Elementary
Adele Diamond
Canada Research Chair Professor of Developmental Cognitive Neuroscience at University of British Columbia (UBC) in Vancouver, Canada. Her specialty is the rigorous study of executive functions (EFs) in children. Her discoveries have thrice changed international medical guidelines for the treatment of diseases and have had a significant impact on educational practice worldwide, improving millions of children’s lives.
Dr. Kristin Gagnier
Assistant Director of Dissemination, Translation, and Education, Science of Learning Institute, Johns Hopkins University.
Iain Henderson
A professionally trained and expert coach, Iain has introduced and grown a coaching culture at Wellington College. He has taught in both state and independent sectors in the United Kingdom, and has been at Wellington since 1993. He has now trained more than 300 teachers there and at other schools to become coaches.
Dr. Dan Willingham
Psychology Professor at University of Virginia and Author of Why Don’t Students Like School?, When Can You Trust the Experts?, Raising Kids Who Read, and The Reading Mind.
Chris Lewis
Lower School Teaching and Learning Strategist at St. Andrew’s and the CTTL Lower School Research Lead. For the past 14 years, Christine has served the St. Andrew’s Episcopal School community, teaching kindergarten through fourth grade, as well as supporting the early childhood and elementary faculty investigate research-informed, evidence-driven pedagogy for academic growth and student well-being.
Tia Henteleff
Tia has been an early childhood educator for over 20 years, teaching in schools in both California and the Washington, DC area and joined St. Andrew’s Episcopal School in 2020 as a kindergarten teacher. Over her 20 year career, she has had the opportunity to pursue research in the field of Mind, Brain, and Education, present, and lead professional development workshops as well as parent education workshops.
Ian Kelleher
Dreyfuss Chair of Research for the CTTL at St. Andrew’s Episcopal School and Co-author of Neuroteach: Brain Science and the Future of Education.
Lorraine Martinez Hanley
Lorraine Martinez Hanley has been a diversity practitioner, an activist, and an educator for over 30 years. She is the Director of Diversity, Equity, and Inclusion at St. Andrew’s Episcopal School in Maryland and is an Omidyar Faculty Fellow for the CTTL. A gifted educator committed to responsive and inclusive pedagogy, Lorraine is a certified All Kinds of Minds (AKOM) trainer and a 14-year veteran faculty member of the National Association of Independent School’s Student Diversity Leadership Conference.
Glenn Whitman
Director of the CTTL at St. Andrew’s Episcopal School and Co-author of Neuroteach: Brain Science and the Future of Education.
Middle/High School
David Daniel
One of the founders of the field of Mind, Brain and Education. Award-winning teacher and scholar who focuses on developing evidence-demonstrated usable knowledge for educational practice and policy. Recipient of the Transforming Education through Neuroscience Award and recognized as one of the top 1% of educational researchers influencing public debate in the US.
Adele Diamond
Canada Research Chair Professor of Developmental Cognitive Neuroscience at University of British Columbia (UBC) in Vancouver, Canada. Her specialty is the rigorous study of executive functions (EFs) in children. Her discoveries have thrice changed international medical guidelines for the treatment of diseases and have had a significant impact on educational practice worldwide, improving millions of children’s lives.
Nicole Furlonge
Professor and director of the Klingenstein Center for Independent and International School Leadership at Teachers College Columbia University. She is the author of “Race Sounds: The Art of Listening in African American Literature.” Her book demonstrates listening as an essential interpretive and civic act that leads to deeper engagement with others.
Iain Henderson
A professionally trained and expert coach, Iain has introduced and grown a coaching culture at Wellington College. He has taught in both state and independent sectors in the United Kingdom, and has been at Wellington since 1993. He has now trained more than 300 teachers there and at other schools to become coaches.
Rich Mayer
Distinguished Professor of Psychology at the University of California, Santa Barbara. His research is at the intersection of cognition, instruction, and technology, with current projects on multimedia learning, computer-supported learning, computer games for learning, learning in immersive virtual reality, learning with animated pedagogical agents, and instructional video.
Alex Quigley
National Content Manager at the Education Endowment Foundation, an educational charity in England. He is the co-author of EEF’s “Metacognition and Self-regulation Guidance Report,” a practical summary of the best available research on metacognition. Alex explores the power and value of supporting students with metacognitive strategies. He unlocks how explicit teaching of metacognitive strategies can help unleash the potential of students to monitor, direct and review their own learning.
Megan Sumeracki
Associate Professor at Rhode Island College. She co-founded the Learning Scientists in January 2016 and is co-author of Understanding How We Learn. Megan’s research program focuses on retrieval-based learning strategies, and the way activities promoting retrieval can improve meaningful learning in the classroom.
Eva Shultis
Associate Director for Program Development & Research for The CTTL. Eva contributes to the research and development of Neuroteach Global, facilitates workshops for teachers and school leaders, and coordinates the Science of Teaching and School Leadership Academy. She also teaches and advises seventh graders at St. Andrew’s Episcopal School
Ian Kelleher
Dreyfuss Chair of Research for the CTTL at St. Andrew’s Episcopal School and Co-author of Neuroteach: Brain Science and the Future of Education.