Trainer Biographies

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The LINCS Regional Professional Development Centers (RPDCs) deploy trainers with subject matter expertise across the 16 content areas of LINCS who have been approved by the U.S. Department of Education, Office of Career, Technical and Adult Education (OCTAE), Division of Adult Education and Literacy to facilitate OCTAE approved trainings across the country.

LINCS Trainers

Jody Angelone
Jody Angelone is a program specialist for the Ohio Professional Development Network at the Ohio State University. For over 23 years, she has worked in adult education as a reading specialist, instructor, coordinator, and program director in the context of correctional education, ABLE/GED, workplace education, volunteer literacy, vocational evaluation and assessment, and professional development. She currently provides program support and training in the areas of College and Career Readiness Standards implementation, program improvement and consultation plans, and assessment, and is a trainer for the National Leadership Excellence Academy. Jody is the Region 4 representative for the Commission on Adult Basic Education (COABE) national board and the advocacy chair for the Ohio Association for Adult and Continuing Education (OAACE).
Topic area(s): Assessment, Career Pathways, Program Management

Dianna Baycich, Ph.D.
Dianna Baycich is the literacy projects coordinator for the Ohio Literacy Resource Center at Kent State University. She has worked in adult literacy for over 20 years in various capacities including instructor in urban and rural adult education sites and site coordinator for a workplace literacy program. Dianna currently provides support, training, and resources to adult educators around the country.
Topic area(s): Reading, Writing

Kaye Beall
Kaye Beall is the director of the LINCS Region 1 Professional Development Center at World Education, Inc. Her expertise includes promoting and disseminating evidence-based resources and partnering with state-level organizations to provide research-based professional development on adult education topics. Kaye is a skilled facilitator and project director with the ability to build instructional and programmatic capacity. She has worked in adult literacy since 1980, serving as an instructor and local program director, state consultant, program development director, training coordinator, and state outreach coordinator. Most recently, Kaye has conducted workshops on facilitating study circles, research-based adult reading instruction, and serving adults with learning disabilities.
Topic Area(s): Disabilities (Learning to Achieve), Math and Numeracy (Adult Numeracy Initiative; TEAL Math), Program Management, Reading

Cynthia Bell
Cynthia Bell is a math coach and a professional development associate at the Literacy Assistance Center (LAC) in New York City, where she is a curriculum developer and trainer with a specialty in the Common Core State Standards (CCSS) for mathematics. Cynthia conducts numeracy workshops for adult basic education instructors and trainings in implementing the CCSS for mathematics for high school equivalency (HSE) instructors. She has presented at national, state, and regional conferences, and is an active member of the Adult Numeracy Network (ANN) and the National Council of Teachers of Mathematics (NCTM). Additionally, she co-facilitates the LAC’s HSE prep certificate program. Throughout her career, she has taught both urban youth and adults, with the mindset that everyone can learn to think mathematically and build numeracy skills.
Topic Area(s): Math and Numeracy

Kristin Berenson
Kristin Berenson is a trainer for the Capitol Region Education Council (CREC) Community Education’s Adult Training & Development Network (ATDN). As a certified Comprehensive Adult Student Assessment Systems (CASAS) Functional Writing Assessment (FWA) trainer and certified Student Achievement in Reading (STAR) trainer, she provides writing and reading professional development to Connecticut’s adult educators. Kristin also facilitates the Teaching Excellence in Adult Literacy (TEAL) online professional development for adult educators in various states. She is currently working to prepare adult educators to utilize the College & Career Readiness Standards (CCRS) in Adult Education. Previously, Kristin taught adult learners in adult basic education and multi-level English as a second language for Windsor Adult Education. She also worked in West Hartford Public schools teaching at the elementary level.
Topic Area(s): Reading (STAR), Writing (TEAL Writing)

Martha Bigelow, Ph.D.
Martha Bigelow is an associate professor in the Department of Curriculum and Instruction and the interim director of the Educator Development and Research Center at the University of Minnesota. Martha teaches in a graduate program where she prepares teachers and researchers to work in a wide range of educational settings. She has been published in a range of books and journals including: TESOL Quarterly, Studies in Second Language Learning, and the Annual Review of Applied Linguistics. She has published two books related to her work with adolescent Somali refugees: (1) Literacy and Second Language Oracy with Elaine Tarone and Kit Hansen and (2) Mogadishu on the Mississippi: Language, racialized identity and education in a new land with Wiley Blackwell. Her advocacy and public engagement includes serving on boards of immigrant non-profits, long-term teacher development initiatives, and statewide leadership in education and policy issues related to teaching immigrant adults.
Topic Area(s): Adult English Language Learners

Miriam Burt
Miriam Burt is a senior adult English as Second Language (ESL) content specialist at the Center for Applied Linguistics (CAL). She has over 35 years of experience in ESL teaching, program administration, teacher and administrator training, curriculum development, and program planning and evaluation. Before coming to CAL, she directed a project that provided language, communication, and basic skills instruction as well as GED preparation to cafeteria workers. Miriam has provided training to programs working with adults learning English in the United States and overseas in refugee camps, community colleges, adult education programs, universities, business schools, and workplaces. Her recent training topics include learner engagement, EL/Civics for learners, preparing learners to transition to the workforce or postsecondary education, teaching immigrants to read and write in English, and integrating language and content instruction in career and technical education. She served as the subject matter expert for the Adult English Language Learner group in the LINCS Community.
Topic Area(s): Adult English Language Learners; Financial Literacy

