Michelle Carson is the Associate State Director of Adult Education, Professional Development and Program Improvement, and is responsible for the professional development, technical assistance and program improvement initiatives in Kansas. In her current position, she has revamped the professional development framework and implemented an enhanced professional development delivery system that is research-based. In addition, she has shown leadership in introducing statewide initiatives that have impacted the state’s capacity for increased teacher leadership in mentoring, content knowledge and teaching methodology in mathematics, ESL and standards-based education.

Recently, Michelle co-presented with the collaborating university partner at the Commission on Adult Basic Education (COABE) annual conference regarding Kansas’ innovative professional development endeavor—a 3-year Leadership Academy for local adult education program directors, coordinators, and teacher leaders.

Currently pursuing her Ed.D. in Adult and Continuing Education from Kansas State University, Michelle is committed to professional development at all levels of the adult education community. Her professional memberships include the Commission of Adult Basic Education (COABE), Adult Numeracy Network (ANN), and as a board member of the Association of Adult Literacy Professional Developers for two years, most recently as Program Committee Chair.

Mariann Fedele, Ed.M., is a Senior Research Analyst with the American Institutes for Research in Sacramento, where she is serving as Director of the California Adult Literacy Professional Development Project (CALPRO). From 2001 through 2007, she led professional development initiatives on behalf of the New York State Education Department (NYSED) as a staff developer at the Literacy Assistance Center and Director of the New York City Regional Adult Education Network. As moderator of the National Institute for Literacy’s (NIFL) Technology and Literacy Discussion list, a role she filled from 2004 through 2008, she led a nationwide discussion with more than 700 adult education practitioners on research, policy, and practice related to the use of technology in adult education.

Mariann has a rich history of designing and implementing professional development. In 2004, she conducted the research, development, and delivery of a professional development curriculum titled “Creating Bridges in our Community,” which introduced 400 NYC Department of Education practitioners to the principles of working with non-native English speakers. In 2005 through a grant with NYC’s community broadcast network, she conducted the research, development, and delivery of a media literacy and digital video project with 15 adult literacy program instructors and their students. This project resulted in the production of student-made digital videos that were broadcast on the Manhattan Neighborhood Network, screened at the NYC ABE conference, and presented at TESOL 2006. In 2007, in partnership with NYSED and NIFL, she developed and delivered a professional development curriculum built on Bridges to Practice addressing learning disabilities issues and policies to all NYC adult literacy programs. In her 17 years in the field, she has been involved in instruction, program management, policy advisement, professional development, and system building. A member of the Association of Adult Literacy Professional Developers executive board, Mariann also is a founder of the NYC College Transition Network (a project developed in partnership with the World Education) and NYC GED Testing Network (developed in partnership with the NYSED).

 

Jane Greiner is the professional development coordinator for ProLiteracy, responsible for the development and delivery of online courses, onsite trainings, and regional institutes. She co-manages the Leadership Excellence Academies, a professional development and credentialing program for adult education program managers, delivered in partnership with the National Adult Education Professional Development Consortium. Jane manages ProLiteracy’s International Literacy for Social Change Training Project, and co-manages ProfessionalStudiesAE.org – an online course portal sponsored by ProLiteracy and World Education. Jane has worked with community-based, human service, and education programs for 20 years, focusing on program development and evaluation. Jane holds a master's degree in Adult Education and is pursuing a doctorate in education through Syracuse University.

Outside of her work in adult education and literacy, Jane serves on the Board of Project It Takes a Village, Inc., an organization dedicated to improving the quality of life of school-age children impacted by HIV/AIDS in Zimbabwe.

 

 

Debra L. Hargrove is the Director of Florida TechNet, a technology and distance learning project for adult education and literacy practitioners in Florida. For the past 9 years, Florida TechNet has assisted Adult Educators and Literacy providers with incorporating technology in their classrooms and programs.

Debra earned a Doctorate in Educational Leadership from Florida Atlantic University in 2000 and has helped hundreds of administrators, teachers and tutors meet their own goals of understanding and using technology in their classrooms, offices and personal lives.

Debra has worked in Adult Education for the past 20 years. Her professional affiliations include the United States Distance Learning Association (USDLA), the American Society for Training and Development (ASTD), The Association for for the Advancement of Computing in Education (AACE) and the International Society for Technology in Education (ISTE).

 

Andy Nash coordinates professional development projects at the New England Literacy Resource Center (NELRC)/World Education, where she develops training and resources to strengthen the adult education system, especially in the areas of standards-based instruction, civic participation, ESOL, teacher inquiry, and worker education.

She currently divides her time between directing the New England Learner Persistence Project and facilitating nationally for the EFF Center for Training and Technical Assistance. She is the editor of adult education resources such as “The Civic Participation and Community Action Sourcebook” and “Through the Lens of Social Justice,” and author of several participatory curriculum guides.

Federico Salas-Isnardi is Adult Literacy Specialist for the Texas Center for the Advancement of Literacy and Learning (TCALL) at Texas A&M University.  The center is the state's literacy clearinghouse and resource center providing resources, support, and leadership to adult education programs in Texas.  He is currently working on a number of PD and Research initiatives.  Between 2003 and 2008 he worked for the state office of adult education in Texas overseeing the state's adult education professional development system. He served on the team that developed the Texas content standards for adult education. He trains local programs on systemic professional development models focusing on the role of the individual teacher in the system.

Federico has worked in the field of adult education as an ESL and GED instructor, professional developer, curriculum writer, and program administrator for 20 years, including 17 years of experience as a trainer in the field of cross-cultural communication and cultural diversity. He is chair elect of the Diversity Committee of TESOL (Teachers of English for Speakers of Other Languages.) Previously he served as chair of the Adult Education Interest Section of TESOL and was president of the regional Texas TESOL affiliate.  He serves on the technical advisory group redesigning the citizenship test for the US Citizenship and Immigration Service.  Federico is also pursuing a PhD in Adult Education at Texas A&M University. 

 

Renee Sherman is a Principal Research Analyst with the American Institutes for Research where she coordinates projects in research, professional development, and technical assistance that support the delivery of quality instructional services for adult learners. Over her 20 years in adult education she has provided technical assistance to state and local programs; developed numerous resources including professional development modules, “how-to” guides (e.g. A Process Guide for Establishing State Adult Education Content Standards, Adult Educator’s Guide to Designing Instructor Mentoring, Evaluating Professional Development Resources: Selection and Development Criteria), and competencies for instructors, administrators, and professional development coordinators; and conducted qualitative evaluations of adult education programs.

In addition to her work in adult education Renee has assisted the Head Start Bureau to design its training and technical assistance system, and worked with the Office of Special Education Programs to develop resources and provide technical assistance to support access for all students to the general education curriculum.

 

Jackie Taylor is a professional development consultant. Currently, she provides professional development services with three national organizations:

Jackie was previously a professional development coordinator for the Center for Literacy Studies at the University of Tennessee for several years and taught adult education in Bledsoe County.

Jackie chairs the Association of Adult Literacy Professional Developers (AALPD), the Tennessee Association for Adult and Community Education (TAACE) federal-level advocacy committee, and has recently joined the Commission on Adult Basic Education (COABE) Board representing Region 3. Jackie is also a founder and member of the Literacy President Group. She is working on her doctorate in collaborative learning at the University of Tennessee and has an 11 year-old son who is the light of her life.