LSI Formative Assessment National Conference
Jaime Bailey, MEd has more than 33 years of experience in K-12 education. She has served as teacher, special education teacher, instructional coach, curriculum coordinator, assessment coordinator, and professional development coordinator for five rural school districts. Her diverse experiences give her a broad perspective as she supports systems in refinement and change. Jaime has rich background in data driven decision-making, standards-based instruction, and performance task development. She has supported schools and school systems on Priority Improvement or Turnaround status. Jaime earned her bachelor’s and master’s degree from the University of Northern Colorado. In addition to providing professional development Jaime’s semi-retired status allows her to spend time designing and delivering S.T.E.M. lessons to children during their dialysis treatment.
An ardent advocate for equity, Meg Bowen, M.Ed., has spent more than thirty years in the field of education serving students, teachers, and administrators in NC, Virginia, Maryland, and Florida. A graduate of the University of North Carolina Charlotte and James Madison University, Ms. Bowen completed doctoral coursework in curriculum at the University of Maryland. Ms. Bowen has developed curriculum and supported its implementation in both elementary and secondary settings. After serving for several years as Reading Specialist, Assistant Principal, and Principal, she became the Director of Elementary Curriculum for one of the nation’s largest school districts. Ms. Bowen served on the Board of Directors for the Early Learning Coalition and on the Board of Advisors for the Children’s Movement, reflecting her dedication to early childhood and social justice. She feels her work with LSI aligns perfectly with her passion for ensuring all students have access to a rigorous and engaging curriculum.
For over twenty years, Camile Earle-Dennis has served districts and schools as a teacher, literacy coach, district trainer, curriculum writer, national mentor, regional instructional coach, and leadership advisor. She is a nationally awarded Milken Educator and published author who uses a strength-based lens to build confidence and rebuild school and classroom communities to create a thriving culture of learning that maintains high expectations for all. She is known best for her ability to develop teams that reverse underperforming schools, teachers, and students. She relies heavily on her cognitive sciences and instructional leadership backgrounds to empower leaders and their teams by aligning social emotional learning and the power of foundational relationships to transform, transcend, and further drive learning and teaching. She believes that this essential work is a call to action to reverse underachievement, disrupt poverty, and ultimately and permanently shift trajectories for children, families, and school communities.
Jody Honaker is a Faculty Coach and Staff Developer with Learning Sciences International. Jody has extensive experience working in District Managed Turnaround Schools, with an unwavering focus on increasing and supporting standards-based, rigorous instruction through PLCs, professional development, and classroom support. Jody has devoted the last 2 decades in Educational Transformation, advocating her core belief that all children deserve a chance for a successful
Joan Pinkerton, MSEd, has had a 40-year career in education, spanning from classroom teacher to staff developer for New York City to curriculum director to district supervisor to principal. Having worked in both suburban and urban districts has given her a unique perspective on how all students learn and how to make learning accessible from struggling students to our gifted students.
Ms. Pinkerton received both her bachelor’s and master’s degrees from Ohio State University, in Columbus Ohio as well as an administration degree (MA) from the College of New Rochelle in New York.
With more than 15 years of education experience, Deana Senn, MS, is an expert in instructional strategies and classroom assessments. Her curriculum and instruction experience span the United States and Canada, in both rural and urban districts, from the school level to regional level. She actively develops content with the Marzano Center team and trains nationwide. She is a graduate of Texas A&M University and received her master’s degree from Montana State University. Ms. Senn recently co-authored three books with Dr. Robert J. Marzano: Identifying Critical Content, Engaging in Cognitively Complex Tasks: Classroom Techniques to Help Students Generate & Test Hypotheses Across Disciplines; Engaging in Cognitively Complex Tasks: Classroom Techniques to Help Students Generate & Test Hypotheses Across Disciplines; and Organizing for Learning: Classroom Techniques to Help Students Interact Within Small Groups.
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