Gail Cope
Gail Cope has been employed at the University of Tennessee in Knoxville since 1977. She has been with the Center for Literacy, Education, and Employment since 2000 and her work has included project management in adult education at state and national levels in professional development, program improvement, and research and evaluation. Currently, Gail’s responsibilities include professional development and related projects with LINCS through the Region 2 Professional Development Center.  She also served as a subject matter expert for the Program Management group in the LINCS Community.  In addition to her work in adult education and literacy, she worked with the University of Tennessee Human Resources Department from 1977 to 1999 in numerous areas including administration, career development, training, compensation, and employment.
Topic Area(s): Evidence-based Professional Development

Marie Cora
Marie Cora teaches online courses and provides technical assistance in professional development for a variety of clients nationally. She is a presenter at workshops and conferences on issues including classroom assessment, data use, English language literacy, and classroom management. Marie’s experience includes work as a classroom teacher, program director, professional developer, and project manager for local and nationwide initiatives. She has worked with the LINCS project since 2004 in various capacities and is presently a LINCS trainer and Resource Collection reviewer.
Topic Area(s): Adult English Language Learners, Assessment, Program Management

Mary Ann Corley, Ph.D.
Mary Ann Corley is a principal researcher with the American Institutes for Research in Washington, DC, where she serves as director of the Teaching Excellence in Adult Literacy (TEAL) project. Her experience includes serving as the lead professional development specialist for the National Reporting System (NRS) for nearly ten years. With a career spanning more than 35 years of teaching in and supervising adult literacy programs, she has served on the boards of directors of the American Association for Adult and Continuing Education (AAACE), the National Association for Adults with Special Learning Needs (NAASLN), the Commission on Adult Basic Education (COABE), the Professional Advisory Board of the National Center for Learning Disabilities (NCLD), the GED Testing Service National Advisory Committee, and the National Committee of the ERIC Clearinghouse on Adult, Career, and Vocational Education. She specializes in designing and facilitating professional learning through face-to-face workshops and online courses and webinars for adult education teachers and administrators.
Topic Area(s): Writing (TEAL Writing)

Susan Cowles
Susan Cowles’ work in adult education began as a literacy leader fellow for the National Institute for Literacy (1996-97). Building on that work, she created the LINCS Science and Numeracy Special Collection for (what was then) the LINCS Western-Pacific Regional Network. She served as a subject matter expert for the Science group in the LINCS Community and a peer reviewer for the LINCS science online course series. She is currently a science and math reviewer for the LINCS Resource Collection. In addition to her work with LINCS, Susan taught adult basic education classes for thirteen years at Linn-Benton Community College in Oregon and has had extensive experience in staff development as workshop leader, conference presenter, and videoconference panel member for state, regional, and national conferences, organizations, and corporations.
Topic Area(s): Science

Donna Curry
Donna Curry is a senior professional development specialist at TERC. She has over 30 years of experience in adult education, including adult basic education, family literacy, corrections, and workplace literacy. She has developed a variety of curriculum, including co-authoring EMPower PLUS, Preparing for Work, and both the ANI (Adult Numeracy Instruction)  training and its precursor TIAN (Teacher Investigating Adult Numeracy).  She is also the co-developer of a new training series – (AR)^2 that extends the training of ANI. Donna has worked extensively with numeracy standards, including Equipped for the Future (EFF) and the College and Career Readiness Standards. To date, she has provided professional development in numeracy standards implementation in fifteen states. She is one of the original founders and editor of The Math Practitioner, a publication of the Adult Numeracy Network.
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative)

Kathie Daviau
Kathie Daviau is a 38-year veteran in adult basic education; she is a certified mathematics instructor.  Kathie is employed by Billings Public Schools in Billings, Montana. She is a nationally trained instructor for the American Federation of Teachers in Developing Effective Professional Development, Thinking Math 1, and Thinking Math 2. She has conducted workshops to teach other teachers the Thinking Math skills and principles. Kathie was involved in OCTAE’s Standards in Action (SIA) training as a state team leader and has trained numerous teachers following the SIA model.
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative, TEAL Math)

Nell Eckersley
Nell Eckersley works at the Literacy Assistance Center (LAC) in New York City where she is the director of Instructional Technology & Communications and a trainer for LINCS. She began her career in adult education in 1998 as an English for speakers of other languages (ESOL) teacher and then program director for an ESOL program in Brooklyn, New York. She is on the board of the National Association for Adults with Special Learning Needs (NAASLN) and the Technology Chair for the Commission of Adult Basic Education (COABE).
Topic Area(s): Technology and Learning

Allegra B. Elson
Allegra B. Elson has taught at the University of Pittsburgh, Kent State University, and Duquesne University. As a member of the AmeriCorps National Service, she served as an English as a second language (ESL) and adult basic education instructor working extensively with Bosnian refugees. Now, as a full-time ESL instructor with the Greater Pittsburgh Literacy Council, she works primarily with low level ESL learners from Bhutan, Burma, Iraq, and Africa. She is also an ESL teacher coach for Pennsylvania's Division of Adult Education.
Topic Area(s): Adult English Language Learners

