Dr. Pamela Baer (she/they) is a community activist, educator, and artist with a focus on gender and sexual diversity in K-12 schools. Her current research program works to understand how performance and storytelling can be re-imagined as a collaborative approach to queer and trans pedagogy. Pam has worked alongside school boards, teachers, social service agencies, NGOs, and arts organizations to explore issues related to 2SLGBTQ+ experiences, HIV/AIDS, gender-based violence, teen pregnancy, mental health, substance abuse, Indigenous experiences, homelessness, immigration, and family. Her approach to arts education is one that is highly participatory and most often draws on interdisciplinary artistic interventions to engage children and youth. The results of these projects vary from performances that are toured in schools, to YouTube videos posted to create an online dialogue. Their commonality lies in the centrality of creative work to provoke ongoing social, cultural, and sometimes very personal conversations. Pamela holds a Ph.D. in Curriculum, Teaching, and Learning from the Ontario Institute for Studies in Education (OISE) at the University of Toronto, where she currently works in teacher education with a focus on ‘Educational Research’, ‘Gender, Sexuality, and Schooling’, and ‘Critical Arts-Based Pedagogy’.

Niigaan Sinclair is Anishinaabe (St. Peter’s/Little Peguis) and a professor at the University of Manitoba, where he holds the Faculty of Arts Professorship in Indigenous Knowledge and Aesthetics and is currently Head of the Department of Indigenous Studies. Niigaan is also an award-winning writer, editor and activist who was recently named to the “Power List” by Maclean’s magazine as one of the most influential individuals in Canada. In 2018, he won Canadian columnist of the year at the National Newspaper Awards for his bi-weekly columns in The Winnipeg Free Press and is a featured member of the Friday "Power Panel" on CBC's Power & Politics. A former secondary school teacher, he won the 2019 Peace Educator of the Year from the Peace and Justice Studies Association based at Georgetown University in Washington, DC.

Amy Allison (she/her) is the Cycle 1 Coordinator and an English Language Arts teacher at Trafalgar. She began working at Trafalgar in 2011. She won the inaugural prize for Innovation in Education from the Association for Middle Level Education (AMLE) in 2019. She has presented both nationally and internationally on the topic of project-based learning in the language arts field and on cross-subject collaboration. Her previous career as a national news producer still influences her teaching as she brings a passion for storytelling, critical thinking and current events to her classrooms. Allison is currently completing the Masters of Education, Sustainability, Innovation and Creativity program through the University of Cape Breton.

Adrienne Argent is an instructor within the School of Education and Childhood Studies at Capilano University and works as a pedagogist in the children’s centre located on the university campus. Adrienne has a special interest in collaborative living inquiry and the vibrant and intra-active role that materials invite into curriculum-making and documentation process. In her work with children, educators, and ECCE students she strives to co-create inventive and situated pedagogies that are responsive to place and which cultivate a rich and meaningful collective life in early years settings.

Dr. George Ashley is an Associate Professor of Social Work at Eastern Kentucky University where he currently serves as the MSW Director of Field Education. He has over 25 years of extensive experience in social work practice, and higher education where he has served in numerous administrative capacities including Chair, Assistant Vice President of Academic Administration, and Vice President of Academic Administration. His research interests include critical Black issues, minority health and wellness, human sexuality. He enjoys conducting professional workshops and consultation on topics such as: improving children and youth relationships, behaviour management, critical Black issues and marriage and the family.

Michael Baez Arroyo holds a bachelor's degree in Theology, a minor in Teaching English as a Second Language, and an Ed.D in Curriculum and Teaching with a specialty in TESOL. Apart from focusing on the use of pop culture in the classroom, Michael Baez has also published fiction in his spare time. When it comes to his published works, Mr. Baez has published in Revista Trasuntos, Corpus Litterarum The Hound Magazine, Gnomo Literario, Tonguas, among others.

Prof. Natalie Baez Martinez is the current technology integration teacher at the UPR Laboratory School. She has worked as a teaching assistant and is a former student-teacher at the school. She is a doctoral student in the Technology and Curriculum program and has given various workshops about technology tools to college professors.

Dr. Katrina Bartow Jacobs is an associate professor of practice of Language, Literacy, and Culture within the Department of Teaching, Learning, and Leading. She is also the Research Coordinator at Falk Laboratory School, a K-8 school affiliated with the School of Education. Her current work focuses on the intersections of practice, theory, and policy; the ways that children take up issues of gender and identity during the reading of texts; and the use of research as a framework for change that centers teachers and students as producers of knowledge about teaching and learning.

John Baumber is a senior academic within the Faculty of Professional Studies at the University of Bolton, UK. John was formerly Head of the International Centre for Educational Enhancement, University of Bolton, and Director of Education for Kunskapsskolan in the United Kingdom.

Meghan Beckwith (RECE) is a 4th-year Honours Bachelor of Early Childhood Education student at George Brown College. She is the Chair of GBC Advocates, a club focused on advocacy as well as community building among the ECE students of George Brown College. Meghan is also a research assistant on the Designing and Implementing Environmental Inquiry Strategies in Urban Early Years Programs in Canada research project. Her research interests include land-based education grounded within Indigenous knowledge and pedagogy, and inclusive practices in early childhood education.

Jean Thompson Bird grew up in Pittsburgh and graduated from the University of Pittsburgh in Child Development. She taught in the Children’s School for seven years directly out of college. Jean continued to work part-time for CMU in the Center for University Outreach DASH project (Developmental Approaches to Science, Health, and Technology), all the while staying connected to the Children's School as a parent and substitute teacher. She returned to the Children's School staff twenty years ago and has continued to teach the Older 4’s class full time since 2005. Music, woodworking, science, and exploring books and stories are some of Jean’s favorite activities to do with children. Jean also serves on the board of the International Association of Laboratory Schools (IALS).

Sumayya Bobat (RECE) is a fourth-year student in the Bachelor of Early Childhood Education program at George Brown College. She is currently working as an occasional supply staff with all ages of young children (infancy to senior kindergarten) at Hester How Early Learning Centre. She is also a student Research Assistant for the federally funded three-year research project, Designing and Implementing Environmental Inquiry Strategies in Urban Early Years Programs. Her research interests include early childhood policy implementation, and land-based education that is grounded within Indigenous knowledge and pedagogy.

