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Cathy Marks Krpan, Ph.D. teaches courses in the Initial Teacher Education Program and graduate program at the Ontario Institute for the Studies in Education (OISE) of the University of Toronto. Cathy is passionate about seeing students learn—all students! And at the core of this passion lies a deep belief in the power of communication as an essential tool to enhance understanding, improve problem solving, and create a community of learners. Based on her research with diverse student populations, and her classroom experiences as an educator and student, Cathy believes that at the heart of all equitable math classrooms is the empowerment of student voices. It is her hope that all students will have the opportunity to share their insights and be part of a supportive mathematical community in which they feel comfortable taking risks and conducting mathematical investigations.
Catherine D. Bruce is an Associate Professor at the Trent University School of Education and Professional Learning. Catherine is a co-Principal Investigator of the Math for Young Children (M4YC) project. She won a SSHRC Award in 2013 to continue this research into early mathematics and young children’s spatial reasoning. A former teacher, Catherine has been studying teaching and learning for 25 years. She teaches mathematics methods courses at Trent where she brings her passion for mathematics teaching and learning to teacher candidates. In 2012–2013, Catherine was honoured to receive the prestigious Ontario Confederation of University Faculty Associations (OCUFA) teaching award. Additionally, she received the 2015 International Eduardo Flores Leadership Award for her contributions to action research locally, nationally, and internationally. Key areas of research include teacher and student efficacy, the effectiveness of alternative models of professional learning for teachers, the use of technology in the mathematics classroom, as well as teaching and learning in the difficult-to-learn areas of fractions and algebra. Her awesome family of boys keeps her on her toes.
Dr. Josephine Lombardi has worked as a parish minister, university campus minister, high school chaplaincy leader, teacher educator through O.E.C.T.A., professor of Religious Education, Brock University, retreat facilitator, faith formation consultant, and program coordinator in the Diocese of Hamilton. Presently, she is Associate Professor of Pastoral and Systematic Theology, Professor of Field Education, and Director of Lay Formation for St. Augustine’s Seminary in Scarborough, Ontario. She has done media work in radio and television and has been an advisor to the Canadian Conference of Catholic Bishops in the area of doctrine and Catholic-Muslim relations. Her book, On Earth as it is in Heaven, has been featured on CTS and Salt and Light Television.
Biography Coming Soon
Dr. Katy Arnett, Ph.D., is currently an Associate Professor of Educational Studies at St. Mary’s College of Maryland, and has previously taught French at the secondary level. In Fall 2012, she is teaching and researching at the University of New Brunswick, as a prestigious Fulbright Scholar. Her interest in supporting students with diverse needs as they studied French (in particular) brought her to Canada over a decade ago. She has worked with FSL teachers from across the country, as they have endeavoured to facilitate more inclusive classrooms. Since 2006, she has shared her expertise about supporting students with diverse needs with Pearson on Making Connections, Echos, and more recently,Echos Pro, where she contributed to the Teacher Guides, in the form of the differentiation and assessment strategies.
Dr. Jim Cummins is a Professor Emeritus in Ontario Institute for Studies in Education at the University of Toronto. His research focuses on literacy development in educational contexts characterized by linguistic diversity. He is the author (with Margaret Early) of Identity texts: The Collaborative Creation of Power in Multilingual Schools (Trentham Books, 2011) and Big Ideas for Expanding Minds: Teaching English Language Learners across the Curriculum (Rubicon/Pearson, 2015).
Tom Schimmer has been an educator for 20 years. He is currently in his second year as a District Principal in School District #67 (Okanagan-Skaha) in Penticton, British Columbia. Prior to his move to central office, Tom spent 11 years as a vice-principal (in five different schools) and 7 years as a classroom teacher.
