Dr. Gloria Boutte
Carolina Distinguished Professor
University of South Carolina
Dr. Gloria Boutte is a Carolina Distinguished Professor at the University of South Carolina. For more than three decades, Dr. Boutte’s scholarship, teaching, and service have focused on equity pedagogies and teaching for social justice. She has served as Department Chair and held a distinguished endowed chair. Dr. Boutte is the author/editor of numerous publications and four books: (1) African Diaspora Literacy: The Heart of Transformation in K-12 Schools and Teacher Education (forthcoming) (2) Educating African American Students: And how are the children; (3) Multicultural Education: Raising Consciousnessand (4) Resounding Voices: School Experiences of People From Diverse Ethnic Backgrounds. She has received nearly $2 million in grants and has more than 90 publications. Additionally, she has presented nationally and internationally on equity, community, curriculum, instruction, and diversity issues. She has received prestigious awards such as the Fulbright Scholar and Fulbright Specialist. Dr. Boutte is the founder of the Center of Excellence for the Education and Equity of African American Students (CEEEAAS). She has presented her work internationally in Cameroon, Colombia, China, Sierra Leone, Ghana, England, Zambia, Botswana, South Africa, Australia, Guyana, Jamaica, Mexico, New Zealand, Nigeria, and Canada.
Director of Innovation
National Center for Learning Disabilities
Ace Parsi is the Personalized Learning Partnership Manager at the National Center for Learning Disabilities (NCLD) where he works to ensure students with disabilities fully benefit from initiatives aiming to personalize learning for all students. Prior to joining NCLD, Mr. Parsi served as the Deeper Learning Project Director at the National Association of State Boards of Education (NASBE) where he worked with state boards of education nationally on a variety of topics—including assessments, accountability, high school graduation requirements, educator capacity and other issues—related to ensuring students have the knowledge, skills, and dispositions essential for college, career, and civic success. Prior to joining NASBE, Mr. Parsi held a number of policy, research, and school-based positions at the Alliance for Excellent Education, the National Service-Learning Partnership, Policy Analysis for California Education, and Fair Oaks Community School in Redwood City, California. Mr. Parsi and his family immigrated to the US when he was eight. His own experience as an English language learner and free and reduced price lunch student led him towards a passion for utilizing education as a driver for greater equity. Mr. Parsi holds a Masters in Public Policy Degree from the Goldman School of Public Policy at the University of California, Berkeley.
Dr. Mary E. Earick
Director, Holmes Center
Plymouth State University
Dr. Mary Earick is an Associate Research Professor at Plymouth State University. Dr. Earick’s scholarship, teaching, and service have focused on activist pedagogies and critical studies of Whiteness to support culturally sustaining learners, leaders and activists. She currently directs Plymouth State University’s Holmes Center for School Partnership and Educator Preparation where she has developed a Problems of Practice Professional Development School model of teacher preparation. Dr. Earick is the author of three books: (1) Multiage Competency-based Education: No Grades, No Grades (forthcoming) (2) Political Literacy: Reading and Writing for Social Justice in K-8 Classrooms (forthcoming) and (3) Racially Equitable Teaching: Beyond the Whiteness of Professional Development for Early Childhood Educators. She holds degrees in Early Childhood Education, Urban Elementary Education and a Ph.D. in Language Literacy and Socio-Cultural Studies. Dr. Earick’s current research focuses on undergraduate retention in the geosciences (NSF), root causes of educational inequities (Nellie Mae) and the role of in-group messaging in student school success (PSU). Prior to becoming a professor, she was public-school teacher for 16 years where her teaching was featured in the documentary and book, Starting Small: Teaching Tolerance in the Early Years, produced by Teaching Tolerance, a project of the Southern Poverty Law Center. She has presented her work internationally in Hong Kong, Ireland, Mexico and Canada.