Chriss Bogert is the Vice-Principal at the Dr. Eric Jackman Institute of Child Study Laboratory School (JICS), University of Toronto. Chriss graduated from the teacher education program at JICS in 1994 and has since been an educator, parent, and administrator at the Lab School. She first taught Junior Kindergarten for the Lab School at the University of Western Ontario, and worked as a supply teacher for public schools, before returning to teach the Nursery program at JICS. Chriss was the Teacher Librarian and Technology Integrator for 5 years, and also served as Vice President and President on the JICS Parents’ Association. A long-time proponent of the importance of supporting educational research, Chriss has served as the research coordinator for many years, and chairs the Child Research Review Committee for the Lab School. She has been dedicated in her role as Vice Principal to fulfill the purpose of the lab school through seeking out and supporting collaborations with other researchers and educators. Chriss is also a student in the EdD in Child Study and Education program at JICS studying how to best foster engagement and motivation with learning, through a children’s rights lens.

Dr. Tara Bonebrake is an ally to all learners, no matter where they are in their journey. Tara is driven to support those around her in their personal and professional journeys. Currently, she is an educator at a K12 school in Southwest Missouri. Tara's personal education journey as a reflective practitioner is a lifelong endeavor. She graduated from the University of Missouri-Columbia with a Doctorate in Education in 2019 and completed a second master's degree from Missouri State University in May of 2022. Tara's family, friends, and kitties happily occupy her time when she is not teaching and learning.

For the past 20 years, Anisha has worked with children from infancy to 12 years of age. Her career started in the diverse neighborhoods of Scarborough, integrating developmentally appropriate play-based teaching for preschoolers while developing fun and active programming for school age children. This work continued into urbanized Brampton where she worked for the Regional Child Care Centres and Peel Children’s Services, developing both planned and spontaneous learning activities while fostering a nurturing environment for children living in shelters. In addition, Anisha taught an active, engaging, literacy-rich Kindergarten program for 7 years with the Peel District School Board. Currently, Anisha is a member of the Early Childhood Education Diploma Program Team at Sheridan College, where she coaches adult learners to create curriculum-based experiences and programs for children and families. She continues to work as a special needs teacher specializing in developing individual based curriculums and works as an Occasional Teacher for Kindergarten to grade 5, including rotary subjects such as gym, music and library.

Larisa Callaway-Cole is an assistant professor of early childhood education in the department of Human Development and Family Science at Oklahoma State University. Larisa’s research focuses on liminal cultural spaces in early childhood learning contexts. She is a former infant/toddler and preschool teacher.

Mrs. Argie Campbell is a 4th grade supervising teacher at Kilby Laboratory School affiliated with the University of North Alabama where is also an adjunct professor of Social Studies for Elementary Education. She earned her Bachelor of Arts in Human Development from Samford University, Master of Arts in Teaching with a license in Middle Grades from Christian Brothers University, and an Education Specialist degree in Teacher Leader from University of North Alabama. Her research interests include curriculum development and integration, social studies and social justice education, and mentoring pre-service teachers.

Dr. Matthew Campbell is a lecturer at Vanderbilt University within the department of Leadership, Policy, and Organizations. In addition to his work as a faculty member at Vanderbilt, Dr. Campbell serves as a program inspector for TPI-US, an evaluation partner for state departments of education and colleges of education across the country. Dr. Campbell previously served as an assistant professor and director of teacher education at the University of North Alabama. His research interests include improvement science, educational policy, and organizational theory.

Dr. Victoria Carr is a Professor of Early Childhood Education and Developmental and Learning Sciences at the University of Cincinnati. She is also the Executive Director of the Arlitt Center for Education, Research, & Sustainability, home of the university’s 97-year-old laboratory preschool. She leads the Nature-Based Early Learning focus in the early childhood program and coordinates the Education for Sustainability certificate. She serves as Co-Editor for the Children, Youth & Environments journal and is an active member of the Transnational Dialogues on Early Childhood Education for Sustainability. Dr. Carr’s research on play and learning environments, teacher pedagogies, and children’s experiences in nature have been supported by the National Science Foundation, Administration for Children, Youth, and Families, and private foundations.

Sharon M. Carver, Ph.D., has served as the Director of the Children's School for nearly 30 years. She earned an A.B. in Psychology and completed the K-12 Biology Teacher Certification Program at Princeton University and then earned a Ph.D. in child development at Carnegie Mellon. She taught in the Graduate School of Education and the Department of Psychology at the University of Rochester for five years before returning to Carnegie Mellon. Since coming to the Children's School, Sharon has worked with educators to strengthen our school's programs, integrate the school more fully into the university, and build strong connections between laboratory schools in Pittsburgh and beyond. In 2004, Dr. Carver was promoted to full teaching professor and soon thereafter became the Associate Training Director for the graduate Program in Interdisciplinary Education Research (PIER), for which she taught the educational design core course until 2020. In 2019, Dr. Carver was appointed as the Associate Dean for Educational Affairs in the Dietrich College of Humanities and Social Sciences.

Kristin Charpentier, B.S., is a teacher at the University of Rhode Island Dr. Pat Feinstein Child Development Center, a NAEYC accredited laboratory preschool located in Providence. She has expertise in early childhood education, child development, and teaching young children as well as adult learners. A certified ECE teacher, Kristin has 29 years of experience teaching preschool and kindergarten at the URI Dr. Pat Feinstein Child Development Center. Most recently, she has partnered with The RI Department of Human Services to help develop and implement the Preschool Development Grant as well as the RI DHS Registered Apprenticeship Pilot Project at URI, working to support the development and implementation of quality improvements with evidence-based best practices in preschool, infant and toddler classrooms by partnering directly with classroom teachers.

Dr. Yiola Cleovoulou is an Assistant Professor, Teaching Stream at the Ontario Institute for Studies in Education, University of Toronto. She is the Program Chair for the Child Study and Education program, a graduate level teacher education program that specializes in elementary schooling and child study at the Dr. Eric Jackman Institute of Child Study. She teaches courses in elementary education. teaching, and critical pedagogy. Dr. Cleovoulou’s current research is in the area of teacher education and program design. She also examines teachers’ pedagogical work for fostering social inclusion in the classroom.

