Our Team
Sara Krachman
Sara Krachman is the Founder & Executive Director of TransformEd. Sara is responsible for setting TransformEd’s strategy, building internal capacity, fundraising, building new partnerships, and nurturing collaborative relationships with leading researchers and practitioners.
Sara has led TransformEd’s work to support school systems serving over 1M students across 20+ states and has authored more than a dozen publications and toolkits that translate research into actionable guidance and strategies for K-12 educators.
Before founding TransformEd, Sara was a Senior Associate in the Parthenon Group’s Education Practice. In that role, she served as a strategic advisor to leading national foundations, large K-12 school districts, and state departments of education on the design and rollout of large-scale education reform efforts. Sara earned an A.B. in Government from Harvard University, where she was elected to Phi Beta Kappa. She also holds a certificate in Nonprofit Management and Leadership from Tufts University and the Institute for Nonprofit Practice.
Katie Buckley
Katie is the Managing Director of Research & Learning at Transforming Education, where she oversees the organization’s research and learning agenda, which includes designing, conducting, and contributing to research on whole child development.
This work entails translating and disseminating research findings to ensure that practitioners have access to actionable, research-backed guidance on measuring and fostering social-emotional competencies and school learning environments. Katie also designs and oversees efforts to measure TransformEd’s impact on district, school, and organization partners. Previously, Katie was a Senior Analyst at Abt Associates, a Consultant at the Center for Assessment, a Fellow at the Center for Education Policy Research at Harvard University, and a Research Associate at the Northeast and Islands Regional Education Laboratory (REL-NEI) at Education Development Center. Katie holds an Ed.D. in Quantitative Policy Analysis in Education and an Ed.M from Harvard University; an M.P.P in Education, Family, and Social Policy from Georgetown University; and a B.A. in Political Science from Providence College.
Richard Fournier
Richard is the Managing Partner at Transforming Education, where he provides technical assistance to schools, LEAs, and SEAs across the country to support the implementation, integration, and sustainability of evidenced-based practices focused on the development of students’ social-emotional competencies and the learning environments needed to foster them.
Previously, Richard was a Research and Technical Assistance Associate at the Education Development Center, a Project Scholar for the University of Virginia’s Institute for Advanced Studies in Culture, a high school history teacher, and is currently a teaching fellow at Harvard University’s Graduate School of Education and an adjunct faculty member at Lasell College. Richard is currently a doctoral candidate at Boston University, working to finish his dissertation on principal leadership, and has co-authored several articles and book chapters on school culture and character education. Richard holds an M.Ed. in Policy and Planning from Boston University, a B.A. in American History from University of Maine, and a Massachusetts superintendent license.
Johanna Leslie
Johanna is the Senior Associate of Research & Learning at Transforming Education, where she oversees the data management, data analysis and reporting across our partnerships that have an established research and learning agenda focused on improving student SEL outcomes.
Previously, she was a Research Associate at the Harvard Graduate School of Education’s Education Redesign Lab and the External Affairs and a Research Associate at Inversant. Johanna earned an Ed.M. in Prevention Science and Practice from Harvard University’s Graduate School of Education and a B.A. in Psychology and Education Studies from Wellesley College.
Lindsey Minder
Lindsey is a Lead Partner at Transforming Education, where she collaborates with school and system leaders across the country in authentically integrating social-emotional learning into their school model.
Lindsey brings 13 years of classroom and school-based experience with a particular passion for ensuring schools are supportive and joyful environments for both students and staff. Most recently Lindsey was the Director of Social Emotional Learning at Codman Academy where she was a founding teacher of the Lower Middle School. Previously, Lindsey taught at Dorchester Collegiate Academy and The Fayerweather Street School and was a Child Life Specialist at Boston Children’s Hospital, the Children’s Hospital at Albany Medical Center, and Kravis Children’s Hospital at Mount Sinai. Lindsey is dual certified in Elementary & Special Education, holds a B.A. in Psychology from Marist College, a Masters Degree in Child & Family Studies from Wheelock College and is trained as a yoga and mindfulness teacher.
Isha Singhal
Isha is the Senior Associate of Communications & Design at Transforming Education, where she supports the development of a comprehensive communications and marketing strategy and execution plan.
