Andy Hargreaves, Ph.D.

Dr. Andy Hargreaves is the Thomas More Brennan chair in education at Boston College in the Lynch School of Education. He has authored and edited more than 20 books, including Teaching in the Knowledge Society: Education in the Age of Insecurity, and was the recipient of the 2004 Outstanding Book Award for Curriculum Studies from the American Educational Research Association. Dr. Hargreaves, who completed his Ph.D. in Sociology at the University of Leeds in England, is founding editor-in-chief of the Journal of Educational Change. His research interests include sustainable leadership, professional learning communities, educational change, and the emotions of teaching. He has been awarded visiting professorships and fellowships in Japan, Hong Kong, Spain, England, Canada, and the United States, and his work has been translated into more than a dozen languages. Dr. Hargreaves holds the 2000 Whitworth Award for outstanding contributions to educational research in Canada.

David Berliner, Ph.D.

Dr. David Berliner is Regents Professor of Education in the Mary Lou Fulton College of Education at Arizona State University. Dr. Berliner earned his Ph.D. in Educational Psychology from Stanford University. His observations of extraordinary teachers have had a lasting impact on teacher training, and his research on the psychology of learning in schools has helped teachers nationwide reform teaching strategies to improve education. The American Psychological Association honored Dr. Berliner with the E. L. Thorndike Award in 1995 for lifetime achievements. He is also the recipient of an honorary Doctor of Humane Letters from the University of Massachusetts Amherst. His research focuses on improving conditions for America’s schoolchildren by championing teachers and building on the strengths of schools.

Jay McTighe, M.Ed.

Jay McTighe served as director of the Maryland Assessment Consortium and was previously involved with school improvement projects at the Maryland State Department of Education. He earned his master’s degree from the University of Maryland and has completed post-graduate studies at The Johns Hopkins University. He also coordinated statewide efforts in Maryland to develop instructional strategies, curriculum models, and assessment procedures to improve the quality of student thinking. He has co-authored a number of books, including Assessing Learning in the Classroom, Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model, and Understanding by Design.

Carol Ann Tomlinson, Ed.D.

Dr. Carol Ann Tomlinson is the William Clay Parrish Jr. professor and chair of educational leadership, foundations, and policy in the Curry School of Education at University of Virginia. An expert on the concept of differentiation, she leads professional development throughout the United States and abroad for teachers seeking to develop more responsive heterogeneous classrooms. Dr. Tomlinson is a reviewer for eight journals and has authored more than 200 articles, books, book chapters, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms.

Judy Willis, M.D.

A board-certified neurologist, Dr. Judy Willis practiced neurology for 15 years before obtaining her teaching credentials and Masters of Education from the University of California, Santa Barbara. Dr. Willis has taught at the elementary, middle, and graduate school levels and currently teaches middle school in Santa Barbara. She has written extensively for educational journals on learning-centered brain research and classroom strategies and has authored two books on the subject: Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist/Classroom Teacher and Brain-Friendly Strategies for the Inclusion Classroom.

Patricia Wolfe, Ed.D.

Dr. Patricia Wolfe is an independent educational consultant and staff development trainer with 20 years of experience in teaching and staff development. She has focused her research on the latest developments in brain research and its implications for teaching and learning. In addition to developing videotapes in the field, Dr. Wolfe is the author of Building the Reading Brain, PreK–3 and Brain Matters: Translating Research into Classroom Practice