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Presenters A—F

• Margaret Bausch
  

  Margaret E. Bausch, assistant professor in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky, earned a Master of Science Degree in Special Education Learning Disabilities and a Ph.D. in Special Education Technology from the University of Kentucky. Dr. Bausch spent nine years as a teacher of students with learning and behavior disorders before devoting her efforts to research and development projects in assistive and instructional technology. She has served as a co-principal investigator of the National Assistive Technology Research Institute, a federally funded project designed to examine factors related to the planning, development, implementation, and evaluation of assistive technology services in schools. Currently, Dr. Bausch is serving as the principal investigator of the Kentucky Assistive and Rehabilitative Technology Training grant that is providing scholarships to prepare personal from varying fields to integrate instructional and assistive technology into the school curriculum, post-secondary education, employment situations, and the daily lives of persons with disabilities.

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• Jack Berckemeyer
  

  Assistant executive director for the National Middle School Association (NMSA), and author and editor of Classroom Connections, Jack Berckemeyer has a B.A. in education from the University of Northern Colorado, and a K-12 certificate in school administration. He has been a far-reaching classroom teacher—of language arts, social studies, health, expressions skills, and physical education, among other subjects—named outstanding educator after two years of teaching at Scott Carpenter Middle School and then in all of the Adams County School District. He has presented worldwide on middle level topics; he coordinates on-site professional development for schools and school districts; for several years now has been a judge for the Disney American Teacher Awards; and he served on the selection committee for the USA Today All Teacher Team.

• Vickie Bernhardt
  

  Dr. Victoria L. Bernhardt earned her Ph.D in Educational Psychology Research and Measurement at the University of Oregon. She is Executive Director of the Education for the Future Initiative, whose mission is to build the capacity of learning organizations to gather, analyze, and use data to continuously improve all students' learning. A professor at the College of Communication and Education at California State University, Chico, Dr. Bernhardt works with learning organization all over the world to assist them with their continuous improvement and data analysis.  From Questions to Actions: Using Questionnaire Data for Continuous School Improvement; Data, Data Everywhere: Bringing All the Data Together for Continuous School Improvement; Translating Data into Information to Improve Teaching and Learning; a four-book series - Using Data to Improve Student Learning; Data Analysis for Continuous School Improvement; The School Portfolio Toolkit, A Planning, Implementation, and Evaluation Guide for Continuous School Improvement; The Example School Portfolio; and The School Portfolio: A Comprehensive Framework for School Improvement.

• Alan Blankstein
  

  Alan M. Blankstein is founder and president of the HOPE Foundation (Harnessing Optimism and Potential through Education) and author of the best-selling book Failure Is Not an Option: Six Principles That Guide Student Achievement in High-Performing Schools, which has been awarded "Book of the Year" by the National Staff Development Council (NSDC). A senior editor of the eight-volume series, The Soul of Educational Leadership, Blankstein co-authored the "Reaching Today's Youth" curriculum with Rick Dufour and has published articles in Educational Leadership, The School Administrator, Executive Educator, High School Magazine, Reaching Today's Youth, and Inside the Workshop. Once labeled a "high risk" youth, Blankstein has been working in youth-serving organizations since 1983, including the March of Dimes, Phi Delta Kappa, and the National Educational Service (now Solution Tree), which he founded in 1987 and directed for 12 years. Blankstein served as board member for Federation of Families for Children's Mental Health; sat on the board of trustees for the Jewish Child Care Agency (JCCA); serves on Harvard's International Principals Center's advisory board; is co-chair of Indiana University's Neal Marshall Black Culture Center's Community Network; advises the Faculty and Staff for Student Excellence (FASE) mentoring program; and sits on the advisory board member for the Forum on Race, Equity, and Human Understanding with the Monroe County Schools in Indiana.

