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.

Dr. Roberta Lenger Kang was a high school English teacher for eight years in Denver, Colorado and New York City. She wrote several district wide curricula for Denver Public Schools and the NYC Department of Education before transitioning from classroom teacher to professional development coach in 2006. As a coach, Roberta has supported schools on instruction, assessment, systems and structures, literacy and accountability mandates. In 2015, Roberta completed her doctorate in English Education from Columbia's University, Teachers College with a focus on the impact of mandated assessments on students, teachers and school leaders. In her role as the Initiative Director, Roberta supervises the professional development programs and initiatives projects across the Center. Roberta cultivates partnerships with schools, districts, and organizations, in critical areas such as developing academic rigor, refining literacy in high school, creating meaningful instruction for high stakes assessments, and leveraging city and state mandates for authentic school change. You can reach her at kang@tc.edu. 

 

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Dr. Adele Bruni Ashley is a lecturer in the English Education program at Teachers College, Columbia University. She taught 8th through 12th grade English at the New York City Lab School, founding the Lab Theatre Company (LTC) in 2007. Prior to public school teaching, she received her M.F.A. in acting from the University of Washington Professional Actor Training Program (PATP) where she taught undergraduate theatre. As an educator, she is interested in structuring classroom spaces as laboratories for imaginative exploration and creation.

Benjamin is currently enrolled as a doctoral student at Teachers College, Columbia University in the Mathematics Education program. He completed his Masters of Math Education at North Carolina State University in 2012, and after five years of teaching at the secondary level in Durham, North Carolina, he moved to New York to attend Teachers College and pursue his dream of becoming a professor in secondary mathematics teacher preparation. Benjamin is excited about the partnerships CPET creates and the opportunities they provide for teacher education.

Jorge Beltran is currently pursuing his Ed.D. in Applied Linguistics at Teachers College, Columbia University, in the second language assessment track. He was granted a 2018 APTIS Assessment Research Award for his pilot study proposal. In 2016, he received a Master of Education degree in the same major at TC. He has experience working in EFL and ESL settings, from the elementary to the college level. Regarding his work with CPET, Jorge has collaborated in various projects for the Student Press Initiative and has also facilitated PD workshops. His interests include language assessment, second language acquisition, communicative approaches to language teaching, learning-oriented assessment, process writing, and developing voice in personal narratives.

Dr. Gregory Benoit recently graduated from Teachers College, Columbia University with his doctorate in Math Education. He uses his experience as a Boston Public School student and as a Boston Public School teacher as an anchor to his research and his educational philosophy. He believes witnessing multiple perspectives have helped him greatly understand the importance of equity and inquiry, and is pleased to bring those perspectives to CPET, as well as Columbia. He uses practice as the ultimate method to examine theory, as he constantly and continuously evolves his pedagogy further. His interests include gamification in mathematics, creation of mathematics identities, diversity in mathematics classrooms, the use of new theoretical frameworks to transform mathematics education and so on. His overall goal is to increase the magnitude of “ah-ha” moments in mathematics classrooms.

Julia is currently pursuing a Master’s degree in the Elementary Inclusive Education program at Teachers College, Columbia University. Prior to studying at Teachers College, Julia taught English language in Japan and on a Fulbright fellowship in Nepal. She has also worked with Baltimore City Schools to support the expansion of a social-emotional learning program for refugee and immigrant students. Julia is thrilled to have the opportunity to work with CPET and to support teachers and students.

Courtney Brown is a Senior Professional Development Advisor whose 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.

Avanti is currently doctoral student in the Curriculum and Teaching program at Teachers College, Columbia University. Her interests include multicultural education and social justice in international contexts, with a focus on teacher education systems and policy. She previously taught for three years before relocating to Finland to pursue her Master's degree. Avanti is excited to join the CPET team and work with New York City teachers and students.

