Our Published Authors

Karen Bailey

An expert in high-quality classroom assessment, Karen Bailey has worked extensively with educators in the United States and Canada.

Her experience with assessment, educational best practice, and curriculum mapping comes from her work as a classroom teacher, professional development specialist, and strategic advisor. A highly energetic and engaging speaker, Karen is committed to helping educators and administrators improve their assessment literacy and to better understand the role it plays in improved student learning and curriculum mapping.

Paula Bevan

Paula supports districts designing and implementing teacher evaluation programs, including pay-for-performance systems.

Paula began her career as an elementary teacher and then moved to the University level as a teacher educator. Paula also facilitates ongoing professional development for teachers, and is co-author of “Implementing the Framework for Teaching in Enhancing Professional Practice: An ASCD Action Tool.”

Arthur Costa

Arthur is a sought after presenter both nationally and internationally, and a founder of the Institute for the Habits of Mind.

Arthur’s seminal work includes, The School as a Home for the Mind, Cognitive Coaching, Developing Minds, Learning and Leading with Habits of Mind, and Habits of Mind Across the Curriculum.

He is also an Emeritus Professor of Education at California State University, Sacramento and Cofounder of the Institute for Habits of Mind in Westport, Connecticut

Kathleen Cushman

Kathleen is a writer who has specialized in education and school reform for almost two decades.

Her work has appeared in the Harvard Education Letter, Educational Leadership, Phi Delta Kappan, the Atlantic Monthly, the New Yorker, and many other national magazines. She has been writer and editor of two school reform journals, Horace and Challenge Journal, and the author or co-author of ten books, including Fires in the Mind, First in the Family, Fires in the Bathroom: Advice for Teachers from High School Students, and Schooling for the Real World.

Mike Fisher

Mike Fisher is an education consultant and instructional coach on curriculum mapping and instructional technology.

Mike works with districts, schools, and teachers to help them keep their curriculum maps living and breathing, including upgrading maps and aligning assessment practices. He also founded the Digigogy Collaborative and is a member of Heidi Hayes Jacobs’s Curriculum21 Faculty.

Janet Hale

Janet is an education consultant and trainer who specializes in curriculum mapping.

She travels extensively to work with rural, urban, and inner-city learning organizations. She enjoys assisting newcomers to the curriculum mapping model, supporting implementation procedures, aiding struggling initiatives, and advising those ready for advanced mapping.

She has written two books focused on curriculum mapping, A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process and An Educational Leader’s Guide to Curriculum Mapping: Creating and Sustaining Collaborative Cultures.

Mariale Hardiman

Mariale Hardiman, Ed.D. is the Assistant Dean for Urban School Partnerships and Chair of the Department of Interdisciplinary Studies at The Johns Hopkins University School of Education.

She is also co-founder and director of the Johns Hopkins University School of Education’s Neuro-Education Initiative, and presents nationally and internationally on topics related to the intersection of research in the neuro- and cognitive sciences with effective teaching strategies, including meaningful integration of the arts.

Bena Kallick

Bena is well known for her work in curriculum, instruction and assessment with an organizational focus on change.

Her publications with a focus on thinking and the Habits of Mind include Assessment in the Learning Organization, Assessment Strategies for Self-Directed Learning, Learning and Leading with Habits of Mind, and Habits of Mind Across the Curriculum (all co-authored with Art Costa).

Laura Lipton

Laura engages with schools and school districts, designing and conducting workshops on learning-focused instruction, literacy development, and strategies to support beginning teachers.

Her authored and co-authored publications relate to organizational and professional development, learning-focused schools, and literacy development. Laura’s recent books include Groups at Work, More Than 50 Ways to Learner-Centered Literacy, Data-Driven Dialogue, Making Mentoring Work, Mentoring Matters, and Pathways to Understanding.

Giselle O. Martin-Kniep

Giselle is a teacher educator, researcher, program evaluator, and writer.

She is the President of Learner-Centered Initiatives, an educational consulting organization specializing in comprehensive regional and school-based curriculum and assessment work.  