• Hope Blecher-Sass
  

  Hope Blecher-Sass is the creator of hope4education.com, an organization whose mission is to facilitate learning through especially dynamic educational communities. She has been an educator for over two decades as a reading coach, teacher of English as a second language, and teacher of special education. A state-registered professional development provider, she also assists adult learners, primarily through presentations for local school districts (often in collaboration with Sharon Russell-Fowler), as well as statewide associations. After earning her B.A. in sociology and M.A. in early childhood education, Blecher-Sass recently completed a Ph.D. in education leadership, through an online graduate program.

• Dina Brulles
  

  Dina Brulles earned a Ph.D. in education for the gifted and an M.A. in curriculum and instruction; teaches at the Graduate College of Education at Arizona State University; is the director of gifted education in the Paradise Valley Unified School District in Arizona; is president of the Arizona Association for Gifted and Talented (AAGT); and is a board director for Supporting Emotional Needs of the Gifted (SENG). She has created and supervised cluster grouping programs and, with the publication of The Cluster Grouping Handbook: A Schoolwide Model Book with CD-Rom, become a recognized expert in that practice. Brulles consults with school districts in their efforts to create education programs for the gifted that reflect the needs of the districts' specific population. Before she became an administrator, Brulles was an elementary classroom teacher, a bilingual teacher, and an ESL teacher.

• Darryl Bundrige
  

  A graduate of Pennsylvania State University, Darryl Bundrige is the director of afterschool education programs for FOUNDATIONS, a nonprofit organization that serves children, families, and their communities across the country by expanding content-based enrichment programs during the non-school hours. Bundrige was previously dean of students for the Family Charter School and supervisor of an AmeriCorps program. He currently co-chairs Pennsylvania's 21st Century Community Learning Center advisory board.

• Bruce Campbell
  

  The developer of a nationally acclaimed instructional model based on Howard Gardner's theory of multiple intelligences, Bruce Campbell is a writer and classroom teacher. Gardner's Frames of Mind provides the basis for Campbell's The Multiple Intelligences Handbook and Teaching and Learning through Multiple Intelligences (co-written with Lee Campbell and Dee Dickinson). Campbell has presented for many state departments of education, as well as for the U.S. Department of Education, and has consulted for schools, districts, and universities worldwide. A popular keynote speaker and former director and head teacher at Horizon School in Washington, he is also the author of Our Only Earth: The Ocean Crisis.

• Kim Chester
  

  Kim Chester began as a regular education teacher in an inclusive classroom for many years. During this time, she implemented effective principles of co-teaching and differentiating instruction to meet the diverse needs in her classroom. After her youngest child was born with cerebral palsy, she went back to school to receive her M.Ed. in special education from Kennesaw State University. Currently, she works as a parent mentor in her local school system, as a region AYP consultant, and an educational consultant for Wesley Educational Services. In addition, Mrs. Chester serves on various committees, including the Governor's Council on Developmental Disabilities in Georgia. She offers her range of perspectives to educators, parents, and administrators. Mrs. Chester enjoys working with students and teachers in classroom settings providing practical strategies for raising student achievement through inclusion, co-teaching, differentiated instruction, behavior management, and RTI.

• Carolyn Coil
  

  Carolyn Coil, who earned her Ed.D in Educational Leadership at the University of Southern Florida, is an internationally known speaker, author, trainer, consultant and educator. Dr. Coil works with teachers, parents and students offering practical strategies for raising student achievement, differentiating curriculum, implementing a variety of assessment strategies, and dealing with the problems and challenges associated with preparing ourselves and our children for living and working in the 21st Century. Dr. Coil has worked in the field of education and training for over 30 years. She currently teaches courses in gifted and talented education and does workshops for schools and school districts on a wide variety of topics. She has been an adjunct professor at several different universities and has worked in the United States, Australia, New Zealand, Hong Kong, Bermuda, the Marshall Islands, Spain, Germany, Ecuador, Croatia, and South Korea.

