Carol Ann Tomlinson, Ed.D.
What is Differentiated Instruction- and Why is it Important?
Carol A. Tomlinson, Ed.D., is the William Clay Parrish, Jr. Professor Emeritus at the University of Virginia’s School of Education where she served as Chair of Educational Leadership, Foundations, and Policy, and Co-Director of the University’s Institutes on Academic Diversity. Prior to joining the faculty at UVa, she was a public school teacher for 21 years. She was Virginia’s Teacher of the Year in 1974. At UVa, she was named Outstanding Professor in 2004 and received an All-University Teaching Award in 2008. In 2019, she was ranked #8 in the Education Week Edu-Scholar Public Presence Rankings of 200 “University-based academics who are contributing most substantially to public debates about schools and schooling,” and as the #3 voices in Educational Psychology. Her books on differentiation have been translated into 14 languages. Among those books is Assessment in a Differentiated Classroom: A Guide for Student Success, which she co-authored with Tonya R. Moon.
Christine P. Trinter, Ph.D.
Setting the Course for Differentiated Instruction
Christine P. Trinter is an Associate Professor of Mathematics Education in the University of Notre Dame Center for STEM Education, and a faculty member and fellow of the Institute for Educational Initiatives at the University of Notre Dame. She teaches courses in mathematics education content, pedagogy and assessment, as well as a course on data visualization in schools and society. Her work focuses on teacher development, primarily on teacher leadership and differentiated curriculum studies in mathematics education. She is particularly interested in elements of curriculum and teaching that lie within the intersection of creativity and mathematics education. Prior to joining the Center for STEM Education, she was a faculty member at Virginia Commonwealth University and a research scientist at the University of Virginia, where she earned her Ph.D. During this time, she was the lead author on several award-winning differentiated curriculum units. Dr. Trinter works with schools nationally and internationally on ways to provide all learners access to meaningful mathematics.
Tonya R. Moon, Ph.D.
Assessment as a Tool to Guide Teaching and Achieve Deep Learning
Tonya R. Moon, Ph.D. is on the faculty at the University of Virginia School of Education and Human Development where she is a Professor in the Department of Curriculum, Instruction and Special Education, and Co-Director of the University of Virginia Institutes on Academic Diversity. In addition to her research and teaching responsibilities, she also serves as the University's Chair of the Institutional Review Board for the Social and Behavioral Sciences, the body at the university that is charged with reviewing human subjects research. Her research interests include the use of student data for supporting students' academic needs. She works with educators nationally and internationally in the area of assessment to better address the academic diversity of today's classrooms.
Catherine M. Brighton, Ph.D.
Student-centered Teaching: Pedagogical Practices that Consider Individual Learning Interests, Readiness Levels and Profiles
Catherine M. Brighton, Ph.D. is Associate Dean for Academic Programs & Student Services and Professor of Curriculum & Instruction in the University of Virginia School of Education and Human Development where she also serves as the Co-Director of the University of Virginia Institutes on Academic Diversity. Catherines' research interests include teacher change and school reform Initiatives, differentiating curriculum, instruction, and assessment, and qualitative methodologies. She is currently Co-Principal Investigator on a US Department of Education funded grant on talent development through the lens of literacy. Catherine also led a multi-year project for the National Research Center on the Gifted & Talented focus on differentiating instruction in middle-grade classrooms with diverse student populations.
Master in School of Management and Direction, Universidad del Desarrollo.
Vast experience as a Teacher of Basic Education. Expert in teacher training and school consulting. Facilitator of various workshops and courses that provide specific tools to teachers and other members of the school ecosystem. Her areas of professional interest are the diagnostic and evaluation processes with the purpose of generating changes and improvements in the educational system.
Master in Psychocreativity, Autonomous University of Barcelona.
Basic Education Teacher with years of experience in the classroom and in educational consulting.
Responsible for developing interventions and work plans to be carried out in schools at different levels in order to generate innovation in culture and learning plans. Her research interests are innovation in education, teaching techniques, and creative development.
Master in Relational Mindfulness, Universidad Adolfo Ibáñez.
Basic Education teacher with vast experience both in the classroom and in educational consulting. Her work focuses on the training and development of teachers in various programs, supporting them at every stage of their learning process. Research interests in the area of school communities, human relations and new educational paradigms.
Head of the General Education Division MINEDUC. Co-founder of Impulso Docente. Former Director of Teacher Leadership Development of the Teach for All network. Master in Educational Leadership, Columbia University United States. High school teacher, Finis Terrae University. Biochemist Pontificia Universidad Católica de Chile.
Professor of History, Geography and Civic Education at the Pontificia Universidad Católica de Chile and Master in Management of the Quality of Education. With more than 30 years of experience in education and pedagogical innovations for the improvement of quality in the classroom. Since July 1, 2019, she assumed her functions as Director of Public Education, after being chosen by Senior Public Management.
Doctor in Learning and Instruction Psychology from the Autonomous University of Madrid. Master in Hispanic Linguistics, Bachelor of Hispanic Letters and Spanish teacher from the Pontificia Universidad Católica de Chile. Currently, she is Dean of the Faculty of Education of the Pontificia Universidad Católica de Chile and President of the Council of Deans of Education of the Council of Rectors of Chilean Universities (CRUCH).
Mr. Plaza is an Economist and holds a Masters degree in Public Policy from the University of Chile. He is currently the Executive Director and Co-Founder of Fundación 99. Previously, he served as Director of School Transformation at the Laboratory for Research and Innovation in Education for Latin America and the Caribbean, SUMMA. For 10 years he was Executive Director of Puentes Educativos, an innovation program in rural schools. He worked as Director of Projects in Latin America for the Pearson Foundation. He was also a Research Fellow in the Office of Evaluation and Oversight of the Inter-American Development Bank, in Washington DC. Gonzalo worked as a researcher for the Chilean Ministry of Education. He has also been a consultant for the Economic Commission for Latin America and the Caribbean (ECLAC) and the World Bank. He was chosen as one of 16 young leaders by the World Economic Forum in 2012.