Most recently, she was the Finance & Operations Coordinator at uAspire where she provided logistical, financial and operational support. Previously, Isha was the Gallery Learning Assistant for the Kids & Family Programs at the Museum of Fine Arts and a Curriculum Writing Fellow at Bridge International Academies. Isha earned her B.A. in Journalism with a minor in Art from Northeastern University’s College of Arts, Media & Design.
Cori Stott
Cori is the Chief of Staff & Managing Director of Strategy & Operations at Transforming Education, where she is responsible for strategic planning and tracking, organizational and project management, and operational oversight.
Previously, Cori was Director of Research and Accountability at Brookline Public Schools, Director of Organizational Effectiveness at The Achievement Network, Manager of Strategy at Denver Public Schools, and an educational consultant at Denver’s McREL International. Cori holds a B.A. in Psychology from Wellesley College, an Ed.M. in Prevention Science and Practice from Harvard University, and an M.B.A. from the University of Colorado.
Stephanie Sutcliffe
Stephanie Sutcliffe is the Director of Programs at Transforming Education, where she consults with school leaders on whole child strategy, vision, and implementation as well as leads TransformEd’s internal project management and cross-functional coordination.
Previously, Stephanie was a Content Specialist at Achievement Network, a strategy consultant with the Boston Schools Fund, and a middle school Literacy Teacher and Humanities Data Leader at the Academy of the Pacific Rim charter public school in Boston. Stephanie holds a B.A. in Secondary Education and English from Boston College and an M.B.A. in Nonprofit Management from Brandeis University.
Board of Directors
The TransformEd Board of Directors supports the work of the organization and provides mission-based leadership and strategic governance to ensure that the organization achieves its mission in a prudent, sustainable, and ethical way.
Danielle Gonzales
Danielle Gonzales is the Managing Director for the Education & Society Program at the Aspen Institute, which works to inform, influence, and inspire education leaders across policy and practice to improve Pre-k-12 education, especially for students of color and students from low-income backgrounds.
In this role, she leads efforts to convene and foster partnerships with senior education leaders. She also develops publications and resources associated with professional learning; social, emotional, and academic development; and educational equity.
Prior to this, Danielle was a Senior Program Officer at the Bill & Melinda Gates Foundation working to advance the Foundation’s K-12 strategy in key states and developing the Foundation’s strategy for engaging faith communities in education reform. She began her career teaching fourth grade in Brownsville, TX.
Nathaniel C. Donoghue
Nathaniel C. Donoghue is an Associate at Rich May, PC, a Boston-based law firm that provides an array of legal services to clients throughout the United States and abroad.
Mr. Donoghue began working with Transforming Education, Inc. in October of 2015, assisting the organization in its transition into an independent nonprofit. In addition to providing legal advice to Transforming Education, Inc., Mr. Donoghue was elected to the Board in 2016.
Mr. Donoghue earned his J.D. from Boston College Law School after receiving his A.B. from Harvard University. Prior to attending law school, Mr. Donoghue worked as an Associate Analyst at Abt Associates Inc. in the field of education and nutrition research.
John Maycock
John Maycock is the Co-Founder and former president of the Achievement Network (ANet).
He co- founded ANet in 2005 and helped lead the organization’s service and expansion for almost 12 years. John worked directly with thousands of system and school leaders across the country while at ANet, leading system academic strategy and developing a consulting arm within ANet, focused on system advising across curriculum, assessment strategy and instructional precision. John transitioned to the ANet Board in 2016 to help grow another national non-profit, UnboundEd, focused on spreading high quality open source materials and training to disrupt inequities in education. John currently consults with a variety of organizations in the K-12 space around strategy, business planning and their educational programs.
John began his career as a teacher and tutor in reading, math, and writing for elementary and middle school students and a coach for school leadership teams. John is a graduate of Middlebury College and the Harvard Graduate School of Education.
Andy Sokatch
Andy Sokatch joined the Bill & Melinda Gates Foundation as a Senior Program Officer in 2016.
Prior to joining the foundation, he served as the founding Director of Research and Evaluation at The New Teacher Project (TNTP), overseeing all research activities and contributing the methodological approach and data analysis to TNTP’s early policy papers, including Missed Opportunities and Unintended Consequences. He went on to serve as the Vice President for Research at Teach For America. Most recently, Sokatch served as the founding Director of Research at Character Lab. Andy began his career as a classroom teacher in New York City, and has taught at the elementary, middle, college, and graduate school levels.