• Charlotte Danielson
  

  Charlotte Danielson, who earned her Master's of Education in Educational Administration and Supervision at Rutgers University, is a former economist and an educational consultant based in Princeton, New Jersey. She has taught at all levels, from kindergarten through college, and has worked as an administrator, a curriculum director, and a staff developer. In her consulting work, Danielson specializes in teacher quality and evaluation, curriculum planning, performance assessment, and professional development. Danielson is the author of a number of books supporting teachers and administrators. These include Enhancing Professional Practice: A Framework for Teaching (1996, 2007), Teaching for Understanding Professional Inquiry Kit (1996), Teacher Evaluation to Enhance Professional Practice (in collaboration with Tom McGreal) (2000), Enhancing Student Achievement: A Framework for School Improvement (2002), and Strengthening the Profession Through Teacher Leadership (2006), all published by ASCD. In addition, she has written Collections of Performance Tasks and Rubrics, published by Eye on Education, Teaching Methods (2009), published by Merrill, and Talk about Teaching: Leading Professional Conversations (2009), published by Corwin Press.

• Nancy Dean
  

  Nancy Dean is an assistant professor at the P.K. Yonge Developmental School, University of Florida. With an Ed.S degree, Dean is a consultant in secondary literacy; director of Leadership Through Reading, a cross-age tutoring program; author of Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone; Discovering Voice: Voice Lessons for Middle and High School; and a co-author of Succeeding in Reading: A Complete Cross-Age Tutoring Program. She has spent decades teaching middle and high school, including English for speakers of other languages (ESOL), remedial classes, and Advanced Placement classes. In 1989, she was the Crown Region teacher of the year; and in 1995, she was the state English teacher of the year. Dean also serves as a lead trainer on the leadership teams of the National Literacy Project and the Florida Reading Initiative.  

• Donald D. Deshler
  

  Don Deshler is a professor in the School of Education and director of the Center for Research on Learning (CRL) at the University of Kansas. With an M.A. and Ph.D. in learning disabilities and special education, respectively, from the University of Arizona, Deshler focuses his work at the CRL on the validation of academic and social strategies for at-risk adolescents. He and his colleagues at the CRL have designed and substantiated the Strategic Instruction Model (SIM) - a comprehensive instructional model for improving student outcomes. Through the center's International Professional Development Network, over 400,000 educators have been trained to use different components of the SIM model. Deshler's most recent text (written with Keith Lenz), Teaching Content to All: Evidenced-Based Inclusive Practices in Middle and Secondary Schools, details several of the instructional practices corroborated through CRL research. Deshler is the recipient of the J. E. Wallace Wallin Award from the Council for Exceptional Children, and the Learning Disabilities Association Award from the Learning Disabilities Association of America for outstanding research and service for at-risk populations.

• Doug Fiore
  

  Doug Fiore earned his Ph.D. from Indiana State University and specializes in leadership development, teacher mentoring, and school-community relations. His books include Creating Connections for Better Schools: How Leaders Enhance School Culture; School Community Relations;Introduction to Educational Administration: Standards, Theories, and Practice; Dealing With Difficult Parents: And With Parents in Difficult Situations (with Todd Whitaker); and 6 Types of Teachers: Recruiting, Retaining, and Mentoring the Best (also with Whitaker). Fiore has worked as a teacher and principal in elementary and secondary schools, and in various capacities in higher education, including director of the Virginia Department of Education. He is the president of REAL Development, an educational consulting business.

• Michelle Flaming
  

  Michelle Flaming is a mathematics, curriculum, and assessment specialist for Educational Services and Staff Development Association of Central Kansas (ESSDACK), with a primary focus on elementary mathematics. Supported by a B.S. degree from McPherson College and an M.S. from Kansas State University, Flaming joined the Kansas State Mathematics Standards committee in 1996; has taught at various levels; and was a member of the state writing team for the revised Kansas curricular standards for mathematics. The author of Math Write-On Models, Flaming facilitates schools in the implementation of standards-based math programs and improved student learning. She has presented for the National Council of Teachers of Mathematics (NCTM) and Council of Chief State School Officers (CCSCO).