​Alison is a product of an urban public school system (DCPS), and her experiences as a student made her passionate about educational equity and school community building. Alison has spent more than a decade working in public middle and high schools in New York City and New Jersey. She has been a teacher (English, Literacy, ESOL/ENL, Special Ed), school mindfulness program director, student teacher supervisor, teacher advice columnist, professional development facilitator, and coach. Alison holds a B.A. in Sociology from Harvard University and an M.S.T. in TESOL from Fordham. Her areas of expertise include literacy across the content areas, assessment best practices, teacher leader development, educator self-care, mindfulness-based school community building, and the benefits and challenges of growth mindset initiatives. She admires educators' dedication to the young people in their care and is committed to supporting them.

Dr. Cristina Romeo 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. 

Caroline is a former New York City public school teacher who is currently an adjunct faculty member in the English Department of the City College of New York. She is passionate about teaching and working with a diverse range of students, having personally witnessed the transformative role that a strong and inclusive education can play at all grade levels. Prior to becoming a teacher, Caroline was a UN worker and journalist based in Asia. A 2014 graduate of Teachers College with an M.A. in English Education, Caroline also holds degrees from Harvard University and Vassar College. She looks forward to supporting fellow teachers to develop engaging, Common Core-aligned curriculum, help navigate evaluations and the Danielson Framework, share ideas on differentiation, and celebrate the extraordinary work of New York City’s educators.

Jennifer DeCerff was raised on Long Island, NY and studied English Literature at the University of Richmond. After finishing her degree, she lived in South Africa and worked in the non-profit sector mentoring high school and university students. She has over 10 years experience facilitating relationship skills workshops with adults and has spent the last three years teaching ESL to high school students and new immigrants in Durban, South Africa. Jennifer recently moved back to the New York area and completed her M.A. at Teacher’s College. While she is here, she wants to learn as much as possible about New York City schools and to support those who teach in them. She is a current doctoral student in the English Education Program.

Raven taught public high school English Language Arts, Creative Writing, and African-American Literature for three years in her home state of Alabama before joining the Teachers College community to pursue her Master's degree in Politics and Education. She received her B.A. in English, with minors in African-American studies and Teacher Preparation from Princeton University. Raven seeks to help students through project-based learning, and support them in applying their classroom knowledge outside of the classroom in order to affect positive social progress in their communities.

Katie Harlan Eller is a PhD student in the English Education program at Teachers College, Columbia University. Her research goals are informed by 15 years spent in various classroom and educational leadership roles. Katie holds degrees from Baylor University and Duke University, both of which provided her with formative experiences in fieldwork and interdisciplinary content areas. Her interests include critical literacy, ELA teacher education, and culturally responsive pedagogy. She is excited to build relationships and learn alongside the teachers and students of New York City.

Amelia is a lifelong learner and teacher who has experience at the elementary, middle, high school, and higher education levels in New Jersey and New York. She taught for eight years in Newark, NJ, first as a 2nd grade teacher at Chancellor Avenue School and later as an 8th, 9th, and 10th grade AP History and Research teacher at North Star Academy, where she also served as an Instructional Leader and a Grade Level Chair. Amelia is a PhD candidate in the Anthropology and Education program at Teachers College, Columbia University. Her research focuses on youth and the politics of aspiration in unequal urban schooling landscapes in the United States and South Africa. She holds a B.A. in History from Duke University, an Ed.M in Anthropology and Education from Teachers College, and an M.S.Ed in childhood education from Hunter College, CUNY. Since beginning her doctoral studies, she has facilitated professional development and taught in various higher education settings, including at Columbia College and Barnard College and in teacher education programs in NYC and Cape Town, South Africa. 

Dr. Sherrish Holloman is a dynamic, self-directed, and trailblazing international education leader. She has a 25-year track record of delivering impactful results in the instructional development and student learning sector. She was as a high school English teacher in Greensboro, North Carolina for seven years before transitioning to a professional development coach in New York City. She served as a district leader for Teacher Support, Recognition and Retention in Memphis, Tennessee and recently spent five years in Abu Dhabi/Dubai, United Arab Emirates where she served as an Education Advisor in their Department of Education and Knowledge. She has successfully developed systemic solutions, improved instruction practices, led teacher retention initiatives, and elevated student outcomes at a national and international scale. She earned her doctorate in English Education from Teachers College, Columbia University, with a focus on students' experience of writing with the Student Press Initiative. 