Heather Erwin, J.D.
Heather Erwin is the prison education project coordinator for The WiderNet Project. She has worked extensively with indigent, incarcerated, and at-risk populations in the U.S., examining the impact of access to education and the role that human rights and social justice violations play in effecting incarceration and recidivism rates. Heather previously worked for a faith-based lobbying organization and death penalty moratorium project, both in Austin, Texas and assisted in the implementation of Brooklyn, New York’s ground-breaking Drug Treatment Alternative to Prison (DTAP) alternative sentencing drug treatment program for non-violent offenders. She has been involved in the field of adult education as a literacy tutor and curriculum developer, served as a subject matter expert for Correctional Education group in the LINCS Community, and is currently a LINCS Resource Collection reviewer. Heather has conducted correctional education presentations and trainings at a number of regional and national conferences.
Topic Area(s): Career Pathways, Correctional Education, Technology and Learning

Sarah Fearnow
Sarah Fearnow is a Teachers Investigating Adult Numeracy (TIAN) trainer for the Arizona Department of Education and an Adult Numeracy Instruction (ANI) trainer. Sarah is also a GED instructor and math coach for Pima Community College Adult Education. As a math coach, Sarah facilitates monthly professional learning community meetings and works with 16 math teachers one-on-one to support them in improving their effectiveness in the classroom. Sarah has been a GED instructor with Pima College since 2003 and an adult educator since 1997.
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative)

Susan Finn Miller, Ph.D.
Susan Finn Miller is a teacher and teacher educator with over 21 years of experience in adult literacy education. She currently serves as the English as a second language (ESL) content expert in Pennsylvania where she strives to provide high-quality professional development to teachers. At the national level, she has presented at conferences and served on the project team for OCTAE’s English Language Learner University (ELL-U) project, developing and facilitating study circles, and training events on various topics. Susan has also delivered training on contextualized instruction as part of the Adult Career Pathways project and on evidence-based reading instruction for the STAR initiative. She continues to teach a wide range of adult education classes including ABE, GED, academic English, work prep, citizenship, and transition classes, which helps keep her grounded in the daily reality of teaching adult learners. Susan is the current LINCS Community moderator for the Adult English Language Learner, Assessment, and College and Career Standards groups.
Topic Area(s): Adult English Language Learners, Assessment

Barbara Friedlander
Barbara Friedlander is a school improvement specialist at Montgomery County Public Schools in Maryland. She has 20 years of experience teaching elementary special education and six years as a school improvement specialist, where she has demonstrated skills in building leadership team members’ knowledge and application of root cause analysis, using data to drive daily instruction, applying equity in the classroom, and building a professional learning community. Barbara co-authored Powerful Writing Strategies for all Students and Bring Powerful Writing Strategies into Your Classroom! Why and How.
Topic Area(s): Writing

Lynda Ginsburg, Ph.D.
Lynda Ginsburg is the senior research associate for mathematics education at the Center for Mathematics, Science, and Computer Education at Rutgers University. She has taught mathematics for many years to adult basic education (ABE/HSE), high school and community college students; taught graduate courses in mathematics education; and worked with parents who are simultaneously learning math for themselves and helping their own school-aged children. She designs and delivers professional development on teaching math for adult, K-12, and community college educators. She has written extensively about adult numeracy and is a founding member and past president of the Adult Numeracy Network (ANN).
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative)

Sandy Goodman
Sandy Goodman is the director of career pathways for the National College Transition Network (NCTN) at World Education, Inc. Her expertise includes designing adult education program models, student support services, and curriculum that promote college and career readiness. She designs and leads college transition and career pathways initiatives and provides technical assistance and professional development to individual programs and adult education systems at the national, state, and local levels. Sandy is the lead author of NCTN’s College Transition and Aspirations Toolkits and edited the Integrating Career Awareness curriculum. She has also developed, written, and facilitated several of NCTN’s online professional courses and is a national trainer on topics related to college and career readiness.
Topic Area(s): Career Pathways, Postsecondary Completion, Program Management

Jeri Gue
Jeri Gue is the curriculum coordinator for adult and prison education for the Delaware Department of Education. Throughout her 20 years in education, she has taught students at various levels of school – elementary, special education, high school, postsecondary, and corrections. Jeri spent six years in the field of adult education teaching adult basic education (ABE), GED, English as a second language (ESL), and college classes within a correctional setting. As a curriculum coordinator for the past two years she has worked to develop high school courses that align with the Common Core State Standards and College and Career Readiness Standards.  As a state staff member, she is responsible for professional development for ABE, GED, ESL, and selected high school teachers.
Topic Area(s): Disabilities (Learning to Achieve), Reading (STAR)

KayLynn Hamilton
KayLynn Hamilton is the workforce development liaison at the Institute for the Study of Adult Literacy at Penn State. In this role, KayLynn provides leadership in aligning workforce development programming through technical assistance, communication, and collaborative strategic planning within the Pennsylvania Department of Education Division of Adult Education system to build capacity to address the Workforce Innovation and Opportunity Act’s (WIOA) Title II performance goals and function effectively as a partner in Pennsylvania's workforce development system. KayLynn is also responsible for leading the Division’s Career Pathways Initiative to more fully align adult education with workforce development partners, health and human services agencies, and postsecondary education and training, with particular emphasis on career awareness, career coaching, and local labor market information. She is a current member of the Pennsylvania Central Workforce Investment Board representing Title II providers and is also a 2014 Marano Fellow with Aspen Institute’s Sector Strategies Academy.
Topic Area(s): Career Pathways, Program Management

