meaningful, real-world applications. A strong advocate for data-driven decision-making, she helps teachers and school leaders to  use evidence to inform plans to improve student outcomes. Motivated by a belief in the transformative power of education, Katie is committed to empowering teachers and students to thrive in dynamic, interconnected learning environments. Her work is driven by a vision to create schools that inspire innovation, celebrate diversity, and cultivate lifelong learners. With a deep dedication to professional growth and organizational excellence, Dr. McMullen strives to support schools in building sustainable systems that promote equity and student success.

KATIE MCMULLEN
Instructional Specialist 

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Kaydie Milks
Director of Operations

​​Kaydie arrived at CPET after earning an M.A. in Psychological Counseling and an Ed.M. in School Counseling from Teachers College, Columbia University. Her time as a crisis management counselor and her lifetime of experience as a planning and organization-obsessed problem-solver have helped shape her current role at the Center. As the Director of Operations, Kaydie has a hand in everything from budget and finance, to systems and structures, to promotion and marketing. 

KAYDIE MILKS
Director of Operations

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Vince Moua
Professional Development Coach

Vince Ywj Pheej Muas is a queer son of Hmong refugees who was born and raised in Merced, California. He earned his Bachelor’s degree in Comparative Studies in Race and Ethnicity from Stanford University, with a concentration in Education and Health Disparities. Vince has extensive national and international work experience in K-12 teaching, college counseling, DEI recruitment, and highly selective global undergraduate admissions. His academic area of interest explores the intersection of linguistic acquisition, racialization of BIPOC youth, gamification of college admissions processes, and the use of creative praxis by minority students to transform spaces of marginalization into communal places of belonging at institutions of higher learning.

Vince’s interest in education stems from his unwavering commitment to ensuring that students see themselves represented in community leaders who are unafraid of validating and advocating for their rights to flourish at and beyond any classroom setting and/or learning environment. Whether guiding young folks through their understandings of self and systems or pushing for the inclusion of student voices in diversity policy-making decisions or program development, he has always prioritized centering lived human experiences. This intentional approach — an uplifting of resilience and power — has profoundly grounded his dedication to diversity, equity, inclusion, justice, and belonging, especially in student success.

VINCE MOUA
Professional Development Coach

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Gisele Nassif
Instructional Specialist

Gisele is currently in her 25th year as an assistant principal in the New York City Department of Education. During this time, Gisele has supervised and mentored teachers in all disciplines.  She developed the math department at her school into a learning lab for other schools in NYC to visit and learn from.  She also designed and started the special education program at the school. Before becoming an administrator, Gisele was a math teacher. In that role, she was invited to serve as a consultant in San Diego and Pennsylvania. San Diego State University published videos of her classroom to be used in educational classes in San Diego and at NYU.  

Gisele loves the opportunities that allow her to support the development of teachers through coaching and the building of relationships. She is an avid believer in intellectual student engagement, student discussion/ visible thinking, and powerful-co-teaching. She empowers teachers to engage in critical thinking, reflection, and inquiry through a growth mindset. She believes that an educator is a life-long learner, and can only serve students best when he or she embraces continual research and collaboration.

Gisele earned her Bachelor of Science and her Masters of Arts in Mathematics Education from New York University. She received her School Administrator and Supervisor Certificate from Baruch College. She has a NYS Permanent Certificate in Administration and Supervision, a NJ School Supervisor Certificate, and a NJ Principal Certificate.

GISELE NASSIF
Instructional Specialist

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Lance Ozier
Extended Learning & Literacy Specialist

For over 20 years, Lance has been a classroom teacher and literacy coach in elementary, middle and secondary public schools in Atlanta and NYC. Lance was the Senior Literacy Specialist at the Institute for Student Achievement, a division of the Educational Testing Service. There he led a Carnegie Corporation pilot program to include growth mindset and non-cognitive skills in the academic core. Lance has also been a consultant for Stanford University’s Center for Assessment, Learning and Equity (SCALE). Lance holds a B.A. in Elementary Education from Oglethorpe University in Atlanta, a MA in Sociology and Education, as well as his M.Ed and Ed.D in English Education from Teachers College, Columbia University. Lance has taught courses at Teachers College and Bank Street College, and is currently on the faculty at the City University of New York.

​LANCE OZIER
Extended Learning & Literacy Specialist​

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Gregory Petershack
Professional Development Coach

Gregory has always been passionate about telling stories and helping people discover their humanity through them. After graduating from Texas A&M University with a B.S. in Psychology and a B.A. in English, he spent a year substitute teaching and long-term subbing for a pre-calculus teacher, as well as being a one-on-one student success/SAT/ACT coach. Spending this time with students motivated him to learn more about how to engage them and their stories more purposefully, leading to his pursuit of an M.A. in Literary Theory and Pedagogy from Boston College. He is currently pursuing a Ph.D. in English Education from Teachers College, Columbia University, focusing on games and narrative as a way of engaging students holistically.