Dr. Comber earned her PhD in English Literature from Ball State University in 2012. She started her career as a teacher in 1999 and has taught in various school settings in Washington, Ohio, and Oregon. Dr. Comber came to Burris in 2008, when she was hired as an Instructor of English. In 2018, she assumed the role of Assistant Principal and in 2021 was named Principal and Chairperson of Burris Laboratory School. Dr. Comber is also a member of the IALS Board of Directors.

Clarissa M. Corkins is in her final year of doctoral study at Oklahoma State University majoring in Human Development and Family Science. Her interests focus on research and evaluation efforts to support early childhood educators and has had the opportunity to engage in research-policy connections at the Oklahoma State Department of Education.

Elizabeth Cuevas De Jesus is the director of the University of Puerto Rico Laboratory School She was a former k-3 and reading specialist teacher in her school. Dr. Cuevas De Jesus has been actively involved in the last four accreditation processes, where the concept of Learning Communities was adopted as part of this school philosophy.

Carolyne Cybulski is one member of the kindergarten team who teaches Junior Kindergarten at the Mabin School in Toronto, Ontario. She is a dedicated educator with nearly 35 years of teaching in
kindergarten classrooms. Carolyne has learned (and continues to learn) through shared and practical experience the need to support young children’s language development as a literacy building block and that it should be a central goal of kindergarten. Carolyne is a proponent of fun and active learning using knowledge of literacy development based on research.

Zoe Donoahue teaches grade 4/5 at the Jackman Institute of Child Study Lab School at the University of Toronto. She has an interest in mathematics education, particularly the role of discourse in math
learning.

Christel Durand is the French Teacher at JICS. She launched pioneered the "Porte Ouverte Au Calme" as well as "Bonjour Baguette" at the lab school. In addition to being a vibrant and engaging French teacher, Christel brings a passion about mental health and has pursued training in mindfulness practices.

Tricia Finn grew up in Kennett Square, Pennsylvania, Mushroom Capital of the World. She studied education at West Chester University and Teachers College, Columbia University. Tricia taught in New York City while in graduate school and after graduating. When Tricia moved to Pittsburgh, she first taught in Pittsburgh Public Schools and began working at Falk in 2017. Tricia enjoys working as a Learning Specialist at Falk and returned to school to complete her EdD in Special Education at the University of Pittsburgh, graduating in Summer 2021 with the dissertation Self Regulation Writing Approach for Middle School Students with Autism. Dr. Tricia Finn is the middle school learning specialist at Falk Laboratory School, affiliated with the University of Pittsburgh. Her research has focused on supporting neurodivergent students in areas of self-efficacy and executive functioning, especially around writing.

Dr. Cresencia Fong is the Head of Innovation & Research at the University of Toronto Schools (UTS). She has a special interest in the design and leveraging of digital tools to support collaborative thinking and discourse in learning communities, global competency development, and teacher learning. Prior roles include: Education Officer (21st Century Learning Unit, Ontario Ministry of Education), Postdoc Fellow (Research & Development, SMART Technologies), Instructional Leader (ICT & e-Learning, TDSB), Elementary Teacher (TDSB).

Socorro García-Alvarado is an Assistant Professor at Texas A&M University, San Antonio. García-Alvarado has professional experience in elementary education, as a monolingual, bilingual teacher, and administrator. Her area of focus is early childhood education (ECE). Garcia-Alvarado’s research interests involve using culturally relevant children’s literature within the content, with culturally and linguistically diverse learners.

Heather Gerker is a doctoral candidate at the University of Cincinnati, where she studies educational policy and serves as a graduate assistant for the UC Action Research Center and the Mandel Teacher Educator Institute. Her current scholarship focuses on a critical analysis of the relationship between educational policy and practice, emphasizing progressive pedagogies in public schools.

Jillian Green is Teacher Librarian and Teaching, Learning and Curriculum Coach at the Mabin School in Toronto, Ontario. She completed her M.A. in Child Study and Education from the University of Toronto Ontario Institute for Studies in Education at the Institute of Child Study Laboratory School. She earned her B.A. with honours from the University of King’s College in Halifax, Nova Scotia with a double major in History and Contemporary Studies. Jillian is passionate about creating knowledge building communities and designing emergent curriculum to inspire students.

"Ms. Dayon Greene is a 4th-grade cooperating teacher at Kilby Laboratory School affiliated with the University of North Alabama. She earned her Bachelor of Arts and Master of Education in Early Childhood Education from the University of North Alabama. Before teaching 4th-grade reading and language arts, she was the lead pre-K teacher at Kilby’s Child Development Center. Dayon holds two teaching certificates: one in early childhood education and one in elementary education."

Delia C. Hall, M.S. is the Director of the URI Dr. Pat Feinstein Child Development Center (CDC), a NAEYC accredited laboratory preschool, on the Providence Campus. She has expertise in early learning program leadership, early childhood education, child development,and teaching young children as well as adult learners. A certified Early Childhood Education (ECE) Teacher, Delia has 12 years of experience teaching kindergarten and preschool children at the URI Dr. Pat Feinstein Child Development Center prior to becoming the Education Coordinator and Administrator. She successfully partners with varying sectors of the ECE field, working to develop and present professional development that supports programs and professionals in implementing quality improvements aligned with evidence-based best practice. In addition to teaching one college course per semester at URI, Delia is an on-going trainer for the RIELDS instructional cycle series through the Rhode Island Department of Education and the Northern RI Collaborative.

Melinda Hammerschmidt, Ph.D. is a First Grade Instructor at Greenwood Laboratory School in the College of Education at Missouri State University, Springfield, Missouri. When not teaching, Melinda enjoys spending time with her husband of 41 years, her three sons, their significant others, and her little granddaughters. Learning should be lifelong journey filled with fun, challenging and engaging
adventures.