Cindy Heimbach
Cindy Heimbach began her career in adult education in 1989 as a literacy volunteer, later becoming an adult basic education (ABE), GED, and English as a second language (ESL) instructor. She continues to teach and is currently the director of the Grenada Adult Education Center in Grenada, Mississippi. She was honored as the 2007 ABE Director of the Year for the Northern Region in Mississippi. Cindy provides professional development to ABE instructors throughout her state in reading, writing, and ESL. She became a state STAR trainer in 2009 and coordinates the STAR and TEAL (Teaching Excellence in Adult Literacy) projects in Mississippi. She continues to provide technical support to the Mississippi STAR programs and is also a national and state level ESL trainer for the Mississippi and North American Mission Board.
Topic Area(s): Reading (STAR), Writing (TEAL Writing)

Kathy Houghton
Kathy Houghton is the director of program services for Literacy New York, providing training, advocacy, support, and technical assistance to a network of volunteer literacy programs serving thousands of adult learners across the state. Kathy’s 20 years of experience in adult and higher education include extensive teaching and training experience in reading, writing, learning disabilities, program management, assessment, English as a second language, and volunteer management. Her knowledge of on-the-ground adult education issues is a plus when training, and allows her to connect with participants in looking for ways to improve teaching and learning.
Topic Area(s): Disabilities (Learning to Achieve), Evidence-based Professional Development, Reading, Writing (TEAL Writing)

Brooke Istas
Brooke Istas is the instructional coordinator for the Cowley College Adult Basic Education Program. She is state and nationally recognized for her knowledge of mathematical concepts and continued dedication to supporting adults with their educational goals. She has presented at state and national conferences on enhancing mathematical instruction, understanding higher level mathematical content, and online instruction. In addition to her responsibilities, she is an adjunct mathematics instructor at Cowley College teaching math courses from Pre-Algebra to Business Calculus. Brooke is also the moderator for the Math and Numeracy, Financial Literacy, and Correctional Education groups in the LINCS Community and a reviewer for the Math and Numeracy resource collection. She is a member of Mathematics Association of America, American Mathematical Association of Two-Year Colleges, Leadership in Mathematics Education, Association for Women in Mathematics, American Mathematical Society, and Commission on Adult Basic Education.
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative, TEAL Math), Science

Kimberly Johnson, Ph.D.
Kimberly Johnson is the director of adult learning at St. Catherine University in Minnesota. Her teaching and research focuses on effective teaching and learning for adult basic education, English as a second language, and postsecondary education. Kim has designed and facilitated professional development workshops and initiatives both nationally and internationally for teachers in adult education and postsecondary settings on a variety of topics, including principles of adult teaching and learning, second language teaching and learning, career and academic readiness, and teacher preparation, support, and supervision.
Topic Area(s): Adult English Language Learners, Evidence-based Professional Development, Postsecondary Completion

Rochelle Kenyon, Ph.D.
Rochelle Kenyon is a nationally known trainer, consultant, and educator who specializes in adult education, literacy, and disability issues, with experience presenting on diverse topics in 49 states. She was the moderator for the National Institute for Literacy's Learning Disabilities Discussion List from 2003-2012 and served as the subject matter expert for the Disabilities in Adult Education group in the LINCS Community for three years. Rochelle has taught at the pre-school, high school, and adult education levels, as well as graduate courses in adult education, educational leadership, research, measurement and evaluation, exceptional student education, and health services administration. She has been a board member for numerous adult education state and national professional organizations through the years including American Association for Adult and Continuing Education (AAACE), National Association for Adults with Special Learning Needs (NAASLN), and Adult and Community Educators (ACE) of Florida. Lastly, she continues to be an advocate for issues relating to persons with disabilities.
Topic Area(s): Disabilities (Learning to Achieve)

Aaron Kohring
Aaron Kohring has worked at the University of Tennessee Center for Literacy, Education, and Employment as a research associate and professional development facilitator since 1999. He has extensive experience with standards-based education, adult reading, mathematics/numeracy, learning disabilities, and workforce development. Aaron is a trainer for the Learning to Achieve and Adult Numeracy Instruction professional development initiatives. He was previously a GED instructor and literacy tutor.
Topic Area(s): Disabilities (Learning to Achieve), Math and Numeracy (Adult Numeracy Initiative; TEAL Math), Reading

Hilary Major
Since 2006, Hillary Major has been a specialist at the Virginia Adult Learning Resource Center, Virginia's provider of professional development tailored to the needs of adult educators. She has a background in creative writing and has taught college-level writing and composition courses. An experienced trainer, she has developed and delivered trainings in online and face-to-face settings. Hilary served as Virginia’s state coordinator for the two-year pilot of the Teaching Excellence in Adult Literacy (TEAL) initiative and has presented at national conferences on writing and reading instruction for adult learners.
Topic Area(s): Writing (TEAL Writing)