Special Education Teacher, Manchester HS
Renise Washington is a special education teacher at Manchester High School as well as the Multicultural Cultural Advisor. Having grown up without a mother and with a father in prison, she understands first-hand how important restorative justice/practices can be to a family dynamic. Renise is a licensed trainer for the International Institute of Restorative Practices and currently acts as her districts Restorative Practices Coordinator and gives trainings throughout the district. She teaches staff in district how to have positive relationships with students by building healthy communities and by addressing problems using restorative practices rather than just punitive consequences. She holds a M.A. in Special Education and a B.A. in Psychology. To add, Renise facilitates discussions regarding race and it’s impact in the school setting with staff in her district. Her passion for teaching and learning goes beyond the classroom and extends into the very communities in which her students live.
Principal, North Charlestown Community School
Aaron Cinquemani is the principal of both North Charlestown Community School and Charlestown Middle School in Charlestown New Hampshire. For ten years he has worked to support every educator and child in maximizing their potential. He is a school leader that is informed by current evidence based best practices. He concerns himself with improving instruction, which is improving the learning experience. He believes that all children can learn, grow and be contributing members of society. The focal points of his tenure have been: Competency Based Teaching, Learning & Reporting, SWIFT Tiered Systems of Support, Co-Teaching, Instructional Coaching, Developmental Designs, Professional Learning Communities, Place Based Education, and Response to Intervention (Really Terrific Instruction). Aaron studied place based educational practices and their impact on highly impoverished village communities in Tamil Nadu, India. He was the recipient of multiple athletic/academic honors while at Colby-Sawyer College, and the recipient of the Richard Crosby Award for Excellence in British Literature and the James Duane Squires Award for Excellent & Outstanding Work of an Academic Nature. He is an alumni of Antioch University New England, New England College and Colby-Sawyer College.
Principal, Franklin Middle School, Franklin, NH
Ken Darsney is the Principal at Franklin Middle School, a grades 4-8 school of 360 students in Franklin NH. In his second year there, the school is in the process if transforming into 2 Academies, each split into grades 4-6 Middle and grades 7-8 High School Prep “Schools,” much the same way as universities have undergraduate, graduate, medicine, and law schools. The focus of these co-taught academies will be on individualization, with students taking ownership of the learning process, multi-age competency based instruction using learning progressions, and looping, where students remain in the same Academy with the same teachers for their entire Middle School career. Ken is in his 22nd year in education with the past 12 years serving as school administrator throughout NH. In addition to his work in Franklin, Ken has served for 16 years on the Board of NH Excellence in Education (The EDies) as past Treasurer and Chair and currently directs the K-8 School of Excellence Selection Committee. He has recently joined the Holmes Center as a Chair of the PPPDS Advisory. Ken holds a BA from Boston College with M.Ed. and GAGS degrees from PSU.
Dean of Instruction, Pittsfield Elementary School District, NH
Danielle Harvey began her work in education in Colchester and Burlington, Vermont while earning her degree at Saint Michael’s College. Daniella has worked in private and public schools in Vermont and New Hampshire. While Daniella was a fifth grade teacher, she completed her masters in reading and math. After those three years, Daniella spent the next five years coaching teachers in her district on math instruction, using data to change instruction and integrating technology to increase student achievement. While coaching, she also went back to school to work on her Certificate of Advanced Graduate Studies in Educational Leadership through Plymouth State University. She is now the Dean of Instruction and handles all the principal responsibility for students K-12 in Pittsfield. Daniella has supported teachers in the development, instruction and assessment of competencies in a student centered learning environment.
Professor of Practice
Quinnipiac University, CT
Judy Puglisi was a classroom teacher for 19 years before becoming a school administrator in New Haven, CT. She has held schools to career high school administrator and K-12 special education teacher positions. Her last 13 years in public education was spent leading 2 Trauma Informed High Schools. Currently, Judy is a Professor of Practice at Quinnipiac University. Her areas of focus include Leading Social and Emotional Learning Communities and Trauma-Informed Schooling.
K-12 Music Teacher