Tom has worked extensively in the area of staff development and educational leadership. He is recognized as a leader and expert in the areas of Assessment for Learning, Sound Grading & Reporting, Educational Leadership & Organization, and Positive Behavior Support models. Tom has presented at conferences and workshops across North America. He is an experienced presenter whose practical approach to putting theory into practice has been widely received by the schools and/or districts he has presented to. He has been a regular presenter at both the July & December ATI Conferences in Portland, Oregon, was the featured presenter on the British Columbia Educational Leadership Council's provincial-wide webcast (Oct. 2008) on Assessment for Learning, and has delivered several keynote addresses at numerous professional development events.
Ken O’Connor is a former curriculum coordinator with the former Scarborough Board of Education. He is an expert on grading and reporting with a particular emphasis on using these techniques to improve student achievement through student involvement. With over 20 years of teaching experience in secondary schools in Australia and Ontario, he has presented hundreds of workshops for teachers at every grade level and is the author of the very successful How to Grade for Learning.
Michael Fullan is Professor Emeritus of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as a worldwide authority on educational reform, Michael is engaged in advising policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning. His books have been published in many languages.
Michael Fullan is currently Special Advisor to the Premier and Minister of Education in Ontario. He holds Honorary Doctorates from the University of Edinburgh, Scotland, and from Nipissing University in Canada. His book,Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward (formerly the National Staff Development Council),Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education, Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009, and Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward.
Avis Glaze, Ed.D., one of Canada’s outstanding educators, is currently president of her company, Edu-quest International Inc. She is an international leader in education, having won numerous awards, including the Order of Ontario, for her innovations in areas such as leadership development, student achievement, school and system improvement, character development, and equity. She has served as Ontario education commissioner and senior advisor to Ontario’s minister of Education. As Ontario’s first chief student achievement officer and founding chief executive officer of the Literacy and Numeracy Secretariat, she played a pivotal role in helping to improve student achievement. She served on the Royal Commission on Learning (1995), which significantly influenced the direction of education in Ontario. She has worked at many types of schools, including public, Roman Catholic, urban, and rural. Avis co-chaired the development of Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy (Ontario Ministry of Education, 2009), now being implemented in schools, and co-authored Towards Freedom: The African Canadian Experience (Umbrella Press, 1996). Her early research on the career decision-making of Ontario high-school girls led to the development of many programs directed at young women. A tireless advocate for human rights and equity, she now builds capacity in school systems across the globe. She has been appointed advisor to the minister of Education in New Zealand.
Ruth Mattingley, M.Ed., is an associate with Edu-quest International Inc. She has provided leadership in education provincially, nationally, and internationally. She has given keynote speeches and led workshops in the areas of leadership development for equity, improving student achievement for all students, special education, and a range of other topics. Throughout her career, she has focused on equity issues and supporting educators to improve outcomes for all students. Ruth has served as senior executive officer of the Literacy and Numeracy Secretariat. In this role, she assisted with the development of Ontario’s strategy for improving achievement in literacy and numeracy for elementary school students, with a major emphasis on closing gaps in achievement. She has experience as an elementary teacher, principal, and superintendent of education. She is past-president of the Canadian Association of School Administrators (CASA) and of the Ontario Public Supervisory Officials’ Association (OPSOA).
Dr. Patrick Carney is a Fellow of the Canadian Psychological Association, an honour awarded to him in recognition of his outstanding service and contributions to the field of educational psychology. Dr. Carney is a passionate spokesperson and advocate for positive mental health for all students. His dedication and leadership in this field is reflected in his many roles, including President of the Association of Chief Psychologists with Ontario School Boards and two terms as President of the Canadian Association of School Psychologists. In his role as Chief Psychologist, Simcoe County Roman Catholic District School Board, Dr. Carney works with students, teachers, and their parents to develop positive mental health using many of the evidence-based strategies outlined in this text.