Peggy McGuire
Peggy McGuire is an adult basic education and college and career readiness consultant and training specialist. From 1984-1999, Peggy worked as an adult education/literacy teacher and program director in Philadelphia, Pennsylvania. Since 1999, she has been planning and delivering both face-to-face and online standards-based professional development activities for adult education teachers and programs in the areas of writing and contextualized work readiness to support instructors in preparing their adult students to effectively function in their roles as citizens and family members, and for subsequent career and technical education and work. Her recent activities have focused on implementing the Common Core-based College and Career Readiness Writing Standards in adult education instruction in order to assist adult learners toward achievement of their postsecondary and career transition- related goals. Peggy is also teaches Writing at Harrisburg Area Community College in Lebanon, Pennsylvania, and she authors numerous writing instruction resources.
Topic Area(s): Writing (TEAL Writing)

Julie McKinney
Julie McKinney has worked as a consultant on a variety of health literacy projects for the past 18 years. She has done extensive work for World Education, Inc., LINCS, the Institute for Healthcare Advancement (IHA), and other health and literacy organizations. She moderated the LINCS online community of practice in its various forms from 2004-2015, and currently moderates the IHA Health Literacy Discussion List. Her focus is on networking and resources for teachers and health educators, and enhancing collaboration between the fields of adult literacy and health care. She developed and maintained the LINCS Health & Literacy Special Collection website, co-wrote the Culture, Health and Literacy and Family Health and Literacy resource guides, and has developed a variety of health literacy curricula for different audiences. She has also planned and implemented teacher trainings, as well as learner focus groups and evaluation surveys.
Topic Area(s): Health Literacy

William McNutt
Topic Area(s): Technology and Learning

Pamela Meader
Pam Meader, a former high school math teacher, has taught math in adult education for over 25 years. She recently joined the Technical Education Research Centers (TERC) as co-director of the SABES (System for Adult Basic Education Support) Center for Mathematics and Adult Numeracy professional development initiative. Most recently, she helped co-develop Adults Reaching Algebra Readiness (AR)2 with Donna Curry. She is a national trainer for LINCS and ANI (Adult Numeracy Instruction) and is secretary and past president of the Adult Numeracy Network (ANN). Pam enjoys sharing techniques for teaching math conceptually from basic math through algebra and has co-authored the Hands On Math series for Walch Publishing in Portland, Maine.
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative, TEAL Math)

Jane Meyer
Jane Meyer began her work at Adult Basic and Literacy Education (ABLE) in 1990 as a volunteer tutor and served as a family literacy teacher and Even Start facilitator. She is currently the ABLE Coordinator for Canton City Schools in Ohio. Under her direction, the Canton ABLE program has earned several state and national awards. She was a member of the National Institute for Literacy (NIFL) Reading Research Working Group and was a member of NIFL’s design team to develop reading training for family literacy programs based on scientifically-based reading research and Equipped for the Future. Ms. Meyer has served the STAR (Student Achievement in Reading) project in many roles, including as a member of the national STAR planning team, STAR Tool Kit developer, trainer, technical assistance coach, and administrator of a local STAR pilot program. Jane served as an English language arts expert panel member for the Promoting College- and Career-Ready Standards in Adult Basic Education (ABE) project and is currently a reviewer for the LINCS Resource Collection.
Topic Area(s): Reading (STAR)

Eric Morrison
Eric Morrison is a department chair for academic skills over developmental reading, writing and English as a second language at Pima Community College in Tucson, Arizona. Eric's primary teaching area is developmental reading. He has a strong background in disability studies, assistive technology, and grant development. Eric is currently serving as a co-chair at the largest campus' strategic planning committee.
Topic Area(s): Reading, Writing (TEAL Writing)

Andy Nash
Andy Nash is the Director of the New England Literacy Resource Center (NELRC), where she coordinates projects that emerge from collaboration among the policy-makers, professional developers, and practitioners in the six New England states. She is also a professional development specialist at World Education, Inc., where she facilitates a diverse set of professional development projects at the local, state, and national levels. Andy specializes in the development and implementation of learning standards, English for speakers of other languages, learner persistence, workplace education, and the integration of adult education with civic engagement. Her current work includes two federal initiatives:  the National Teacher Effectiveness in Adult Education project, in partnership with American Institutes for Research (AIR), and the Networks for Integrating New Americans initiative. She also consults with the National College Transitions Network on various efforts that involve job-embedded professional development, system-wide change, training of trainers, and resource development.
Topic Area(s): Adult English Language Learners, Evidence-based Professional Development

Donna Parrish
Donna Parrish is currently an instructor in the adult basic skills department of Rogue Community College and she serves as a trainer for the Oregon Math Learning Standards. She has more than 30 years of experience in education, with many of those years in middle school teaching and administration as well as in the community college. Donna has led many staff development activities including topics such as professional development plans, teacher evaluation, effective teaching strategies (for math, science, and adult learners), team building, and analyzing test data to inform instruction.
Topic Area(s): Math and Numeracy (TEAL Math)

Dolores Perin, Ph.D.
Dolores Perin is a professor of psychology and education in the Department of Health and Behavior Studies, and a senior research associate at the Community College Research Center (CCRC), Teachers College at Columbia University. She coordinates the Reading Specialist Master’s degree program and conducts research into the literacy skills of academically-underprepared adults. Her research interests include processes in integrated reading and writing tasks, and contextualized literacy instruction. She is currently involved in a researcher-practitioner partnership to assess the reading and writing skills of community college developmental education students. Dolores has collaborated with LINCS staff on the study circle: Understanding and Using the Writing Section of the National Academy’s Report Improving Adult Literacy Instruction: Developing Reading and Writing. She has also served as a subject matter expert with Teaching Excellence in Adult Literacy (TEAL) initiative and is a member of the editorial review board for the Journal of Research and Practice in Adult Literacy, Secondary, and Basic Education.
Topic Area(s): Reading, Writing