He holds a BA in English Literature from Carleton College, an MA in English Literature from the University of Wisconsin-Madison, and a PhD in Social Policy and Children’s Welfare from Brandeis University.
Ila Deshmukh Towery
As a Principal with Education First Consulting, a national mission-driven strategy and policy consulting firm, Ila Deshmukh Towery works closely with funders, nonprofits, districts and states to improve college and career readiness and support teacher and leader preparation, growth and effectiveness.
Her past and current clients include the Bill & Melinda Gates Foundation, the Nellie Mae Education Foundation, Raikes Foundation, Syracuse City School District and U.S. Department of Education.
Ila previously served as TNTP’s Director of External Evaluation where she launched and/or completed six studies in partnership with leading researchers and some of the nation’s largest school districts. Ila was a key contributor to TNTP’s $20M+ i3 grant and served as Project Director. Ila also taught mathematics and was research director at the Boston Plan for Excellence. Ila holds a BA in Political Science & Education from Swarthmore College and a PhD in Child Development from Tufts University.
Shannah L. Varón
Shannah Varón is the Executive Director of Boston Collegiate Charter School, a 5th-12th grade college preparatory public school in Dorchester with the mission of preparing each student for college.
For the last two years, BCCS has been ranked in the top ten of all high schools in the Commonwealth of Massachusetts according to US News and World Report. Shannah chairs the Boston Charter Alliance and co-chairs the Boston Compact, organizations which are dedicated to leading the charter sector and district-charter collaboration for improved academic outcomes in all Boston schools.
Prior to joining BCCS in 2011, Shannah was a principal with the Parthenon Group where she focused on the firm’s Education Center for Excellence. Shannah was a 2001 Rio Grande Valley Corps Member, teaching bilingual special education. Shannah holds a BS in Foreign Service from Georgetown University and an MBA from Harvard Business School.
BOARD MEMBERS EMERITUS
Joe McCannon
Executive in Residence at the University of Chicago’s Booth School of Business
Irvin Scott
Senior Lecturer at the Harvard Graduate School of Education
Barry Dym
Founder of the Institute for Nonprofit Practice
National Advisory Board
Transforming Education’s Advisory Board members offer deep expertise in a range of domains related to whole child development. They are scholars and leaders in fields such as social-emotional development, positive learning environments, clinical and developmental psychology, mental health, trauma-informed practices, culturally responsive education, measurement, and policy. We draw from their wisdom and experience to ensure that all of our work with schools and districts is informed by strong evidence and best practice.
David Adams
David is the Senior Director of Strategy at The Urban Assembly.
He previously served as the Social-Emotional Learning Coordinator for District 75 where he shaped the District’s approach to social-emotional learning for students with severe cognitive and behavioral challenges. He has worked internationally in schools in England, standing up and evaluating programs of positive behavioral supports and Social-Emotional Learning as a research intern at Yale University’s Health, Emotion and Behavior Lab, and published multiple academic papers around the relationship of social-emotional competence, and student academic and behavioral outcomes. He is married with two children, serves on the Board of Directors of CASEL and is a Civil Affairs Officer in the Army Reserve. David holds an M.Ed in Educational Psychology from Fordham University.
Jean-Claude Brizard
Jean-Claude Brizard is Senior Advisor and Deputy Director in US Programs at the Bill and Melinda Gates Foundation.
He is the former Chief Executive of Chicago Public Schools. Prior to his appointment in Chicago, he was Superintendent of Schools for the Rochester, NY School District. Under Mr. Brizard’s leadership, both the Chicago Public Schools and the Rochester City School District saw substantial improvements in student performance. Mr. Brizard’s experience also includes a 21-year career as an educator and administrator with the NYC Department of Education. He served as a Regional Superintendent, supervising more than 100 schools in the Borough of Brooklyn and he also served as the system’s Executive Director for its 400 secondary schools. He is a Fellow of the Broad Center, a Fellow of the Pahara-Aspen Institute, and a member of the Aspen Institute Global Leadership Network. A commercial pilot, Mr. Brizard credits his parents—both of whom were educators—with inspiring him to pursue a career in education.
Christina Cipriano
Christina Cipriano, Ph.D., holds a dual appointment at the Yale School of Medicine as Assistant Professor of Applied Developmental and Educational Psychology at the Yale Child Study Center and Director of Research at the Yale Center for Emotional Intelligence (YCEI).
