Adaptive, Common Core-aligned practice and assessment for Math and English students in grades 2-8
Kris Hanks has been an educator for 17 years in Anne Arundel County, Maryland. Currently, she is the teacher specialist for the Triple E program that focuses on PBL in elementary schools through the lens of STEM, Arts & Humanities, Global Studies and World Cultures & Language. Kris is also a proud member of the National Faculty team for the Buck Institute for Education (BIE).
Megan Parry is a Systemic Partnership Coach for Buck Institute for Education. She works with district partners implement, scale and sustain PBL. Megan's background spans a range of roles in education from state-level policy, program evaluation and partnership development to a PBL high school classroom. Megan has a B.A. in Political Science from the University of Rochester (NY) and a Master of Public Affairs from the Lyndon B. Johnson School of Public Affairs at UT Austin.
Rhonda joined BIE in 2013 as a Systemic Partnership Coach. She is responsible for developing relationships with her district partners to foster organizational learning and capacity building that supports PBL within partner systems. She provides support through a variety of strategies to develop systems' capacities to reflect upon practice, generate ideas, and plan for sustainability of PBL..
Kristyn has most recently been a 7th and 8th grade science teacher in Holland, MI. Six years ago, when her district implemented a 1-to-1 laptop program, Kristyn helped pioneer strategies for deepening student understanding in a one-to-one learning environment using project-based learning as the structural framework.
Andre Daughty's (pronounced Daugh like cow) educational journey began after hearing Dr. Jawanza Kunjufu state, "If you observe children, they will teach you how to teach them." That phrase shifted Andre's philosophy of education. By observing the students in his own classroom, he differentiated curriculum and projects based on his students' interests.
Andre serves education by sharing best practices in workshops, developing and facilitating authentic high-quality professional development through projects, collaborating with administration and supporting teachers embedding technology in curriculum. He is also an adjunct instructor, inspiring tomorrow's administrators, at University of Central Oklahoma.
Andrew Miller is currently a faculty member for ASCD and the Buck Institute for Education, and has worked with educators in the United States, Canada, Australia, Kuwait, Mexico, the Dominican Republic, China and India. He writes for ASCD and Edutopia regularly. Soon he will be an Instructional Coach at the Shanghai American School specializing in Assessment Project Based Learning.
Mark is currently the Director of Program Innovation and Professional Development at the Hamlin School, in San Francisco, California. He is a Google Certified Teacher and Trainer, a member of the Buck Institute for Education's National Faculty as well as a recognized Maker Educator by Make: Magazine. Mark has supported schools and teachers extending their thoughtful use of educational technology, making, and blended learning as they explore Project Based Learning.
Cris Waldfogel's education career spans more than 30 years. She has been a teacher, principal, principal coach and a Systemic Partnership Coach for schools and districts large and small, rural and urban. She is currently serving as the Senior Manager for Leadership Services at the Buck Institute for Education.
Kelly Reseigh is currently a Professional Development Coordinator for the Douglas County School District in Castle Rock, CO. As a founding member of Sage Canyon Elementary in Castle Rock, Kelly has supported the implementation and development of Project Based Learning and understands the challenges and successes that come with transitioning to a PBL model. One of her greatest passions is strategically developing and supporting the implementation of sustainable systems. In her current role, she is working with leadership teams to create a culture of innovation and inquiry through high quality backward planning. She was an elementary educator for ten years, teaching first through fourth grades.
Alfred has rejoined BIE as Director of Special Projects. He will lead several initiatives, including PBL Academies, PBL World and other events. Alfred was the former Director of Innovation at BIE. Alfred was responsible for developing and identifying education technologies and online resources to support and advance the PBL experience. He co-developed BIE's flagship PBL 101 Workshop and co-authored the PBL 101 Workbook.
As a teacher in a high poverty, diverse school, Jen taught using Project Based Learning. From the classroom, Jen transitioned to central office in the curriculum and assessment division. She then had the opportunity to become a principal. After more than a decade as a principal in schools that received Title One funds, she transitioned back to central office as the Federal Programs Manager. During her teaching and administrative career, Jennifer gained experience working with students with disabilities and students identified as being gifted. Serving special populations is an important aspect of Jen’s career in education.
Currently, Jennifer is responsible for systemic implementation planning and leads the systemic partnership team in promoting PBL as a sustainable teaching practice in school districts. She joined BIE as a member of the National Faculty in 2010 prior to becoming staff in 2013.
Michael Gorman is a graduate of Western Michigan University, Indiana University, and Johns Hopkins University. He has partnered with ISTE and various educational, governmental, and business organizations and foundations. With 33 years of classroom experience, Mike oversees the Integrated Solutions Block, a 21st century program serving 1050 students integrating technology with core standards, at Woodside Middle School near Fort Wayne, Indiana.
Anne Butterworth has fifteen years of professional experience, teaching industrial arts, engineering, and computer programming to students K-12. Recently Anne has helped open a Project Based Learning charter school and redesigned a traditional industrial arts workshop into a 21st-century engineering lab, which utilizes CNC machines to introduce students to design and manufacturing concepts. Anne currently teaches Engineering Technology at the high school level and utilizes Project Based Learning to drive a rigorous, relevant, inquiry-based curriculum to prepare students for 21st-century careers.