BIO HERE

Ashley Avila is an implementation specialist for Marzano Academies, coauthor of Teaching in a Competency-Based Secondary School: The Marzano Academies Model, and former high school English teacher.

Ashley has led various school-level professional development sessions, presenting on relevant competency-based topics, and helping lead the effort to gain the status of first high school-level Marzano Academy. She has offered advice and professional development for local districts as they began to develop or plan their own transitions to competency-based education. Ashley focuses on providing an inclusive, welcoming environment for attendees and believes in offering practical examples that can be used or modified with ease. In 2019, she began working to complete the Marzano High Reliability Teacher certifications and has to date completed Level 1, Courses 1 and 2.

Ashley received a bachelor’s degree in English (with a concentration in writing) from the University of Illinois Chicago. She also holds a master’s in education from Lewis University and a master’s in reading from Saint Xavier University.

Rebecca is passionate about helping educators leverage technology in the classroom to grow their students' potential. Before joining Edpuzzle, Rebecca taught upper elementary and supported her colleagues as a technology integration specialist. She's enthusiastic about empowering educators to use Edpuzzle's video learning tools in a strategic way to support student growth.

Dr. Keona “Kee-Kee” Griffin-King is a trauma-informed educator, professional development specialist, and curriculum developer committed to building school communities where students and teachers feel emotionally and physically safe — and empowered to cultivate brilliance and excellence.

Her work focuses on helping educators recognize how trauma, emotional intelligence, and culture intersect in the classroom. Through workshops, coaching, and micro-learning programs, Dr. Kee-Kee equips teachers and leaders with solution-focused strategies for responding to student behaviors with empathy, building emotionally intelligent classrooms, and sustaining practices that reduce burnout and restore hope.

She is the author of several trauma-informed education resources, including:

Strategies for Working with Traumatized Students: Attachment Theory – A practical guide for understanding attachment-based trauma in the classroom and uncovering the deeper why behind the call to "build relationships" with students. This resource helps educators make sense of student behaviors often labeled as “defiant” or “unmotivated” by uncovering their root causes and offers actionable strategies for building the safe, consistent relationships students need to thrive.

Cutie’s Caring Adventures – A STEAM-integrated reading comprehension and SEL workbook designed to help young children process the big emotions that often accompany trauma. This resource gives parents and teachers the language and tools to support children’s emotional needs while building essential literacy and vocabulary skills in the process.

Spiritual Nourishment for Teachers – A devotional for educators that offers weekly encouragement, prayer, and Scripture-based guidance to restore emotional strength and purpose.

Her chapter, “Creating Equity with Secondary Students Who Have Experienced Personal or Community Trauma by Using a Bifocal Perspective,” will be featured in Beginning Within: Marking a New Journey Toward Equity in Trauma-Informed Education Practices (Meyers Education Press, July 2025). This work highlights the importance of viewing trauma through both individual and systemic lenses to better support secondary students in historically underserved communities.

Dr. Kee-Kee’s micro-learning programs explore topics such as emotional regulation, self-control, learned helplessness, cultural humility, restorative practices, student agency, and forgiveness. Each course is designed to be accessible, actionable, and rooted in trauma-awareness and equity-centered practices.

Through her website, DrKeeKee.com, she continues to create resources, lead trainings, and support schools and organizations in their journey toward becoming trauma-informed, emotionally intelligent, and equity-driven.

Sara Kennard is entering her 13th year in education with a background in Secondary Social Studies instruction and Instructional Coaching. After earning a degree in Secondary Social Studies Education from Missouri State University, she taught Social Studies for nine years before transitioning into her current role as an Instructional Coach at the Don Tyson School of Innovation in Springdale, Ar. Sara also holds a Master’s in Learning, Teaching and Curriculum from the University of Missouri. She is passionate about supporting and empowering teachers through effective, research-based instructional practices. 

Outside of work, Sara enjoys life with her husband, a high school social studies teacher and football coach, and their 6-year-old daughter. As a family, they love traveling, spending time at the lake, watching Cardinals baseball, and hanging out with their two dogs.

Rick Cohoon is an alumnus of Eastern Illinois University in Charleston, IL and holds a bachelors degree in French and a master's in Educational Administration. He began his career in Lovington, IL in 1994 teaching French and English and serving as yearbook sponsor. Since 2002, Rick has taught French at Charleston High School in Charleston, IL.

Rick began his journey with competency-based education on a trip to Westminster, Colorado observing a district that Dr. Robert Marzano helped to transform positively into a high-performing school district. Since that time, he has served in leadership roles to transition the Charleston School District to a competency-based model.