Dr. Cipriano’s research focuses on the systematic examination of classroom social processes in the promotion of pathways to optimal developmental outcomes for traditionally underserved student and teacher populations. Dr. Cipriano has extensive experience working in classrooms and schools, providing training to teachers and support staff, and direct instruction to students. As the Director of Research at the YCEI, Dr. Cipriano oversees, designs, and maintains large-scale basic and applied research studies on: emotions, emotional intelligence, and social and emotional learning, including longitudinal studies and randomized controlled trials. Dr. Cipriano has a wealth of project management experience as the PI and Director of numerous major grants supporting the development, validation, and training of student assessment, social and emotional learning, and classroom observation practices. Dr. Cipriano received her Ph.D. in Applied Developmental and Educational Psychology from Boston College, her Ed.M. from the Harvard Graduate School of Education and undergraduate degree from Hofstra University. Dr. Cipriano is a Jack Kent Cooke Scholar, and the mother of four beautiful children who inspire her every day to take the moon and make it shine for everyone. You can learn more about her work @drchriscip and drchriscip.com
Jennifer DePaoli
Jennifer DePaoli is a Senior Researcher at the Learning Policy Institute, where she co-leads the Whole Child Education team, focusing on students’ social and emotional learning and well-being, the science of learning and development, and putting the whole child at the center of policy and practice.
DePaoli brings with her more than a decade of experience teaching and conducting research and policy analysis in K–12 education. She began her career teaching middle grade students and later taught courses in educational foundations to pre-service teachers at the University of Akron and Ohio State University. Prior to joining LPI, DePaoli served as the Senior Research & Policy Advisor at Civic Enterprises, where she led research on raising high school graduation rates and increasing college readiness, social and emotional learning, and alternative school accountability systems. Before that, she conducted school choice and charter school policy research at Policy Matters Ohio. DePaoli earned her Ph.D. in Education from Ohio State University, where she focused on state- and district-level K–12 education reform policy. She also holds a Master’s in Middle Childhood Education and a B.A. in Communications from the University of Dayton.
Camille Farrington
Camille A. Farrington is a Managing Director and Senior Research Associate at the UChicago Consortium.
She is a national expert on academic mindsets and the measurement of psychosocial factors in academic settings. Her research focuses on understanding how learning environments provide opportunities for positive developmental experiences for students, how young people make sense of daily schooling experiences, and how school structures and teacher practices shape students’ beliefs, behaviors, performance, and development. Camille is passionate about leveraging the science of learning and development in K-12 schools, identifying and disrupting inequitable structures and practices, supporting the ongoing growth and development of educators to lead profound change in schools, and ultimately transforming the daily schooling experience and life outcomes of educationally marginalized students and communities. Her book, Failing at School: Lessons for Redesigning Urban High Schools (2014, Teachers College Press), outlines one approach to equitable school redesign. All of Camille’s work is informed by her fifteen years’ experience as a public high school teacher. Working or not, Camille attempts to split her time as evenly as possible between Chicago, the best American city, and California, which is hands down the best state in the land.
Hunter Gehlbach
Hunter Gehlbach is a Professor and Vice Dean at the Johns Hopkins School of Education as well as the Director of Research at Panorama Education.
An educational psychologist by training and a social psychologist at heart, his primary interests lie in improving the social climate of schools, bolstering students’ motivation, and helping adolescents develop greater self-regulatory capacities. Thanks to a recent Spencer Foundation mid-career fellowship, much of his recent focus has shifted towards investigating how social psychological approaches might improve environmental education. He complements a methodological interest in helping social scientists improve their questionnaire design processes with recent work on enhancing the rigor of educational research through open science practices.
Gehlbach is a member of the questionnaire committees for the National Assessment of Educational Progress and the Programme for International Student Assessment as well as an editorial board member for Educational Psychology Review and the Journal of Educational Psychology. A former high school teacher and coach, Gehlbach taught at Harvard’s Graduate School of Education from 2006-2015, before joining the faculty at UCSB from 2015-2019, before joining the faculty at Johns Hopkins in 2019.
Paul Goren
Paul Goren currently serves as Chief Strategy Advisor for the Northwestern University School of Education and Social Policy.