Angela Hardin is a second grade teacher at Model Laboratory School at Eastern Kentucky University. She is in her 15th year of teaching, of which she served eight of those years in the Primary Grades. She holds a BA in Communication Arts, a BS in Elementary Education, and an MAEd as a Literacy Specialist. Angela coaches the Student Technology Leadership Program at her school, serves on her school's Writing Committee, and is an active leader on the Deeper Learning Cohort for the
Southeast/South-Central Educational Cooperative in Kentucky. Angela's recent research interest is focused on creating a rhetorically rich, polyvocal classroom that fosters a love for exploration, creativity, and writing.

Cameile Henry is a Professor and Program Coordinator of the Early Childhood Education (ECE) at Sheridan Institute of Technology & Advanced Learning, where she has served for over 12 years. Prior to her joining the ECE program team at Sheridan, she was an ECE at George Brown College for 15 years. She is a facilitator for Circle of Security, an international program that supports parents and primary care providers with the tools to enhance building strong attachments with their children in their care. She was also featured in an article by the Association of Early Childhood Educators of Ontario, ‘My Educational Journey: From ECE Diploma to Master’s Degree’. Cameile’s interest in the global development of ECE played a role in the creation of two international practicum partnerships in Grenada and St. Vincent and the Grenadines, in the Caribbean. Through these initiatives Cameile has developed a strong understanding of cultural dynamics for students and educators that has benefitted children and families in diverse cultural and ethnic settings.

Nancy Hohenkerk is on the kindergarten team in Junior Kindergarten at the Mabin School in Toronto, Ontario. She is an ardent educator who has been teaching young children for over 30 years. Nancy continues to learn what young children need by observing, listening and engaging them through language and play. Throughout the years Nancy has learned just how important language is in a kindergarten classroom and continues to seek ways to support student growth.

Sarah Horgan is an OCT and has been teaching for 12 years in the Mabin Kindergarten program as an Early Childhood Specialist. She also has an Environmental Studies degree, a Social Service Worker diploma and an interest in self regulation. Sarah is a mom to a 4 year old, keen organizer and lover of the outdoors.

Moira Hulme is Professor of Education at the International Centre for Educational Enhancement, University of Bolton, UK. She has held senior research and teaching posts at Manchester Metropolitan University, the University of Glasgow, and Keele University. Her research focuses on collaborative professional inquiry and is underpinned by a commitment to educational equity.

Violet Jessen is the current Chair for the School of Education and Childhood Studies at Capilano University. She teaches in the Early Childhood Care and Education degree program and has collaborated with others in developing a responsive, relevant practicum program for student educators. Violet also serves as Board Chair of the Early Childhood Educators of BC (ECEBC), a professional organization representing the collective voice of ECEs, to advance professional and personal commitment to the value of early care and learning by empowering the sector through education, collaboration and leadership.

Anneliese began her career in early childhood education as a preschool teacher at the A. Sophie Rogers School for Early Learning at its former location in Campbell Hall on OSU’s campus. She was an instrumental part of the team that transitioned the School for Early Learning to its current location in Weinland Park, helping to design and staff the building in 2007. She has been the principal of the School for Early Learning since 2010. Anneliese taught early childhood education courses for several years at OSU and has presented locally and nationally on topics such as play, early childhood classroom management, and emergent literacy in the classroom. Her areas of expertise include kindergarten transition, early childhood literacy, and funding and access for high quality early education for underserved populations.

Dr. Anthony Jones is the Director of the laboratory school at Illinois State University. He is new to this role. Prior to this position, he served the Director of Equity, and various leadership positions. Dr. Anthony Jones is Director of the ISU Laboratory Schools and Assistant Dean in the College of Education at Illinois State University which he began his role in July 2022. Prior to this role, he served as the Director of Equity at Ames School District in Ames, Iowa.

After spending the last six years as a social studies teacher, Eli Jones is in his first year as the Student Engagement Specialist at Burris Laboratory School. In this administrative position he focuses on implementing a k-12 restorative model and training teachers and students in restorative practices. He is currently working on a PhD in Cultural and Educational Policy.

As a social studies and broadcast production teacher, Mr. Jones believes all students can succeed. When giving them the opportunity to create, students aspire to learn about topics that mean something to them. Each student can make a difference in their own way, and the only way that happens, is when giving them the tools they need to change the world.

Melissa M. Jozwiak is an Associate Professor of early childhood at Texas A&M University- San Antonio. She has worked in the field of education as an early childhood and secondary teacher, program director, teacher trainer and professor. Her research interests focus on examining continuity and discontinuity in early childhood education and early childhood systems with an emphasis on developing community- based Laboratory Schools and School-University Partnerships. Melissa has presented at numerous conferences at the local, state and international levels, is Co-Chair of the Consortium for Early Education Research and Family Empowerment, and is the co-author of Continuity in Children’s Worlds: Choices and Consequences for Early Childhood Settings.

Dr. Kathryn Kaiser is a founding faculty member of The School at Columbia University where she is currently the Head of School. She has varied experience as a curriculum developer, teacher supervisor, teacher and art and technology non-profit education administrator. Kathryn has been the New York City Coordinator of a literary intervention program in the public schools of District 6, where she trained over a hundred 1st and 2nd grade teachers, reading specialists, and paraprofessionals in remediation for low-performing students. In addition to teaching preschool, she has taught literacy, science, social studies, and special education to elementary students. Kathryn co-founded Riverbed Media, Inc., a digital art studio company through which she directed a number of educational outreach programs both in New York and abroad, such as ones with the Frankfurt Ballet and Lego foundation. Projects she participated in received a Guggenheim Fellowship, grants from the New York Foundation for the Arts, the Rockefeller Foundation and the ComputerWorld/Smithsonian Award. Kathryn's teaching projects in the realm of educational technology have been awarded a grant from the National Endowment for the Humanities and another from America's Clean Water Foundation and the Environmental Protection Agency to co-create science software and curriculum. Kathryn has presented at the The International Society for Technology in Education, National Association of Independent Schools, Teachers College, and The Smithsonian, among many others.