Sean is currently pursuing an Ed.M. in applied linguistics at Teachers College, Columbia University. Prior to arriving at Teachers College, he earned an MA-TESOL from The New School. As an English teacher for the last 13 years, both in the US and overseas, Sean has taught in a wide range of English classrooms, teaching learners of all levels and ages. For the past two years, Sean has been a teacher trainer in Dak Lak, Vietnam, as an English Language Fellow hosted by the U.S. Department of State. He looks forward to meeting and working with other teaching professionals in New York.

G. Faith Little's role as Senior Program Manager, focused on special projects, has been shaped by her wide range of experiences with students, their families, and the community of educators who invest in them. Because Faith sees each as a valuable stakeholder in the education process, her work is focused on identifying barriers and building bridges; supporting individual and team growth with creative, compassionate leadership. Faith joined the CPET team in 2014, after 10+ years of experience in youth development, teaching in Denver Public Schools, and serving in Colorado State Government as a technical writer. Specific focus areas include: CPET processes and structures, social/emotional student support, educator wellness, advisory, parent engagement, curriculum development, building cohesive teams, and on site coaching for educators in settings outside of the classroom.

Dr. Marcelle Mentor is a lecturer in the English Education program at Teachers College, Columbia University. She is a South African native, and an education specialist. Her academic interest focuses on Critical Race Theory, with an emphasis on Black Masculinity and teachers of color in the K-12 classroom. Her teaching philosophy is based on the concept of Ubuntu, which is a Southern African ethic or humanistic approach that focuses on the fact that we are people through the existence and interaction with and from other people. She is an activist, a mother of two sons, a wife, a researcher, a scholar, and teller of stories. She believes in equality in access of education for all.

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 plays many parts - she created this website, is responsible for creating promotional materials and strategies for the Center, and as the person who oversees the Center’s finances, you can usually find her dealing with anything and everything that involves a dollar sign.

Sarah is a PhD student in the Anthropology and Education program at Teachers College, where she is studying assessment and discipline in New York City’s high schools. Before coming to Teachers College, Sarah taught for eight years as a special education and humanities teacher. She is inspired by the work and care teachers put forth to nurture and support their students, and finds that her work with CPET allows her to support teachers as they develop strategies and tools for a wide range of needs in the classroom.

Kate Moore is a doctoral candidate in the Cognitive Studies in Education program within the Human Development Department at Teachers College, Columbia University. She studies how discourse and argumentation in collaborative problem-solving impacts student performance, learning, and motivation among middle and high school students. Before her doctoral work, Kate taught as an English, Technology, and Special Education teacher at PS 224 in the South Bronx, NY, a Learning Specialist at Newark Collegiate Academy in Newark, NJ, a Head teacher for SKILLs at the Cooke Institute in Manhattan, NY, and a Science Teacher in Pittsburgh, PA. Kate holds a MST in Middle Childhood Education and Special Education from Pace University, a dual teaching certification as a Generalist and Special Educator in English, Math, and Science, and a BA in Anthropology from Barnard College, Columbia University. Her experience as a classroom teacher spans 10 years, two cities, four subjects, and a whole lot of learning from some incredible students.

Katie is a doctoral student in the English Education program at Teachers College, Columbia University. Her research interests are grounded in her various teaching experiences and a desire to center students in the classroom. She taught English at the secondary level for nine years and first year composition before coming to Teachers College. Her classroom served as a lab site, and she has a background in project-based learning and designing inquiry-based curricula for multilingual learners. Katie is honored to support teachers in and around New York City.

For nearly 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 BA 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.