Between 2014-2019, he was superintendent of schools for Evanston/Skokie School District 65 where he implemented early literacy curricular reforms, established climate teams and approaches to social/emotional learning in every building, and led a robust equity agenda that included racial identity training for 1400 employees over a 2-year period. Goren successfully negotiated seven contracts during his tenure and led a successful excess tax referendum for the district that garnered support from 80% of the community. Prior to joining District 65, Goren served as the senior vice president for program at the Collaborative for Academic, Social, and Emotional Learning (CASEL) in Chicago. Previously he served as the interim chief for strategy and accountability for Chicago Public Schools while working as executive director of the Consortium on Chicago School Research. A former middle school social studies and math teacher and basketball coach, Goren worked on the senior administrative teams of the Minneapolis Public Schools and the San Diego Unified School District. He served for over a decade as senior vice president of the Spencer Foundation and as a program director for Child and Youth Development at the MacArthur Foundation. Goren has a Ph.D. from the Stanford University School of Education, a Master’s of Public Affairs from the LBJ School of Public Affairs at the University of Texas-Austin, and a B.A. from Williams College.
Akira Gutierrez
Akira S. Gutierrez, M.A., is a doctoral student in Clinical Science in Child & Adolescent Psychology at Florida International University.
While studying Child Development at Tufts University, she trained in early childhood education and applied human developmental research. Her professional experiences include teaching in diverse and inclusive classrooms as well as providing clinical services to children with disabilities. Before returning to graduate school, Akira served as the Senior Manager of Research-Practice Integration at Transforming Education, where she supported educators in integrating best practices for promoting social-emotional development in schools and classrooms.
Akira has conducted research related to social-emotional learning, positive youth development, and teacher-researcher partnerships. Her current research focuses on understanding the implications of adverse childhood experiences (ACEs) and trauma on academic, behavioral, and social-emotional development among young children. As a clinician-in-training, she is involved in the implementation of evidence-based clinical practices in community settings to support children and families in building strong relationships, developing critical social-emotional skills for thriving and wellbeing, and being prepared for a strong start in kindergarten. In her little (but important!) down time, Akira enjoys spending time with her family, taking mindful walks in natural spaces, and exploring new places alongside her husband and young daughter.
Laura Hamilton
Laura Hamilton is general manager of the research centers at ETS.
She previously served as distinguished chair in learning and assessment at the RAND Corporation and directed the RAND Center for Social and Emotional Learning Research. Much of her research has focused on promoting effective use of assessment data to support social, emotional, and academic learning and on providing evidence-based SEL guidance to local and state education leaders. As co-director of the American Educator Panels, RAND’s nationally representative survey panels of teachers and principals, she and her team gathered systematic data from educators about their strategies for implementing SEL programs and practices and about the conditions that facilitate or hinder their efforts. She also helped build a new stream of RAND research on civic education and media literacy. She’s served on numerous committees and panels including the National Academies of Sciences, Engineering, and Medicine Committee on Developing Indicators of Education Equity, the steering committee for the CASEL Assessment Work Group, and the technical advisory committees for several state assessment programs. She currently serves as associate editor of Educational Researcher and editorial board member for Educational Evaluation and Policy Analysis and Journal for Research on Educational Effectiveness. She holds a Ph.D. in educational psychology and an M.S. in statistics from Stanford University.
Robert Jagers
Robert J. Jagers is CASEL’s vice president of research.
Prior to joining CASEL, he was a faculty member in the Combined Program in Education and Psychology at the University of Michigan, a Co-PI of the Center for the Study of Black Youth in Context (CSBYC), and the founding director of Wolverine Pathways, a university-sponsored diversity pipeline program for qualified secondary school students. Among his various CASEL duties, Dr. Jagers is leading work with partner districts to explore how social and emotional learning can be leveraged to promote equitable learning environments and equitable developmental outcomes for students from historically underserved groups. He has a particular interest in participatory approaches to SEL research and practice and their implications for the civic development of children and youth.
Stephanie Jones
Stephanie Jones’ research, anchored in prevention science, focuses on the effects of poverty and exposure to violence on children and youth’s social, emotional, and behavioral development.