She is also the Founder and President of Communities for Learning: Leading Lasting Change™, an organization committed to the development of lasting professional learning communities that learn and lead.

Silvia Rosenthal-Tolisano

Silvia Rosenthal Tolisano was born in Germany, raised in Argentina and currently lives in the United States. She holds a a Bachelor’s Degree in Spanish with a Minor in International Studies and a Masters in Education with an emphasis in Instructional Technology. She has worked as a World Language teacher, Technology Integration Facilitator and 21st Century Learning Specialist.

Silvia is a blogger, consultant, and passionate educator interested in how technology can amplify and improve learning. She is also the author of the book Digital Storytelling Tools for Educators, and founder of the Around the World with 80 Schools project.

Her passions include globally connected learning, technology integration, 21st Century skills and literacies, as well as digital storytelling, areas she writes about on her blog, Langwitches.

Jeanne Tribuzzi

Jeanne Tribuzzi is the director of English language arts, ESL, and second language in the West Seneca Central School District in West Seneca, NY.

In the past, Tribuzzi served in a variety of roles, including primary classroom teacher, multiage teacher, middle school English teacher, and director of staff development. She has recently completed her doctoral work at the University of Buffalo in the area of educational leadership and policy.

Tribuzzi also presents with Dr. Heidi Hayes Jacobs and has worked with schools both nationally and internationally to map and align curriculum and implement best-practice literacy instruction.

Bruce Wellman

Bruce Wellman has served as a classroom teacher, curriculum coordinator, and staff developer in Oberlin, Ohio, and Concord, Massachusetts, public schools.

He is interested in practices of learning-focused classrooms, learning-focused conversations for supervisors and mentors, presentation skills, and facilitating and developing collaborative groups.

Bruce is author or coauthor of Groups at Work: Strategies and Structures for Professional Learning, Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Learning-Focused Mentoring: A Professional Development Resource Kit; Mentoring Matters: A Practical Guide to Learning-Focused Relationships, Pathways to Understanding: Patterns and Practices in the Learning-Focused Classroom, The Adaptive School: A Sourcebook for Developing Collaborative Groups, and How to Make Presentations That Teach and Transform.

Joanne Picone—Zocchia

A teacher for 22 years, Joanne is now Vice-President of LCI where her work includes school, district, regional and statewide programs.

  Joanna focuses on the design and implementation of teacher induction programs, portfolio assessment systems and standards-based curriculum and assessment design. She is a published curriculum designer and her published work includes Supporting Mathematical Learning: Effective Instruction, Assessment and Student Activities, K-5.

Kristen Swanson

Kristen Swanson (@kristenswanson) is a learner, leader and teacher. She is a consultant for Authentic Education and an Edcamp founder. Swanson is also a Google Certified Teacher, a Twitter teacher, an Edublog Award nominee and author of the book “Professional Learning in the Digital Age.”

Eli Johnson

Eli Johnson has worked as a Classroom Teacher, School Principal, Director of Curriculum & Instruction, and Assistant Superintendent of Instruction.  He has served as a consultant to the California Department of Education supporting early literacy ($100 Million Program), English language professional development ($56 Million Program), and math/science partnerships ($34 Million Program).    He earned his teaching degree from Brigham Young University and a master’s degree in education leadership from the University of Washington. In 2010, Eli led an elementary school to the highest annual percentage gain (+140) of any of the 10,000 schools in the state of California.  He also directed a high school with 90% English Language Learners to become the recipient of the U.S. News and World Report Medal Award Honors.   In 2009 every school under Eli’s direction achieved double digit gains on the annual statewide assessments. As a nationally recognized speaker and consultant, Eli works with teachers and leaders to address the fundamental issues behind the achievement gap.  He also works with schools to support adolescent literacy, school leadership, and other issues affecting student achievement.  Eli has worked for both public and non-profit educational organizations to create sustainable educational reform.  You can contact Eli by e-mail at eli@achievement4all.org.