Dr. Laura Rigolosi earned her M.A. and Ed.D. From Teachers College, Columbia University, where she also taught in the English Education department. Her doctoral research focused on the ways we teach reading in Title 1 high school classrooms, and she continues to research the best literacy practices at the secondary level. Before beginning her doctoral studies, Laura taught English in a District 2 high school; this sparked her interest in the most effective ways to teach reading and writing to diverse learners. For the past 15 years, Laura has worked with teachers in all disciplines and continues to help teachers increase their literacy practices in classrooms, thus increasing engagement and understanding within content area classes. She has led literacy-based workshops for teachers in NY, NJ, PA, CT, CA, and OH. 

Dr. Jay Shuttleworth is an assistant professor and chair of adolescent education at Long Island University, Brooklyn. Previously, he held full-time teaching assignments at Columbia University's Department of History and Teachers College. He taught high school history in California for nine years, where he was a finalist for the California Department of Education's Teacher of the Year distinction. He has also studied education in Japan on a Fulbright Memorial Fellowship.

Anna is currently a Master's student in the Curriculum and Teaching program at Teachers College, Columbia University. Prior to coming to Teachers College, Anna taught middle and high school science at a Title 1 school, and also worked as an instructional coach and professional development leader for Math and Science educators in a variety of grade-levels. She sees teaching as both deeply intellectual and deeply personal work, and seeks to support teachers and students in finding purpose, joy, and success in their classroom endeavors.

Ah-Young Song is a graduate of the English Education doctoral program at Teachers College, Columbia University, and she is currently a Visiting Assistant Professor at Vassar College. She has taught high school English for seven years in Taiwan, New Hampshire, South Korea, and Massachusetts. Her research has focused on the cultivation of critical multimodal literacies in a youth writing program. Other interests include exploring how students build literate identities, how classrooms honor learners' lived experiences, and how schools can center the well-being of youth. She is thrilled to have the opportunity to develop partnerships with dedicated and generous educators in New York City.

Jacqui is currently pursuing a P.h.D. in the English Education department at Teachers College. As a former New York City public school teacher, Jacqui has taught in a wide range of English classrooms, from specialized classes for students with disabilities, to inclusion classrooms, to AP Language and Composition. At CPET, Jacqui has partnered with middle and high school teachers to develop engaging Common Core-aligned ELA curriculum, differentiate for students with disabilities, and cultivate productive co-teaching relationships. She looks forwards to another year of supporting the hardworking and passionate teachers of New York City!

Brian Veprek's role as a Senior Professional Development Advisor has synthesized his background as a classroom teacher and theater artist to cultivate dynamic project-based learning experiences for students, teachers, and school leaders. Brian earned an EdM in Learning and Teaching from the Harvard Graduate School of Education, and a Masters in Philosophy from Columbia University. He taught Theatre Arts, English, and Latin in public and independent schools in the United States and overseas. He believes in the essential work of supporting teachers as they face the challenges of their demanding and fulfilling profession, and provides support through school-embedded coaching as well as signature CPET initiatives, including the New Teacher Network at Teachers College, Literacy Unbound, and the Global Learning Alliance.

Jordan Vetter is pursuing his M.A. in the Teaching of English program at Teachers College, Columbia University. Jordan is originally from Bismarck, North Dakota, where he was a high school English teacher for seven years, teaching AP English Literature and AP English Language. In addition to teaching, he took on many different roles in his high school, including drama director and school newspaper advisor. One of his favorite educational experiences occurred when he was selected to participate in the NEH's "Teaching Shakespeare Institute 2016" at the Folger Shakespeare Library in Washington D.C. The combination of these experiences and the desire to continually improve is what motivated him to come to Teachers College to expand his skills as an educator and influencer in the lives of today's youth. 

Prior to joining the Teachers College community, Christian served as a high school math teacher in South Bay San Diego for seven years. His teaching experience took place within the same district he attended as a middle and high school student, which allowed him to experience and analyze the systemic issues that plagued the schools; once as a student and once as an educator. Christian has a deep pedagogical sense of social justice, and integrates agency, empowerment, and culturally responsive pedagogy in his teaching and curriculum.