Susan J. Keefe, M.S., is a teacher at the University of Rhode Island Child Development Center (CDC), a NAEYC accredited laboratory preschool. She has expertise in early childhood education, child development, teaching young children as well as adult learners. A certified ECE teacher, Susan has 30
years of experience teaching preschool and kindergarten at the URI Child Development Center. She successfully partners with varying sectors of the ECE field working to develop and present professionals in implementing quality improvements with evidence-based best practices. In recent years she helped develop and implement the RI DHS Registered Apprenticeship Pilot Project at URI. Susan taught courses at URI for 20 years in addition to being a trainer for RIELDS through the Rhode Island Department of Education.

Teresa Kennedy is a Professor of Bilingual STEM Education. She focuses on equity, ESL, and bilingual education. She is a member of the UTeach STEM teacher preparation faculty and graduate faculty member for the E.D. in School Improvement in the School of Education. She also serves as the Secretary for the UNESCO NGO Liaison Committee. Her research interests include Bilingual Education, Early Language Acquisition, Equity in STEM education. Dr. Kennedy holds a Ph.D. in Education from the University of Idaho.

Aisha Khatib is a Conestoga College lab school supervisor who oversees two lab school locations in Waterloo and Cambridge, Ontario, Canada. Aisha also facilitates observation classes as part of the ECE Diploma Level 1 field placement at the Doon Campus Lab School.

Dr. Eric Kirkman is an assistant professor and Director of The Kilby Laboratory School located at the University of North Alabama. He also serves the community by sitting on several civic boards and engaging in service work as a member of Alpha Phi Alpha Fraternity, Inc. Dr. Kirkman also served as the Chairman of the NCAA Transition Team for the University of North Alabama as they recently transitioned to a NCAA Division I institution.
Dr. Kirkman’s professional experience spans over 23 years, serving as a choral and band director, a career tech director, a vice principal and a principal at the elementary, secondary and collegiate levels. Under his leadership, his schools and programs have been recognized state-wide and nationally for excellence and achievement. Such distinctions include Blue Ribbon Lighthouse School of Excellence, The International Laboratory School Outstanding Laboratory School of the Year Award, and the CLAS School of Distinction Award. Lastly, Dr. Kirkman is the husband of Dr. Tera Kirkman, and they have two sons, Jalen and Justin.

Walker Kitchens is the JICS Lab School Administrative Assistant. Previously he has been the physical education teacher for all grades and the Grade 4 co-teacher.

Rachel Klem (she/her) has been working in education for 25 years and began her career in the public school system where she was raised: Las Vegas, Nevada. Her early teaching years were spent honing skills in Music Education as a choral and general music teacher in K-5 and K-6 schools, first in Nevada and then in New Jersey. Rachel joined the teaching faculty at The School at Columbia University (TSC) in 2006 as a member of the Music department. In this position she continued to grow her teaching practice, acquiring certifications in both Orff-Schulwerk and Kodaly, two methodologies for teaching music to children. Rachel has earned two masters degrees from Teachers College Columbia University: a Master of Arts in Music Education, and a Masters of Education in Urban School Leadership. During her time in the teaching faculty at TSC, Rachel was encouraged to pursue teacher leadership positions, leading her to pursue additional education in leadership. Eventually she was thrilled and honored to take on a full time leadership role at TSC in the Intermediate Division serving families, teachers/staff, and students in Grades 3-5. She began her leadership path in the fall of 2019 and continues in this work today. Rachel’s hobbies and interests include cooking, bird watching and kayaking, world travel, making music, and many more, and continues to travel back to her hometown of Las Vegas to visit her family.

Dr. Leslie Kochanowski is the Director of Research & Initiatives at the Arlitt Center for Education, Research & Sustainability at the University of Cincinnati. In this role, she supports teachers at the Arlitt Child Development Center and contributes to a variety of research and community-based projects. Her research interests involve the intersection between play, creativity and inquiry, high-level teacher practices (including practitioner research), early childhood education for sustainability (ECEfS), and the design of early learning environments. She is an active member of the UC Reggio Study Group and Managing Editor for the international peer-reviewed journal, Children, Youth, and Environments.

Rachel Konerman is the professional development coordinator for the Arlitt Center for Education, Research, and Sustainability at the University of Cincinnati. She holds an MA in Educational Studies and has been in the field of Early Childhood Education for over 20 years in the roles of classroom teacher, undergraduate instructor, teacher trainer, grant collaborator and advocate. Her interests include exploring the processes of creativity and inquiry in teaching and learning, nature-based early childhood education, and child and teacher mental health. She is passionate about amplifying the voices of young children and their educators. Her work has been featured in publications including Teaching Young Children, Early Childhood Research and Practice, and Children, Youth and Environments and through presentations at local, state, national, and international conferences.

Jessica Kopp is the Hamline Elementary Lab School Project Manger in the School of Education and Leadership at Hamline University. She supports the design and implementation of the framework that guides the collaborative programming between Hamline University and Hamline Elementary

Kathleen Kummen is the convener for the Centre of Childhood Studies and a faulty member in the School of Education and Childhood Studies at Capilano University, located on the traditional territories of the Coast Salish peoples, including Tsleil-Waututh, Squamish, shíshálh, Lil’Wat, and Musqueam Nations. She is also a co-director of the British Colombia Early Childhood Pedagogy Network As a researcher, educator and instructor, Kathleen endeavours to reimagine and revitalize early childhood leadership as an ongoing practice of disruption to make space for alternative narratives of early childhood education.

Norah L’Espérance is the Nursery teacher at the Dr. Eric Jackman Institute of Child Study Lab School and has enjoyed this role for almost two decades. She loves hearing young children’s stories and also capturing the story of the classroom by creating pedagogical documentation. Her visits to other lab schools, the schools in Reggio Emilia, Italy, and other exemplary early years settings have enriched her own work in the classroom, as has the great gift of collaborating with colleagues here at the Lab School. With a lifelong interest in environmental issues, Norah has explored gardening projects with young children for many years and loves sharing the miracle of planting seeds to produce food.

After completing her MSW, Ellie Lathrop has focused her career on working with children and families, working in many settings such as the community at children's mental health centre, as well as at the Hospital for Sick Children. She currently splits her time between work at the lab school and private practice. She loves the collaborative community at the lab school.