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GREGORY PETERSHACK
​Professional Development Coach​

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Toni-Ann Ricketts
Professional Development Coach

Toni-Ann is a passionate educator who has served as a middle school English Language Arts teacher in both public and charter school settings. She enjoys collaborating with teams to create engaging and rigorous lesson plans, and she is passionate about data-driven strategies that enhance student success. Toni-Ann has had the privilege of leading professional development sessions on effective instructional practices to increase engagement and improve students critical thinking skills through writing.

​TONI-ANN RICKETTS
Professional Development Coach​

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Laura Rigolosi
Curriculum & Literacy Specialist

Dr. Laura Rigolosi, a seasoned CPET literacy specialist, has mentored hundreds of teachers in  New York City and across the U.S. Having taught at middle, high school, college, and graduate school levels, Laura understands the intricacies of teaching and learning in a classroom setting.  For the past fifteen years, Laura has helped to strengthen teachers’ curricula and pedagogy, through one-on-one mentorship and large-scale workshops in a variety of school environments.  While earning her doctorate from Teachers College, Columbia University, Laura researched literacy at the secondary level, along with the challenges and opportunities in teaching heterogeneously-grouped secondary students. Laura’s research-based approach and ability to build on strengths have resulted in teachers shifting their pedagogy, and higher student engagement and student growth.

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LAURA RIGOLOSI
Curriculum & Literacy Specialist

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Jacqui Stolzer
Senior Professional Development Coach

Jacqui brings to her coaching work 14 years of experience in public and charter schools across New York state. With a dual certification in ELA and Special Education, she began her career teaching  a wide range of classes in a New York City public high school, and became committed to cultivating instructional practices that include all students in meaningful learning and collaboration. As a coach, she has partnered with middle school and high school teachers across the state to design and facilitate relevant and rigorous curriculum, with points of entry for all learners. She has also developed customized, school-based PD, as well as interactive, participant-centered workshops for teachers on topics such as team teaching, cultivating inclusive classrooms, and differentiation strategies. 

Jacqui holds a B.A. in English from Barnard College and an M.S. in Special Education from Long Island University. She is currently pursuing a doctorate in English Education at Teachers College, Columbia University, where she has also taught graduate courses in the English Education Masters program.

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JACQUI STOLZER
Senior Professional Development Coach

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Maria Luisa Garcia Underwood
Instructional Specialist

María Luisa García Underwood has over 30 years of education experience, having worked as a teacher, instructional coach, staff developer, and program/district administrator. María previously worked in the New York City Department of Education Central Offices, and as Director of the Multicultural Education Center, María oversaw the development and oversight of diversity education. She currently works with K-12 educators on literacy, second language acquisition, student engagement, rigorous instruction, and standards alignment.

María's motivation for coaching stems from her desire to enhance teachers' pedagogical competencies. She has designed a culturally responsive curriculum that enables K-12 teachers to integrate anti-racist pedagogy and social justice principles into literacy instruction. María's dedication to professional growth is clear in her role as a Head Start program reviewer across the US, including Puerto Rico and the Virgin Islands. She has presented at national conferences for the National Council of Teachers of English (NCTE), ASCD, and NABE. María has contributed to recent papers in the Chief Learning Officer and Urban Perspectives journals, and  NCTE/Routledge Publishing will publish Practicing Civic Futures Through Teacher/Adult Learning in late 2024, and she is preparing a chapter for inclusion.

María's academic trajectory shows her commitment to study and professional development. Her degrees include a Bachelor of Arts in Early Childhood and Elementary Education from Fairleigh Dickinson University, a Master of Science in Education in Learning Sciences from the University of Pennsylvania, an Education Master in Reading and Bilingual Education from Teachers College, Columbia University, and a Master of Arts in Special Education with a specialization in Learning Disabilities, also from Teachers College. As a doctoral candidate at the University of Pennsylvania, María pursues her passion for anti-racist pedagogy and learning design in teacher training programs. Besides academics, María enjoys dancing, traveling, and family activities.

MARIA LUISA GARCIA UNDERWOOD
Instructional Specialist

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Marisol Uy
Administrative Coordinator

Marisol, who holds a B.A. in Political Science from Barnard College, is motivated by building connections with students, supporting them as they navigate the world around them. Prior to joining CPET, she volunteered as a College and Career Advisor, providing mentorship to middle school students. With a keen interest in education and politics, Marisol also interned with her hometown councilwoman, deepening her understanding of the intersection between these fields and fostering a passion for creating educational opportunities. She is committed to promoting teacher and student growth and advocating social equity in and through education.

MARISOL UY
Administrative Coordinator

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Chenxin Wu
Professional Development Coach

Chenxin is currently a graduate student at Teachers College, Columbia University, majoring in Curriculum and Teaching. Prior to coming to Teachers College, she began her journey as a middle school social studies teacher and received her undergraduate degree in social studies education from New York University.

As an educator, Chenxin is dedicated to creating a welcoming environment in her classroom, and empowering students from diverse backgrounds in their learning. She is also committed to the inclusion of project-based learning in the classroom, helping students to learn through interactive and immersive experiences that promote engagement for all types of learners.​

CHENXIN WU
Professional Development Coach