Over the last ten years her work has focused on both evaluation research addressing the impact of preschool and elementary focused social-emotional learning interventions on behavioral and academic outcomes and classroom practices; as well as new curriculum development, implementation, and testing. Jones is a recipient of the Grawemeyer Award in Education for her work with Zigler and Walter Gilliam on A Vision for Universal Preschool Education (Cambridge University Press, 2006) and a recipient of the Joseph E. Zins Early-Career Distinguished Contribution Award for Action Research in Social and Emotional Learning. Jones’ research portfolio emphasizes the importance of conducting rigorous scientific research, including program evaluation, that also results in accessible content for early and middle childhood practitioners and policymakers. Her developmental and experimental research investigates the causes and consequences of social-emotional problems and competencies; strategies for altering the pathways that shape children’s social-emotional development; and programs, interventions, and pedagogy that foster social-emotional competencies among children, adults, and environments. Her policy-driven research with colleague Nonie Lesaux focuses on the challenge of simultaneously expanding and improving the quality of early childhood education, at scale (The Leading Edge of Early Childhood Education, Harvard Education Press, 2016). Jones serves on numerous national advisory boards and expert consultant groups related to social-emotional development and child and family anti-poverty policies, including the National Boards of Parents as Teachers and Engaging Schools. She consults to program developers, including Sesame Street, and has conducted numerous evaluations of programs and early education efforts, including Reading, Writing, Respect and Resolution, Resolving Conflict Creatively, SECURe, and the Head Start CARES initiative. Across projects and initiatives, Jones maintains a commitment to supporting the alignment of preK-3 curricula and instructional practices.
Matthew Kraft
Matthew Kraft is an associate professor of education and economics at Brown University.
His research and teaching interests include the economics of education, education policy analysis, and applied quantitative methods for causal inference. His primary work focuses on efforts to improve educator and organizational effectiveness in urban public schools. He has published on topics including teacher labor markets, coaching and professional development, teacher evaluation systems, teacher-parent communication, school working conditions and social-emotional skills. He is the recipient of the Brown University Dean’s Award for Excellence in Teaching, the William T. Grant Scholar Award, the AERA Palmer O. Johnson Memorial Award, and the NEA/Spencer Dissertation Fellowship. His research has been featured in The Economist, the New York Times, the Wall Street Journal, the Washington Post, Education Week, and National Public Radio. Prior to earning his doctorate from the Harvard Graduate School of Education, Kraft taught middle and high school humanities in Oakland and Berkeley, CA public schools.
Clark McKown
Clark McKown, Ph.D. is an Associate Professor of Behavioral Sciences at Rush University Medical Center (RUMC).
He is also founder and President of xSEL Labs, whose mission is to improve student outcomes by helping educators understand children’s social-emotional strengths and needs. xSEL Labs fulfills its mission by providing evidence-based assessments of student SE competencies and school climate. A leader in the field of SEL, McKown has written and spoken extensively on SEL with the goal of increasing the capacity of educators to use SEL assessments well. McKown was lead author on a report of the state of the field of SEL assessment. He is also the author of Assessing Student Social and Emotional Learning: From Planning Through Action.
Eric Moore
Eric Moore is the Chief of Academics and Accountability, Research and Equity at Minneapolis Public Schools (MPS).
He oversees two departments responsible for ensuring that both academic and student supports are aligned to school needs, that equity is embedded in all academic divisional processes, and that identified district priorities (including equity, literacy, Multi-tiered Systems of Support, and Social and Emotional Learning) are clearly articulated and monitored.Eric holds an MPA from the University of Minnesota Humphrey Institute of Public Affairs and is an alum of Harvard University’s Strategic Data Project Fellowship.
Isaiah Pickens
Dr. Isaiah Pickens is the founder and CEO of iOpening Enterprises, a professional development and media company that specializes in building the capacity of individuals and organizations to unlock their potential using psychological science, implementation best practices, and inspirational media.
In this capacity, Dr. Pickens has developed the Bridge Trauma-Informed Culturally-Responsive (TICR) Program, a multi-day professional development for educators that provides a practical toolkit for managing youth traumatic stress responses in the school setting. As a Robert Wood Johnson Foundation Culture of Health Leader and Fellow, Dr. Pickens works collaboratively with cross-sector scholars and practitioners to promote a culture of health in America. Dr. Pickens currently sits on the National Board for Communities In Schools (CIS) and has been awarded by the American Psychological Association Early Career Achievement Award and the Black Enterprise BE Modern Man award for his contributions to the field of psychology. As a former clinical assistant professor at NYU School of Medicine and Assistant Director at the UCLA-Duke National Center for Child Traumatic Stress – the coordinating site of the National Child Traumatic Stress Network (NCTSN) – Dr. Pickens has built a reputation as a national trauma expert and shares practical science-informed lessons about mental wellness with audiences around the world. Dr. Pickens aims to continue working toward systemic change and unlocking people’s potential by moving the world from happy to healthy through psychological science.