Christianne Loupelle (she/her) is first and foremost a science teacher. She has taught at Trafalgar School for Girls for the past 18 years. She is also Head of Science/STEAM Project Coordinator at Trafalgar. Her STEAM work has been recognized both nationally and internationally in 2019, with a Prime Minister’s Award from Teaching Excellence in STEM and the H. William Christ Award from the International Coalition of Girls Schools. For the past six years, Christianne has been collaborating with researchers from McGill University (DISE) and Bishop’s University on research in student-driven inquiry in STEAM, which continues to serve as a catalyst for change and innovation in the junior school curriculum at Trafalgar. Christianne has presented her work in IBL and PBL at national and international conferences, as well as in undergraduate and graduate courses in education.

Dr. MacKinnon is an Assistant Professor, Teaching Stream at OISE, University of Toronto, as well as the Director of the Eureka Research Institute at the University of Toronto Schools (UTS). She works with the Master of Teaching (MT) initial teacher education program, where she teaches courses on integrating technology into the classroom, and educational research methods. Her primary research interests are in the areas of design of digital technologies to support collaborative learning, online/hybrid learning, and teacher professional development.

Jessica L. MacLeod, M.S., is the Director of the URI Child Development Center (CDC), a NAEYC accredited laboratory preschool. She has expertise in early learning program leadership, early childhood education, child development, and teaching young children as well as adult learners. A certified Early Childhood Education Teacher, Jessica served as Head Start teacher and then gained 10 years of experience teaching kindergarten and preschool at the CDC prior to transitioning into program leadership. Jessica has an extensive record of successfully partnering with different sectors of the ECE field, including Head Start, Family Child Care Homes, and community early learning programs, to develop and present professional development based on areas of identified need. Her expertise in designing and delivering professional development that incorporates comprehensive support for the practical application of evidence-based practices has been instrumental in the successful funding and implementation of the Preschool Development Grant and the RI DHS Registered Apprenticeship Pilot Project at URI. Jessica is currently pursuing a Ph.D. in Health Sciences with a focus on Human Development and Family Science at the University of Rhode Island.

Lauren Matheou teaches 2-5 year olds at Bing Nursery school. She received a BA in Human Biology from Stanford University and an MA in Early Childhood Education and Special Education from Teachers College at Columbia University. Lauren is an advocate for learning through play and she is constantly learning alongside the children and dedicated teachers in her classroom. She enjoys guiding and supporting child-centered play and the competent and confident children who engage in it.

Monica McGlynn-Stewart (Ph.D., OCT, RECE) is a professor in the School of Early Childhood at George Brown College, Toronto, Ontario. She teaches courses in curriculum, policy, and research methods. Currently, she is the Principal Investigator on the SSHRC-funded research project, Designing and Implementing Environmental Inquiry Strategies in Urban Early Years Programs in Canada (2020-2023). Her research interests include learning from Indigenous perspectives on environmental learning, literacy learning in the early years, and digital technology mediated learning and teaching.

Lauren McGuire has worked in the field of Learning Strategies for over ten years, supporting students and teachers, and providing reading intervention through the Empower Program. Lauren has a specialist in Special Education and a passion for teaching and learning. She has a Master’s degree in Literature from Boston University and a Bachelor of Education from the University of Toronto (OISE). Lauren has additional qualifications in Reading as well as Librarianship. She loves to figure out exactly how kids learn, and support them to understand themselves as learners.

Richard Messina is the principal of the Dr. Eric Jackman Institute of Child Study that is part of the Ontario Institute for Studies in Education at the University of Toronto.

Dr. Barbara Meyer is an Associate Professor in the School of Teaching & Learning at Illinois State University, Normal IL, USA. She served as Acting Director for the Illinois State University Laboratory Schools from June 2020 until June 2022. She also served as Associate Dean for the College of Education from 2014-2022. She teaches courses in Secondary Teacher Education Methods and her research focus is on University Laboratory Schools in the United States.

Since joining the Burris Faculty in 2014 as a member of the Mathematics Department, Mrs. Mocherman has loved being in an environment where students and faculty support and encourage each other through both struggles and successes! Some of her most rewarding experiences in teaching have been watching students push through their mental block when it comes to understanding mathematical concepts. It is a privilege to be a part of the moment when a student realizes they can put into practice the skills learned together to solve what used to be an unsolvable problem, building confidence in their own abilities.

Alex Morley - Has a MA in Child Study and Education. He has been teaching for 12 years and has been in the SK at the Mabin school for the previous 3 years. He enjoys singing songs, playing and learning with his students each day.

Ali is a recent graduate from Capilano University’s Early Childhood Care & Education degree program. She was born and raised on the West Coast, growing up on the ancestral, unceded territories of the Coast Salish Peoples included the Musqueam, Squamish and Tsleil-Waututh nations. Ali holds a deep passion for learning alongside children and attending to contextual lifeworlds through heart-felt sensing and reflective interpretations of lived experiences.

Merna Naguib is a master's student at the University of Rhode Island in the Department of Human Development and Family Science. Her research interests include mental health disparities within diverse populations, particularly immigrants and ME/NA individuals.

Raadiyah Nazeem is an elementary school educator, currently teaching Grade One at the Dr. Eric Jackman Institute of Child Study Laboratory School. Over the past 9 years, Raadiyah has occupied a number of roles in the early years and primary divisions, as well as a specialist Teacher Librarian. She is currently pursuing her PhD in Developmental Psychology and Education at the Ontario Institute for Studies in Education at the University of Toronto, studying how teachers support children’s social and emotional learning in the early years.

Michael Odell is a Professor of STEM Education and holds the Sam and Celia Roosth Chair in the College of Education and Psychology. He holds appointments in the School of Education and the College of Engineering. He is the Co-Founder of the University Academy Laboratory Schools and serves on the School Board. He also provides oversight for the UA Curriculum. He is the Co-Director of the UTeach STEM Teacher Preparation program and the Co-Director of the Ed.D. in School Improvement Program. His research interests are Education Policy, Sustainable Education, PBL, School Improvement, and STEM Education. Dr. Odell holds a Ph.D. in Curriculum and Instruction from Indiana University.

Ben Peebles has been teaching for 17 years at the Dr. Eric Jackman Institute of Child Study Laboratory School at the University of Toronto. He has taught in the upper elementary grades throughout his career. As a lab school teacher he works in a research-based environment dedicated to exploring what’s possible in education. Ben works regularly with teacher candidates and with researchers, co-designing and implementing studies and interventions in the classroom, often with an emphasis on science, technology, inquiry, and collaborative learning.

