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Marisol C. Thayre

Marisol Thayre is a teacher and author with experience teaching a large scope of students from various backgrounds, from the middle and high school to university levels.  She earned her Bachelor of Arts degree in English at the University of California at Santa Barbara and holds Master of Arts degree in English and Composition f

Popham, W.

William James Popham, EdD, DPS

W. James Popham, professor emeritus at University of California Graduate School of Education and Information Studies, has spent the bulk of his educational career as a teacher. His first teaching assignment, for example, was in a small eastern Oregon high school where he taught English and social studies while serving as yearbook advisor, class sponsor, and unpaid tennis coach. That recompense meshed ideally with the quality of his coaching.

Hawkins, Richard

Richard J. Hawkins, MD

Dr. Richard J. Hawkins graduated from Hofstra University with his BS in Music Education. He completed his MS in Education and Professional Diploma in Education Leadership at Long Island University. Rich received his doctorate in Educational Administration at Dowling College. He began his teaching career in the William Floyd School District as an instrumental music teacher and later became District Coordinator of Music and Art.

Bruce M. Shore

Bruce M. Shore is emeritus professor of Educational Psychology at McGill University in Montreal, fellow of the American Educational Research Association, and a licensed teacher and psychologist. For 21 years, he was jointly appointed in McGill’s teaching-improvement unit. He served as department chair, McGill Association of University Teachers President, and dean of students.

Renzulli, Joseph

Joseph S. Renzulli

Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement.


Burns, Elise

Elise B. Burns

Elise Burns has been a science teacher for 30 years, teaching physics, chemistry, biology, math, and earth science. Her work is characterized by trying new technology and approaches, in order to provide the best possible learning experience for kids.

Frangiosa, David

David K. Frangiosa

David Frangiosa has spent 14 years as a high school science teacher, teaching biology, chemistry, physics and a number of science electives. Over that time, he has been a driving force in many initiatives across multiple districts. He developed, wrote curriculum for and taught two courses for a medical academy. As part of this initiative, high school students were placed in allied health internships at a local hospital.

Kimberly Elliott

For 19 years, Kimberly Elliott has written about P–16 education reform issues, raised funds to support innovative health and education projects, and developed curriculum materials. As The Word Mechanic, she currently helps clients such as The Center for Strengthening the Teaching Profession (CSTP), Education Development Center, Inc.


Hatch, Trish

Patricia A. Hatch

Trish Hatch, Ph.D., retired as a professor at San Diego State University (SDSU) in August of 2019 and was recently awarded Professor Emeritus status. During her tenure, Dr. Hatch served as Director of the School Counseling Program from 2004-2015 and as Executive Director of SDSU’s Center for Excellence in School Counseling and Leadership.

Brookhart, Susan

Susan M. Brookhart

Susan M. Brookhart, Ph.D., is Professor Emerita in the School of Education at Duquesne University. She is also an independent educational consultant, professional developer, and author. Dr. Brookhart’s interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr.

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