Beth Ponder
Beth Ponder is an associate director at the University of Tennessee Center for Literacy, Education, and Employment, and has been working in adult education for more than 12 years. She is currently the project director for the LINCS Region II Professional Development Center, providing online resources and professional development, both face-to-face and online for adult education practitioners across the country. Previously, she was the team leader of the Center’s Tennessee Adult Education team, responsible for technical assistance and professional development for adult education staff across the state. Beth has conducted training in the areas of learning disabilities, youth in adult education, transitions, and integrating technology.
Topic Area(s): Disabilities (Learning to Achieve), Evidence-based Professional Development

Steve Quann
Steve Quann is senior advisor for technology in education at World Education, Inc. The majority of his 30-year career in the field of education has been dedicated to preparing students to enter the workforce and transition to college-level coursework. Having taught English language learners for many years, he has co-authored books on technology integration with English language learning. Steve now gives workshops on the use of technology tools in instruction in the United States and internationally. Most recently, he has been presenting at national and state conferences on the use of emerging technologies, blended learning, and project-based learning. He is the instructional technologist for LINCS Region 1 Professional Development Center and leads a national digital literacy initiative. Steve also directs the e-learning efforts at World Education, Inc.
Topic Area(s): Technology and Learning

Wendy Quiñones
Wendy Quiñones is an adult educator with over 20 years in the field, teaching reading and writing primarily to students working toward their GEDs, in transition-to-college courses, and in community college. She has developed and facilitated numerous professional development activities and courses, both locally, face to face in New England, and nationwide online, with an emphasis on differentiated instruction and multiple intelligences. She is also producing online non-facilitated courses to align with the Lesson Planning Resource Guide, produced by the Massachusetts’s System for Adult Basic Education Support (SABES) and the Adult and Community Learning Services division of the state’s Department of Elementary and Secondary Education. To date, Wendy has completed modules on learning objectives and assessment. The courses are offered to teachers statewide by SABES.
Topic Area(s): Evidence-based Professional Development, Writing (TEAL Writing)

Connie Rivera
Connie Rivera has taught basic skills and prepared adults for high school equivalency in a variety of settings since 2002. She also works as a math consultant, providing support to programs implementing the College and Career Readiness Standards for Adult Education. Connie is proud to serve as the current president-elect of the Adult Numeracy Network (ANN).
Topic Area(s): Math and Numeracy

David J. Rosen, Ed.D.
David J. Rosen was the director of the Adult Literacy Resource Institute/System for Adult Basic Education Support (SABES) Greater Boston Regional Support Center sponsored by the University of Massachusetts in Boston from 1986 to 2003. As an independent consultant since 2003, he has recently provided professional development for Jobs for the Future on competency-based higher education; Technical Education Research Centers (TERC), as an evaluator of a Massachusetts adult basic education mathematics professional development project; Essential Education to develop an online guide for adult educators on blended learning; the Massachusetts SABES to design and offer teachers in central Massachusetts technology training and professional development modules on integrating technology; and Portland State University (Oregon) as a regional implementation advisor and trainer for the national Learner Web project, a blended learning model used by community colleges, One Stop Career Centers, and ABE programs in 10 states. David has also delivered many presentations and keynotes at national and state adult education conferences on integrating technology in adult education. He is currently the LINCS Community moderator for the Program Management and Technology and Learning groups.
Topic Area(s): Technology and Learning

Jane Roy
Jane Roy is an instructor at South Dakota State University where she teaches a graduate course on applied linguistics for teaching English as a second language (ESL) and undergraduate courses on writing and technical communication. Jane has eighteen years of experience in adult and higher education working with low-income adults, non-native speakers of English, and first-generation students in program management, teacher training and support, language testing and assessment, and teaching ESL in the U.S. and overseas. She has developed and facilitated professional development workshops on ESL and Equipped for the Future, the national adult education standards initiative. Additionally, she has served various organizations and projects including the National Institute for Literacy, the Center for Applied Linguistics, and as a subject matter expert in the U.S. Department of Education's Promoting College- and Career-Ready Standards in Adult Basic Education project.
Topic Area(s): Adult English Language Learners, College and Career Standards (CCS Project)

Carol Russom
Carol Russom is an adult education teacher in Johnson County, Tennessee. She has 28 years of teaching experience, with the past 12 years in the field of adult education. She was an instructional trainer for the GED Math Pilot Program from 2004-2005 and a facilitator at regional math conferences across Tennessee and an online math course for adult education teachers through the University of Tennessee Center for Literacy Studies in 2007. Carol has been a presenter at regional adult education conferences in Tennessee from 2005-2008 and was selected to be in a Teacher Training Network for new adult education teachers in 2010-2011. She has demonstrated skills in facilitating, mentoring, collaborating, developing curriculum, and working with teachers and adults in many settings.
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative)