Samantha earned a Master of Science degree in early childhood development and education from the College of Education and Human Ecology at OSU. During her undergraduate studies, Samantha worked in preschool and infant/toddler classrooms as a practicum student teacher and later substitute teacher. During the pursuit of her mater’s degree, Samantha was awarded a position as a graduate teaching associate in the preschool classroom at the A. Sophie Rogers School for Early Learning. After completing her graduate work, Samantha worked as an assistant teacher and lead teacher in preschool classrooms before beginning work as the assistant principal of the School for Early Learning. Samantha has presented at local and national conference on topics related to early childhood development and is licensed as an early intervention specialist through the Ohio Department of Developmental Disabilities.

Anisah Ramdeo (B. ECL, RECE) is a recent graduate of the Early Childhood Leadership Degree program at George Brown College. She is also a full-time student at Toronto Metropolitan University in the (MA) Early Childhood Studies program. In addition to her studies, she works as a research assistant on the research project, Designing and Implementing Environmental Inquiry Strategies in Urban Early Years Programs under the supervision of Dr. Monica McGlynn-Stewart. Her research interests include understanding the interrelationships between immigrants, newcomers, and Indigenous communities, as well as elder storytelling.

Nicolás Ramos is Assistant Professor at the University of Puerto Rico Secondary School. He is the Executive Director of the International Association of Laboratory Schools. He has been a member of the IALS Board of Directors since 2008.

Corby (she/they) is invested in showing her students how to understand the world in an organic and authentic way through reading, writing, speaking, and mostly listening. Her research interests include theology and ethics, environmental literature and ecocriticism, and LGBTQ+ literature and queer theory. Her vocational goal is to support and encourage her students to leave this world in a better condition than they inherited it. She loves pizza, ice cream, hiking, and the Great Lakes. In her spare time, she reads everything she has time to read and writes memoirs and confessional poetry.

Tara has been the Visual Arts teacher at the Dr. Eric Jackman Institute of Child Study since 2009. She has been on the board of the National Art Education Association's (NAEA) LGBTQ+ Interest Group since 2017, and is currently serving the second of a two-year term as Co-president of that group. Tara also has a background in journalism, and teaching both English as a Second Language and Core French.

Adriana Ruffini (she/her) is above all a mathematics teacher at Trafalgar School for Girls, where she has been teaching for eight years. She is also a financial education teacher and enjoys educating young girls on the use of technology and media literacy in her Multimedia class. Adriana has recently finished her Masters in Education at McGill University specializing in Project-Based Learning in Math and Science. She has presented in numerous undergraduate courses and educational conferences, advocating hands-on and authentic learning, while implementing her values regarding technology and mindfulness.

Ana-Luisa Sales (BA, B.ECL, RECE) is a recent graduate of the Early Childhood Leadership degree at George Brown College, and is an experienced Early Childhood Educator. Currently, she is the Research Coordinator for the SSHRC-funded project, Designing and Implementing Environmental Inquiry Strategies in Urban Early Years Programs in Canada (2020-2023). Some of her research interests include Indigenous ways of being and knowing, land-based education, and public policies within the ECEC sector.

Jill Sarada is the Director of Falk Laboratory School, University of Pittsburgh, Pennsylvania. Prior to this role, she has served as Interim Director 2021-2022, Assistant Director, 2019 - 2021 Director of Admissions, 2014-2019, and Kindergarten teacher, 1999 - 2016. Currently the President of the International Association of Laboratory Schools (IALS), Jill actively works to support learning and collaboration among the educators of Lab schools with the broader educational community.

Robin Shaw graduated from the Diploma in Child Study at OISE/UT in 1996. She began her career at the Dr. Eric Jackman Institute of Child Study in the Special Education position in 1997. In the years following she taught up and down the primary and junior grades and is currently teaching Grade Three.

Jo Ann Simmons is currently the Superintendent of the University Academy Laboratory Schools in the College of Education and Psychology. She is also an adjunct faculty member in the Education Leadership program and Coordinator of the Superintendent Program. She is also an Adjunct for the Ed.D. in School Improvement. Her research interests include Education Policy, School Reform, and School Improvement. Dr. Simmons holds an Ed.D. in Educational Leadership from Stephen F. Austin State University.

Dr. Rebecca Smith is an assistant professor of elementary education at the University of North Alabama. She teaches Math methods, Assessment, Technology, and STEAM classes to undergraduate and graduate students at UNA. Her research interests include mentoring novice teachers, math anxiety in pre-service teachers, and STEAM integration. Dr. Smith has been in education for over twenty years. She obtained her doctorate degree from the University of Mississippi.

Nick Song is one of the JICS Lab School Special Education Teachers and the technology integrator.

Kimberly Squires is a Registered Early Childhood Educator (RECE), Ontario Certified Teacher (OCT), and Assistant Professor in the Child Studies program at the University of Guelph in Ontario, Canada. Her most recent role, prior to joining the faculty at the University of Guelph, was as the Pedagogical Leader of the University of Guelph Child Care and Learning Centre which is an early learning lab school that engages in undergraduate teaching, mentorship, and research. Her research interests focus on early childhood education and care pedagogy, including outdoor play, the design of learning environments, pedagogical leadership, and educator professional development.

Carol Stephenson, a teacher at JICS, has worked in the Early Years (Nursery to Grade 1) for over 30 years. She is constantly surprised and inspired by the creativity young children show when communicating their understanding of the world around them. She has been invited to share her practice with teachers and schools in Canada, the US, India, China, and Japan. Her outreach work in Ontario public and on-reserve schools has happened in collaboration with The Robertson Program for Inquiry-based Teaching in Math and Science.

Katie Stortz is a Conestoga College faculty member and coordinator of the ECE program in Brantford, Ontario, Canada. Prior to joining Conestoga College in 2019, Katie was a professional learning coordinator where she spent her time engaging Early Childhood Educators in professional learning experiences and supported programs through pedagogical leadership.

