CT SPDG receives insight from a National Advisory Panel comprised of educational leaders from across the country.

Joyce Epstein

joyce epstein

Dr. Epstein is Director of the Center on School, Family, and Community Partnerships (SFCP) and the National Network of Partnership Schools (NNPS) and Principal Research Scientist and Professor of Sociology at Johns Hopkins University. In 1995, she established the NNPS, which provides professional development to enable school, district, and state leaders to develop research-based programs of family and community involvement. Dr. Epstein has written over one hundred publications on family and community involvement. Among recent awards, she was named a Fellow of the American Educational Research Association (AERA) in 2009 and received the 2009 Elizabeth Cohen Award for Applied Research from AERA’s Sociology of Education Special Interest Group. Her current research focuses on how district and school leadership affects the quality of schools’ programs for family and community involvement and resulting student outcomes.

Steve Goodman

Steve Goodman

Dr. Goodman currently serves as the Co-director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi). Dr. Goodman has served as the Principal Investigator for a model demonstration grant focusing on the implementation of school-wide reading and behavior. He has published articles in the area of school-wide behavior and reading support as well as RtI. Additionally, Dr. Goodman served as a behavioral consultant for special education in the Ottawa Area Intermediate School District. He has been an adjunct professor of psychology and education at Grand Valley State University. Dr. Goodman has extensive training experience on developing effective school-wide systems of interventions and supports.

Janette Klingner

janette klingner

The CT SPDG extends their sympathies to the family, friends, colleagues, research associates, and students of Dr. Klingner who passed away in March 2014. As an admired teacher, lead researcher, and fellow advocate for excellence and equity in education, we will continue to her integral contributions to the field of education.

Dr. Klingner is a Professor of Education specializing in bilingual special education at the University of Colorado at Boulder. She was a bilingual special education teacher for ten years before earning a Ph.D. in reading and learning disabilities from the University of Miami. She is a Co-Principal Investigator for the National Center for Culturally Responsive Education Systems (NCCRESt), a technical assistance center founded to address the disproportionate representation of students of color and English learners in special education. To date, Dr. Klingner has authored or co-authored more than 100 articles, books, and chapters, and presented at numerous national and international conferences, frequently as a keynote speaker. In 2004, she was honored with AERA’s Early Career Award. Currently, Dr. Klingner is a Vice-President for two organizations: the International Academy for Research on Learning Disabilities and the Council for Exceptional Children’s Division for Learning Disabilities. She is the past Co-Editor of the Review of Educational Research, and an Associate Editor for the Journal of Learning Disabilities. Her research interests include reading comprehension instruction for diverse populations and professional development that leads to sustained implementation of validated practices.

Alfred Tatum

alfred tatum

Dr. Tatum is an Associate Professor in the Department of Literacy Education at the University of Illinois at Chicago. Before joining their faculty, he served as a reading clinic Director, Senior Program Associate for the North Central Regional Education Lab, (NCREL) and Assistant Professor of curriculum and instruction at the University of Maryland. He began his career as an eighth-grade teacher, later becoming a reading specialist. Currently, Dr. Tatum serves on the National Advisory Reading Committee of the National Assessment of Educational Progress (NAEP). He provides professional development support to schools across the nation interested in addressing the literacy needs of students characterized as vulnerable, particularly African-American adolescent males. He has also published in nine journals including Reading Research Quarterly, The Reading Teacher, Journal of Adolescent & Adult Literacy, Educational Leadership, the Journal of College Reading and Learning, and Principal Leadership. Dr. Tatum’s research interests are the literacy development of African-American adolescent males and teacher professional development in urban middle and high schools.

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