Shanette Porter
Shanette Porter is the Director of Research and Senior Fellow at the Mindset Scholars Network.
Prior to joining the Network, Porter was a senior researcher at the University of Chicago Consortium on School Research, where her research and partnerships focused on understanding the role of schools in shaping students’ social, emotional, and motivational experiences. Her ongoing lines of research examine the relationships among structural inequality, economic disadvantage, and students’ academic and life outcomes. This work centers on addressing issues related to measurement, effective data use, and policy implementation processes. Dr. Porter completed a postdoctoral fellowship at Northwestern University’s Institute for Policy Research and the Department of Psychology, and earned a PhD in social and personality psychology from Cornell University, and a BA in psychology from Yale University.
Colin Rose
Prior to BlackPrint, Dr. Rose was the Assistant Superintendent of the Opportunity Gaps Office at the Boston Public Schools for 4 ½ years where he was able to build a legacy of effective systemic initiatives, professional development, workstreams, and programming.
Among his accomplishments are the authoring of the Culturally and Linguistically Sustaining Practices (CLSP) Continuum, the foundational document for culturally responsive practices in BPS and broadly across the state; the authoring and implementation of the Opportunity and Achievement Gaps Policy and Implementation Plan – a strategic plan with over 125 SMART goals across all the offices in the Boston Public Schools; the co-creation of the BPS Racial Equity Planning Tool – a now mandatory planning document for major decisions in the district; and the cultivation of multiple innovative programs such as Excellence for All, a highly effective school model that aims to foster culturally responsive and rigorous instruction and supports. Dr. Rose’s leadership and equity innovations have been featured in multiple journals and media outlets including a feature in Boston Magazine in the Spring of 2019.
Hal Smith
Hal Smith serves as the Senior Vice President for Education, Youth Development and Health with the National Urban League, leading the organization’s programmatic, advocacy, policy and research work in those areas.
For most of his career Hal as focused on issues of educational equity & excellence, access, social determinants of health, community building and expanding opportunity for historically underserved individuals and communities.
Prior to joining the National Urban League in 2008, Hal held teaching, research, administrative, policy, engagement and advocacy positions focused with the New York City Department of Youth and Community Development (DYCD), the Annenberg Institute for School Reform @ Brown University, the City College of New York, the College of the Holy Cross, Northern Illinois University, Lesley University and Harvard University.
Hal holds a B.B.A. in Human Resource Administration from Temple University, an M.A. in Africana studies from the State University of New York at Albany and an Ed.M. and Ed.D. in Administration, Planning and Social Policy from the Harvard Graduate School of Education.
Martin West
Martin R. West is the William H. Bloomberg Professor of Education at the Harvard Graduate School of Education, a faculty research fellow at the National Bureau of Economic Research, and editor-in-chief of Education Next, a journal of opinion and research on education policy.
He is also deputy director of Harvard’s Program on Education Policy and Governance and a member of the Massachusetts Board of Elementary and Secondary Education and the National Assessment Governing Board. West studies the politics of K-12 education in the United States and how education policies affect student learning and social-emotional development. In 2013-14, he served as senior education policy advisor to the ranking member of the U.S. Senate Committee on Health, Education, Labor, and Pensions. He previously taught at Brown University and was a research fellow at the Brookings Institution.
ADVISORY BOARD MEMBERS EMERITUS
Marc Brackett
Founder and Director of the Yale Center for Emotional Intelligence
Chris Gabrieli
CEO of Empower Schools, Chairman of the Massachusetts Board of Higher Education, & Lecturer at Harvard’s Graduate School of Education
John Gabrieli
Grover Hermann Professor of Health Sciences & Technology and Professor of Brain & Cognitive Sciences at Massachusetts Institute of Technology
Paul Reville
Francis Keppel Professor of Practice of Educational Policy & Administration at Harvard Graduate School of Education
Greg Walton
Associate Professor at Stanford University
Roger Weissberg
Board Vice Chair and Chief Knowledge Officer at CASEL
The views expressed in our work – including papers, toolkits, and other resources – do not necessarily reflect those of the members of our National Advisory Board. Any errors in fact and interpretation are our own.
