Dr. Margarita Espino Calderon, born and raised in Juarez, is a Professor Emerita/Senior Research Scientist at Johns Hopkins University. Her research and development projects have been funded by the US Department of Education, National Institutes of Health, the US Department of Labor, The Carnegie Corporation of New York, and various State Offices of Education. One of her empirical studies "The Bilingual Cooperative Integrated Reading and Composition (BCIRC)" is featured in the What Works Clearinghouse. The Carnegie Corporation of New York funded her five-year study to develop Expediting Comprehension for English Language Learners (ExC-ELL) to train math, science, social studies, language arts, and ESL teachers on integrating language, reading, and content in core content middle and high school classrooms. With a Title III National Professional Development grant, she implemented "A Whole-School Approach to Professional Development with ExC-ELL" in Loudoun County, VA. She replicated this approach in 29 schools in TX and NC. She served on the National Literacy Panel for Language Minority Children and Youth, the Carnegie Corporation of New York Panel on English Language Adolescent Literacy Panel, among other panels and national committees.
She has over 100 publications on language, literacy, and professional development. Maria G. Dove, Ed.D, is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove''s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).
Diane Staehr Fenner, PhD, is the president of SupportEd (SupportEd.com), a woman-owned small business located in the Washington, DC, metro area that she founded in 2011. SupportEd is dedicated to empowering multilingual learners and their educators. Dr. Staehr Fenner leads her team to provide ML professional development, coaching, technical assistance, and curriculum and assessment support to school districts, states, organizations, and the U.S. Department of Education. Prior to forming SupportEd, Dr.
Staehr Fenner was an English language development (ELD) teacher, dual language assessment teacher, and ELD assessment specialist in Fairfax County Public Schools, VA. She speaks German and Spanish and has taught in Berlin, Germany, and Veracruz, Mexico. Dr. Staehr Fenner grew up on a dairy farm in central New York and is a proud first- generation college graduate. She has written eight books on ML education (and counting), including coauthoring Culturally Responsive Teaching for Multilingual Learners: Tools for Equity and authoring Advocating for English Learners: A Guide for Educators. She is a frequent keynote speaker on ML education at conferences across North America. She earned her PhD in Multilingual/Multicultural Education at George Mason University and her MAT in TESOL at the School for International Training. You can connect with her by email at Diane@SupportEd.
com or on Twitter at @DStaehrFenner. Margo Gottlieb, Ph.D., is a staunch advocate for multilingual learners and their teachers. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA''s English and Spanish language development standards frameworks and their derivative products. Being a bilingual teacher, facilitator, consultant, and mentor across K-20 settings, she has worked with universities, organizations, governments, states, school districts, networks, and schools in co-constructing linguistic and culturally sustainable curriculum and reconceptualizing classroom assessment policy and practice. Margo''s passion has always been assessment in its many forms, starting with her dissertation, a K-12 multilingual test in Spanish, Lao, and English that integrated content and language. Since then, she was appointed to national and state advisory boards, served as a Fulbright Senior Scholar, and was honored by the TESOL International Association in 2016 for her significant contribution to the field.
In her travels, Margo has enjoyed keynoting and presenting across the United States and in 25 countries. Having authored, co-authored, or co-edited over 100 publications, including 20 books and guides, Margo''s 3rd edition of her best-selling book, Assessing Multilingual Learners: Bridges to Empowerment, is the latest addition to her Corwin compendium. Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy University, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John''s University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences.
She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014), published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader''s Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), and Digital-Age Teaching for English Learners (2022). Nine of her Corwin books are bestsellers. Tonya Ward Singer is the founder of Courageous Literacy LLC, an organization that helps K-12 educators advance literacy and language learning in culturally and linguistically rich schools.
Teachers and administrators describe Tonya''s work as groundbreaking, dynamic, practical, relevant, and impactful. Tonya is the author of bestsellers EL Excellence Every Day and Opening Doors to Equity. She co-authored Breaking Down the Wall and literacy curricula for international publishers. Tonya has taught across multiple grade levels and excels as an international consultant helping schools build collective efficacy of all teachers through job-embedded, impactful professional learning. Beyond her work in schools, Tonya co-facilitates dialogues in non-profit organizations committed to truth seeking and transforming legacies of racial oppression. Contact Tonya at: @TonyaWardSinger www.tonyasinger.com Shawn Slakk is the CEO and Founder of ABCDSS Consulting Consortium and works with teachers, administrators, school & state agencies to offer strategies and supports for emergent bilinguals and their classmates both K-12 and adults.
He is co-author and developer of new professional development sessions for all levels of educators, focusing on whole-school implementation, administrative support and coaching. As a former Certified WIDA Trainer and Title III SIOP Coach, Shawn brings a wide understanding of a variety of strategies and how they relate to ELs, language acquisition and lesson delivery. He served as the Rethinking Equity and Teaching for English Language Learners (RETELL) Coordinator for the Massachusetts Department of Elementary and Secondary Education where he and his team were responsible for developing, implementing, training trainers and evaluating a Sheltered English Instruction endorsement course for administrators and classroom teachers. The RETELL endorsement is required in Massachusetts to obtain or retain an educator license with more than 40,000 teachers and administrators earning this endorsement. Throughout his career, Shawn taught ESL in grades K-University, Spanish across all grade levels and curriculums, and even once taught Japanese to K-2 students. He has served as an elementary and middle school administrator, served at the Central Office level as a district coach and as a state level coordinator. He started his teaching career teaching Adult ESL at Spokane Community College in Washington state. Shawn''s curriculum and instruction doctorate from the University of Virginia will focus on supporting the needs and instruction o.