Diana Satin
Diana Satin is an online English for speakers of other languages (ESOL) instructor at a Boston adult basic education program, and a consultant to various local, statewide, and national professional development organizations. Having worked in the field of adult basic education since 1994, she is an experienced curriculum/course developer in diverse topic areas including ESOL, workplace, transitions, and civics. As a workshop presenter, teacher trainer, and educator with expertise in creating effective instructional materials and presentations, Diana has presented at numerous statewide, regional, and national conferences and trainings both face-to-face and online. She is skilled at integrating language instruction, subject areas, and various technologies.
Topic Area(s): Adult English Language Learners, Technology and Learning

Heidi Schuler
Heidi Schuler has worked with adult education since 2006. She is the lead adult education instructor at Chattahoochee Technical College’s Cherokee Learning Center in north Georgia. She has over 20 years of experience in the development and promotion of hands-on math instruction tools for students and teachers alike. Heidi has led staff development workshops in public and private K-12 schools across the country, as well as at state and national adult education conferences. She is a trainer for the Adult Numeracy Institute Professional Development (ANI-PD) and Teaching Excellence in Adult Literacy (TEAL) and is participating in the pilot of the Open Education Resources (OER) STEM training.
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative, TEAL Math)

Priyanka Sharma
Priyanka Sharma is coordinator of the National College Transition Network (NCTN) at World Education, Inc. Her experience includes project management and designing trainings to present at regional and national conferences on college and career readiness resources, best practices, and financial literacy. She is skilled at coaching programs as they start or integrate a transition/college-prep component. Priyanka is responsible for organizing the annual conference on Effective Transitions in Adult Education. She has extensive experience in using technology to enhance and accelerate learning experiences online and in-person, and has designed, developed, and implemented learning objects as well as produced and edited videos for online courses. Priyanka is a prolific user of social media and works on finding ways to integrate new media and web 2.0 tools in professional development design and delivery.
Topic Area(s): Financial Literacy, Postsecondary Completion

Kathryn St. John
Kathy St. John has taught English as a second language (ESL) in Kenya, Washington D.C., Chicago, and Madison, Wisconsin, and has directed volunteer-based adult literacy programs in Chicago and California. She was a grant writer for Literacy Volunteers of America, and has worked with state organizations and affiliates in six states as ProLiteracy America’s southwest regional representative. Kathy has served as the project manager for the Dollar General/ProLiteracy America Student Expansion Project and managed national research and dissemination projects on reducing student waiting lists and improving community referral systems. She was the training and program coordinator for LINCS Region 4 Professional Development Center from 2010-2012, and has presented at many local, state, regional and national conferences. Kathy is a freelance consultant in the areas of literacy; nonprofit organizational and board development; strategic planning, and organizational capacity building. She also teaches adult ESL classes at Partners in Reading in San Jose, California.
Topic Area(s): Disabilities (Learning to Achieve), Reading, Writing (TEAL Writing)

Barbara Stapleton
Barbara Stapleton is the Director of Existing Business and Workforce Development at the Greater Topeka Chamber of Commerce. She was previously an associate director for Career and Technical Education and Workforce Development at the Kansas Board of Regents. She has over 12 years of higher education experience, and a combination of over 15 years of marketing, sales, and professional development experience. Barbara serves as board liaison to institutions in the administration of the Perkins Program Improvement Grant under the Federal Initiatives for Technical Education. Additionally, Barbara is a financial literacy resource reviewer for the LINCS Resource Collection.
Topic Area(s): Financial Literacy

Rebecca Strom
Rebecca Strom has been teaching and/or tutoring math since 1990. She joined Mankato Adult Basic Education (ABE) in Minneapolis, Minnesota (MN) in 2007 and now teaches GED/English as a second language/diploma/college-prep math both in the classroom and as an online computer lab course.  Currently, she has been contracted as the MN Numeracy Initiative (MNI) Project Lead. MNI focuses on effective numeracy instruction through professional development for ABE math teacher statewide through a hybrid of online courses and face-to-face trainings and activities, in addition to statewide webinars. She has presented at regional, state, and national conferences where she uses hands-on activities and conceptual understanding to explore and enrich math topics and instruction. Rebecca works with both LINCS on the Teaching Excellence in Adult Literacy (TEAL) initiative and World Education, Inc. to facilitate online courses in the field of math instruction/professional development.
Topic Area(s): Math and Numeracy (TEAL Math)

Jackie Taylor
Jackie Taylor is a professional development specialist with experience designing, coordinating, facilitating, and evaluating online and face-to-face staff development to support practitioner-driven professional learning. She previously worked for the University of Tennessee Center for Literacy Studies (2001-2007), and currently works with clients at the state and national level. Jackie moderated the Adult Literacy Professional Development Discussion List, sponsored by LINCS in partnership with the Association of Adult Literacy Professional Developers (AALPD) from 2003-2012, and is currently the moderator for the Evidence-based Professional Development and Science groups in the LINCS Community.
Topic Area(s): Evidence-based Professional Development, Science, Technology and Learning

Juliana Taymans, Ph.D.
Juliana Taymans is a professor of special education and director of the special education and transition services program at George Washington University. She teaches master’s courses focused on literacy and instructional strategies for adolescents and adults with disabilities as well as doctoral courses in recent research trends in disability studies. She serves as a researcher and developer for OCTAE’s Learning to Achieve initiative. Juliana was a guest editor for the Journal of Learning Disabilities special issue that focused on adults with learning disabilities in adult education.
Topic Area(s): Disabilities (Learning to Achieve), Correctional Education

