Lisa is an advanced doctoral candidate in Curriculum and Teaching at Boston University, focusing in adolescent literacy and teacher development. She has served as lead teaching fellow, research assistant, and teaching assistant at Boston University, visiting lecturer at Salem State, and as lead teacher in the Intergenerational Literacy Program in Chelsea. Her research interests include academic language development, teacher leadership and development and disciplinary literacy instructional growth and innovation. Prior to her doctoral work, Lisa spent close to 20 years in a variety of education-related capacities including serving on various public and private school boards and teaching reading, English and social studies at the Watertown Middle School, where she also mentored new and student teachers. Lisa is a literacy coach and is currently building a private consulting practice working with secondary and college students in Academic reading and writing, college essay writing and college counseling. Prior to her career in Education, Lisa was in marketing with IBM, where she sold IBM systems solutions to solve business problems. She holds a master’s degree from the Harvard Graduate School of Education and a bachelor’s degree in Economics from Georgetown University.
Jessica Tunney is an advanced doctoral student in the School of Education at the University of California, Irvine. Her research interests include professional development design and facilitation, clinical supervision and classroom mentoring in teacher preparation, and the intersection between research and practice-based knowledge in classroom teaching and learning. A former classroom and special education teacher in New York City and Los Angeles, Jessica has been leading professional development for over ten years to support teachers in addressing learning diversity in the classroom through instructional practice and inclusive curriculum design.
Chris Buttimer is currently a doctoral student at the Harvard Graduate School of Education (HGSE). His research interests include adolescent literacy, critical pedagogy, instructional coaching, and school reform. Chris recently completed a master’s degree in Language and Literacy at HGSE, obtaining a K-12 reading specialist license in the process. Prior to coming to HGSE, Chris earned his master’s degree in teacher education from UMass Boston and taught 7th and 8th grade ELA in the Cambridge (MA) public schools for six years. In addition to his coursework, Chris has worked with HGSE and the Boston Public Schools (BPS) in a variety of roles, including as an advisor who supported teacher candidates during their teaching practicums. Chris has also worked as a middle school curriculum developer for BPS through SERP, a non-profit organization linking educators and researchers together to create cross-disciplinary curriculum and improve teaching and learning.
Christina Dobbs is an advanced doctoral student in Human Development and Education at the Harvard Graduate School of Education. Her research interests include academic language development, the argumentative writing of students, and writing instruction. She has served as an adjunct instructor at Lesley University, Hunter College, Simmons College, and Salem State University and as a consultant for the Cambridge Public Schools, Boston Public Schools, and Concord School District in New Hampshire. She served as the Manuscripts Editor for the Harvard Educational Review, and she edited a volume titled Humanizing Education: Critical Alternatives to Reform. She is a former high school teacher, literacy coach, and reading specialist.
Jacy Ippolito is an assistant professor in the Adolescent Education and Leadership Department in the School of Education at Salem State University, Salem MA. His research and teaching focus on the intersection of adolescent literacy, literacy coaching, teacher leadership, and school reform. Jacy is specifically interested in the roles that teacher leaders, principals, and literacy coaches play in helping institute and maintain instructional change at middle and high school levels. After completing his doctorate in education at the Harvard Graduate School of Education (HGSE), Jacy has taught courses on adolescent literacy, school reform, teacher leadership, and literacy coaching at Salem State and at HGSE. Jacy’s writing has appeared most recently in the books Adolescent Literacy (2012), Best Practices of Literacy Leaders (2012) and Essential Questions in Adolescent Literacy (2009), as well as in journals and online publications such as The Elementary School Journal (2010), Texas A&M Corpus Christi’s CEDER Yearbook (2010), the Literacy Coaching Clearinghouse (2009), the Massachusetts Reading Association’s Primer (2009; 2005), the Harvard Educational Review‘s Special Issue on Adolescent Literacy (2008), and the International Reading Association’s Standards for Middle and High School Literacy Coaches (2006).
Jacy continues to consult in Boston-area K-12 schools as a licensed reading specialist and literacy coach. Jacy taught in the Cambridge Public Schools for over seven years after earning his master’s degree in education from HGSE and his bachelor’s degree in English and Psychology from the University of Delaware’s Honors Program.
Jenny Jacobs is currently a doctoral student at Harvard Graduate School of Education (HGSE). Jenny has focused much of her research and coursework at HGSE on teacher reflection & group inquiry and facilitating discussions among teachers. Her professional development experience includes one year working as Academic Director of a K-9 bilingual school in Honduras, where she coached relatively inexperienced teachers, including modeling lessons, facilitating group planning and professional development, and observing lessons and giving feedback. Jenny also spent one year in San Salvador, El Salvador where she designed and implemented the first year of a professional development program from K-6th grade teachers which included the first-ever coaching program in the country. Jenny prepared 30 national-level coaches, and they worked with local universities in introduce the program in 300 schools nationally. Jenny is currently working with Wheelock to supervise undergraduates doing school-based pre-practicum work with K-2 students as part of their training to teach early reading.
Joshua Lawrence is an assistant professor of language, literacy and technology in the Department of Education, University of California, Irvine. His research focuses on: (1) creating and testing interventions and teaching methods to improve adolescent literacy outcomes and, (2) understanding L1 and L2 language and literacy development. Josh’s experience as a Boston Public School teacher has motivated his interest in children’s language and literacy development.
CV is here.
Follow his academic work at researchgate.