Amy Strada is a Kindergarten teacher at the Falk Laboratory School, which is part of the School of Education at the University of Pittsburgh in Pittsburgh, Pennsylvania. Amy has been an early childhood educator for 23 years and has taught at Falk for the past 5 years. Throughout her career, Amy has been deeply involved in a study of Progressive teaching and learning, particularly around the promotion of agency and democracy in the classroom, play-based learning, and documenting children as protagonists, inventors and creators of culture.

Dr. Maggie Struck earned a PhD in curriculum and instruction from the University of Minnesota in 2016. That same year she accepted a position as assistant professor of Hamline’s School of Education and Leadership. She brings a history of community activism, youth work, and public elementary school teaching to her current academic work. Her work as an educator began twenty-five years ago as a youth worker at a community-based organization on the Westside of Saint Paul. Since that time, she has been a 5/6 elementary education teacher, a literacy instructional coach, and a teacher educator/education researcher. All of these experiences have shaped the ways she approaches social justice oriented literacy learning and teaching at Hamline University.

Professor Struck acknowledges that learning for her students at Hamline is not separate from their lived experiences, values and beliefs, and that, in order for learning and growth to occur, there must be room for spontaneity, vulnerability, and transparency. Her pedagogy is rooted in critical sociocultural theory. She strives to pay attention to issues of power, identity, and agency that are central to the learning process with her students. She works to integrate anti-oppressive practices in all of her courses.

Professor Struck’s scholarship is situated at the intersection of inclusive practices, community connections, and empowering pedagogies. She studies the processes of adaptive, culturally literacy pedagogy in K-6 elementary classrooms and in community based learning contexts that make use of digital tools to foster engagement in learning for youth within urban communities. Professor Struck serves as the principal investigator of the initiative and coordinator of the Hamline to Hamline Collaboration. The Collaboration is a reciprocal program between Hamline Elementary School and Hamline University where students, staff, and faculty from both campuses collaborate on community education projects and academic activities.

Dr. Jason Surian is the principal of Thomas Metcalf Laboratory School on the campus of Illinois State University, where he also serves as an instructional assistant professor, in the bilingual education program. Dr. Surian has 10 years of classroom teaching experience in the early chilhood grades and 13 years of building leadership experiences in K-8 classrooms, in Illinois, Michigan, Iowa, and Arizona.

Sara Sutherland is the Manager at the Capilano University Children’s Centre. She has a long relationship in the field of Early Childhood Care and Education and has worked in various capacities over the past 28 years. Sara has been a part of the Capilano University Community for almost 8 years. She feels privileged to work alongside the ECCE department and is passionate about dismantling the barriers between managerial and pedagogical practices.

Brittney Tarr currently works as a K-4 makerspace teacher and math interventionist at Thomas Metcalf School. During her 12 years in education, she has worked as an ESL teacher overseas, a special education teacher, and a STEM specialist. In addition to her job as a teacher, she also runs an after-school circus program and instructs for STEM based summer camps. She received her undergraduate degree in special education from Illinois State University and will be graduating with a masters in Special Education and a certificate in STEM leadership this May from Illinois State University.

Valerie Trew is the Director at the University of Guelph Child Care and Learning Centre in Guelph, Ontario, Canada. She also teaches in the Bachelor of Applied Science program at the University of Guelph and Guelph-Humber applying a lens of social and environmental justice to studies in early childhood policy, administration, and leadership. Valerie views teaching as a political act and does so with a view to provoke radical social transformation. She has spent 20 years working in children’s services. Valerie holds a Certificate in Plant Based Nutrition and now teaches the course “Implementing a Plant-Based Menu in an Institutional Setting”. Valerie is passionate about transforming our food systems for human and planetary health and to end oppression. Valerie is currently completing doctoral studies in Social Justice Education at the University of Toronto.

Jenna Valasek is a teacher at Bing Nursery School, the laboratory school for the Stanford University School of Humanities and Sciences, working with two- to five-year-olds. She has also served on the teaching teams for the Stanford Psychology course Observation of Young Children and Development in Early Childhood. She has a BA in Psychology from Stanford and an MA in interdisciplinary Education with a focus on Curriculum and Instruction from Santa Clara University. Jenna’s educational passions lie in letting children learn through play, inclusive teaching of children with special needs and behavioral challenges, as well as in parent and educator outreach in her community.

Derek is a maker educator in Falk’s WonderLab. Derek has been teaching and facilitating hands-on learning in and out of school environments for over 10 years, working with a wide variety of media and audiences ranging from pre-k students to university and library professionals. He strives to be a life-long learner and to continue to refine his teaching and making practices.

Carrie Wittig is a middle school English language arts teacher and co-chair of the Language Arts Curriculum Committee at Falk Laboratory School in Pittsburgh, PA. Her previous presentations include “Shakespeare for Everyone: Teaching Shakespeare Through Performance-Based Learning” and “Shakespeare for the Very Young (and Beyond!)”. Carrie is currently working on a memoir manuscript on breast cancer, adoption, and generational trauma.

Corey Wittig is a K-8 school librarian at the Falk Laboratory School in Pittsburgh, PA. He worked with teenagers for 11 years at Carnegie Library of Pittsburgh before transitioning to a school librarian role. For his work at the Carnegie Library, Corey was named a 2012 Library Journal "Mover and Shaker." He is passionate about representing the interests and backgrounds of all children in his school library.

Mary Beth Wright holds an MA in Educational Studies and has been in the field of early childhood education over 18 years. She began her career as a preschool teacher at the Arlitt Child Development Center and has served as the Director of the lab school since 2011. Mary Beth has taught courses for the University of Cincinnati ECE program and worked on many grants and special projects including the writing of Arlitt Instructional Media materials. She has presented at state and local conferences, has been featured in ECE media programming, and has served on boards dedicated to advancing and supporting the field of ECE.

Dr Christian Timo Zenke is an Assistant Professor at Bielefeld University’s Faculty of Educational Science. In his work at the Laboratory School Research Unit, he collaborates with teachers from Laborschule Bielefeld in various research and development projects on inclusion, democratic education, and classroom design. He is also the initiator of the EU-funded Erasmus+ project LabSchoolsEurope: Participatory Research for Democratic Education.