Luanne Teller
Luanne Teller is the Director of the System for Adult Basic Education Support (SABES) Central Resource Center (CRC) at World Education, Inc.  Her areas of expertise include human resources, educational leadership, program and organizational development, fiscal management and compliance, data analysis, and continuous improvement planning. As the CRC Director, she provides system coordination to ensure that professional development promotes high quality adult basic education services through training, support, and resources that improve the skills and knowledge of practitioners and strengthen programs. With over 25 years of experience working with adult learners, she has created and served as the director of three adult education programs, including a job skills training and job placement program, an English for speakers of other languages program, and a transitions to college program. In all of these programs, she has helped adult learners develop the skills to successfully transition to careers and postsecondary education. In addition to creating effective structures that generate strong performance outcomes, her work has included curriculum development, teaching, advising, and developing partnerships with employers and community organizations.
Topic Area(s): Adult English Language Learners, Postsecondary Completion, Program Management

Christina Terrell
Topic Area(s): Adult English Language Learners

Lynda Terrill
Lynda Terrill has over 30 years of experience working with both native and nonnative speakers of English in literacy, workplace, family literacy, academic, civics, technology, assessment, and special needs venues. Currently, Ms. Terrill is an adult English as a second language (ESL) consultant. Previously, she was technical assistance and web coordinator at the Center for Adult English Language Acquisition (CAELA). She is a teacher trainer and trainer of trainers and has facilitated professional development at local, state, national, and international levels. Lynda has trained on many topics including: teaching reading and writing to adult English language learners, lesson-planning, civics, learning disabilities, family literacy, multilevel instruction, and assessment. In 2012, she presented workshops on working with literacy- and beginning-level learners and on workforce preparation in the adult ESL classroom for New Jersey. Lynda is a co-author of Collaborations: English in Our Lives (Heinle), and author of Community Experiences: Reading and Communication for Civics (McGraw-Hill).
Topic Area(s): Adult English Language Learners

Duren Thompson
Duren Thompson is a program coordinator for professional development and educational technology applications with the University of Tennessee Center for Literacy, Education, and Employment. As a professional developer, Duren has assisted K-12 and adult literacy educators to improve learner outcomes through research and innovation for over 20 years. Guided by her experiences as an adult literacy instructor, Duren has designed and delivered professional development to adult education practitioners on technology integration, support for adults with learning disabilities, and evidence-based instruction via state, regional and national conferences, and intensive workshops. She has also designed and facilitated dozens of online professional development trainings and is currently focused on the use of interactive webinars as part of extended and intensive professional development. Most recently, Duren has presented on the flipped approach to learning, including the use of blogs, document sharing, and mobile technology to enhance and extend learning beyond the classroom.
Topic Area(s): Technology and Learning

Amy Vickers
Amy Vickers has taught various adult basic education (ABE) classes during her eight years with Minneapolis Adult Education. Since 2011, she has specialized in numeracy. Amy had the opportunity to develop leadership skills through her role as work team chair and curriculum coordinator for Minneapolis Adult Education. On a statewide scale, she has served on the advisory team for the Minnesota Numeracy Initiative (MNI), and led Minnesota ABE's professional development initiative to prepare for the 2014 GED® test. Currently, Amy is teaching numeracy-focused online professional development classes and working on related consulting projects.
Topic Area(s): Math and Numeracy (TEAL Math)

Sally Waldron
Sally Waldron is a vice president at World Education, Inc. Her expertise includes educational leadership, program development, evaluation, professional development, technical assistance, and strategic planning. Sally was the director of the Massachusetts professional development system, and she provided leadership on the U.S. Division’s professional development efforts until 2012. Prior to joining World Education, Sally served as the director of an urban adult basic education (ABE) program enrolling more than 1,200 adults annually in English language acquisition, ABE, GED, adult diploma, and college and career readiness services. She taught reading, writing, GED preparation, and numeracy for more than 10 years, with a particular interest in adult numeracy.
Topic Area(s): Math and Numeracy (Adult Numeracy Initiative)

Shash Woods
Shash Woods is an adult educator with 21 years of experience in the field. She has worked in the community and technical college system and in community based organizations, providing professional development training, teaching, curriculum design, and program management. Shash has participated in many partnerships contextualizing education for adult purposes in vocational fields, employment, banking, naturalization, entrepreneurship, and college success. She worked for five years for the Office of Adult Basic Education of the Washington State Board for Community and Technical Colleges, managing the state-wide Adult Learning Standards initiative, serving as regional professional development coordinator, and program manager for correctional education.
Topic Area(s): Adult English Language Learners, Evidence-based Professional Development, Reading

Cynthia Zafft, Ed.D.
Cynthia Zafft serves as the principal investigator and trainer for the LINCS Region 1 Professional Development Center and as senior advisor to the National College Transition Network (NCTN) at World Education, Inc. Her areas of expertise include professional development for adult educators, curriculum and program development related to transition to postsecondary education for non-traditional students, including students with disabilities, and grant and publication writing. Prior to joining World Education, Cynthia worked at the Institute for Community Inclusion at the University of Massachusetts. There, she coordinated several federally-funded transition to postsecondary education and employment projects for students with disabilities. She also worked as the coordinator of disability services at Massachusetts Bay Community College, Wellesley campus, serving over 300 students each semester.
Topic Area(s): Career Pathways, Disabilities (Learning to Achieve), Health Literacy