Dr. Tania Sterling has over 20 years of experience teaching and leading education in Ontario. She has designed, developed, and facilitated face-to-face and online change management and teacher professional learning across schools, districts, colleges, universities and the province. She has been featured in teacher professional learning webcasts for the Ontario Literacy and Numeracy Secretariat, and published a variety of academic journals and articles. Tania first joined Pearson Canada in 2012. Following the completion of her Doctor of Education, in June 2013 Tania became a member of Pearson Canada's Executive Leadership Team as the Vice President, Efficacy. In this capacity, she designs and conducts efficacy-related professional development sessions in French and English, and oversees the efficacy research agenda across all business units. In additional to this internal efficacy work, she and her team of trained efficacy reviewers have had the pleasure of conducting external efficacy reviews with a wide range of educational stakeholders across Canada including: Keewatin Patricia DSB, York Region DSB, Calgary Board of Education, Nunavut Ministry of Education, Algonquin College, Mohawk College and Wilfrid Laurier University. Dr. Sterling will be the lead for the Superior-Greenstone DSB Efficacy Review.
Dr. Sharon Lee has a deep understanding of K-20 education and a passion for teaching and learning. Having worked as an arts educator, a primary school teacher, and as a web-enabled university and college lecturer, Sharon has designed, developed, and aspired to transform teaching and learning experiences for her students. Sharon holds a PhD from the University of Waterloo. Her dissertation, Education in the 21st Century: Human Rights and Individual Actions, examines the contemporary conception of education as a human right and the role education should play in society. Sharon first joined Pearson as a sales and editorial representative for both the School and the Higher Education divisions. The insights she gained from these experiences provided Sharon with the means necessary to analyze and advance approaches to teaching and learning and to build solid partnerships with educational peers. In her new role as product efficacy specialist, Sharon has been charged with the task of combining her unique educational and business experiences from the field with a new focus to work with all individuals engaged in the improvement of teaching and learning K-20 (and beyond) to find appropriate educational solutions and to ensure that all Pearson products and services have a direct impact on learner outcomes.
Dr. Ronna Mosher has 25 years of experience as an educator and researcher in K-12 and post-secondary environments. She brings a research and data-informed perspective to strategic decision-making and organizational learning. Her strong commitment to impacting learning is grounded in her previous work as a teacher and principal, her ongoing work as a senior leader in the Calgary Board of Education, and in her academic work. Ronna holds a Ph.D. in Curriculum, Teaching, and Learning and has taught both undergraduate and graduate students at Acadia University and the University of Calgary. Ronna has a strong background in pedagogy, leading change and digital learning environments, particularly in the design and implementation of enabling resources and learning systems for students and teachers. Ronna recently led the design, development and implementation of a suite of web-based learning applications, which won national and international awards for innovation and purpose-driven design. Dr. Mosher was a valued member of the KPDSB review team and would bring excellent perspective and experience to this review.
Dr. Tim Tatsui, Pearson's Vice President of K12 Efficacy Implementation, North America, leads a team of efficacy directors and managers focused squarely on studying implementation and outcomes. He and his team partner with Pearson internal teams and territory, region, state, district, and school partners to improve, measure, codify, and increase the likelihood of (a) learner outcomes, (b) the specific and necessary antecedents to and conditions for learner outcomes, and (c) the sustainability, replication, and scalability of both conditions and outcomes. Tim began his career in education as classroom educator in Compton, CA, and he has worked in K-12 public education and higher education as a classroom teacher, district curriculum and instruction specialist, university master teacher, instructor, and advisor in the Compton Unified School District, California State University, Dominguez Hills, Pepperdine University, Loyola Marymount University, and the Los Angeles Unified School District. Since joining Pearson, Tim has worked with internal consultant teams, school system administrators and teacher leaders as Director of Field Services and Consulting in Pearson School Improvement Learning Teams projects. Before moving into his current role, Tim served as Senior Director of Research and Evaluation for School Services, North America, contributing to research, training, evaluation, and efficacy efforts in North America. Tim earned a B.A. from Baylor University, a teaching credential from California State University, Los Angeles, a Doctor of Education at UCLA, and an M.B.A. from the Anderson School of Management at UCLA. Dr. Tatsui was an instrumental member of the team for the Nunavut Ministry of Education Efficacy Review and would be a valuable asset to this work.