BIO HERE

BIO HERE

Dr. Kevin Beckner serves as Assistant Superintendent for Teaching and Learning for Parkway Schools.  An award-winning teacher, adjunct professor, and leader, Kevin has presented at numerous local and national education venues on topics ranging from innovative assessment practice to strategic planning to re-imagining education to meet the needs of all students.  He has previously served as Coordinator of Assessment, middle school Assistant Principal, and began his career as a high school social studies teacher.  Kevin earned his Doctorate in Educational Leadership from Missouri Baptist University, holds Master's Degrees from Lindenwood University and Truman State University, and earned a Bachelor's Degree in History from Truman State University.  He lives in suburban St. Louis with his wife and three children, all of whom are named after U.S. presidents.

Dr. Carrie Hepburn is a leading expert in standards-based education with a distinguished track record of impacting student achievement through high-quality curriculum design and professional learning. Her career spans extensive work with the Missouri Department of Elementary and Secondary Education (DESE), where she contributed to the development of Item Specifications, unpacked grade-level expectations, served on the MAP test development team, and participated in both bias and content review committees. Her contributions have helped ensure clarity, equity, and alignment in assessment and instructional practices across the state.

Dr. Hepburn’s doctoral research focused on increasing teacher knowledge of English Language Arts standards through backwards design. Her work led to a 20% reduction in the number of students requiring interventions within just one year—a testament to the power of teacher clarity and intentional planning.

She is the creator and co-author of the Comprehensive Standards Guides, a transformative tool used by districts to deeply understand and implement state standards. Each guide includes clearly defined learning progressions, proficiency scales, and detailed explanations of academic terms and phrases within the standards. These resources provide a critical foundation for curriculum development, instructional planning, and assessment design.

As co-founder of Compass PD, Dr. Hepburn leads districts across multiple states in standards-based curriculum work. Her team partners with educators to build internal capacity and sustainable systems focused on aligning instruction to what students truly need to know and be able to do. Dr. Hepburn is known for her ability to make complex standards work approachable and actionable, always centering the work on improving student learning outcomes.

Constance Hallemeier received a BS in secondary math education from the University of Missouri - Columbia and an MS in education from Lindenwood University.  Constance recently retired from education after 30 years.  Constance spent her career working with students as a teacher, at-risk educator, class-within-a-class teacher, intervention coach,  department chair and MTSS coordinator.  Constance now serves as a consultant with Compass PD where she supports teachers and school districts with professional learning.  Constance is passionate about helping students feel confident in their math abilities, helping teachers build that confidence, and she believes that all students can learn math.

Carrie Myers is a 5th-grade teacher with 17 years of experience helping students grow and succeed. In addition to her classroom role, she has been an active member of the Competency-Based Education Teacher Leader Committee and has contributed to several Curriculum Review and Revision Committees across content areas. Over the years, she has worked on writing and implementing proficiency scales to better support student learning and guide instructional planning. She is passionate about finding creative, meaningful ways to make learning engaging, accessible, and relevant for all kids. 

Amanda Connelly is the principal at Iveland Elementary in the Ritenour School District where she is set to begin her 10th year in that role.  She has also served as classroom teacher, Professional Development Building Chair, and Assistant Principal throughout her 26 years in the district.  Together with staff, families and communities organizations she works to ensure every child thrives and meets their goals in a trauma informed environment.   

David Meyer has been teaching Chemistry and Physics in central Missouri for 24 years. He graduated from the University of Central Missouri in 2003 with a B.S. in Education with a Chemistry endorsement and started his teaching career at his Alma Mater, Marshall Public Schools, in 2001. In 2006 he presented his undergraduate research “Impact of Vocabulary Pre-Reading Activities on Chemistry Comprehension” at the Biennial Conference on Chemical Education at Purdue University. In 2007 he completed his Masters of Natural Science degree from Arizona State University. There he learned the Modeling Method of inquiry science education begun by Dr. David Hestenes and Malcolm Wells. In 2007 he began as an adjunct instructor of Chemistry and Physics with the University of Central Missouri. He started teaching at Smith-Cotton High School in 2022. He is currently the Science Department Chair helping implement Competency-Based Education as a Marzano certified Competency-Based Educator in design Area 1-Proficiency Scales. 

BIO HERE

BIO HERE

Laura Beamer has more than twenty years of experience teaching English and Communications at multiple levels. She holds a BA in English, MS in Communication and Leadership Studies, and MS in Curriculum and Instruction, and has spent the majority of her teaching career focused on the theory and practice of dialogic teaching. She has consistently developed and piloted strategies to increase student engagement and achievement through communication, with her recent work centered on implementing dialogic strategies in the CBL framework.

Alison Brockhouse is a Research and Evaluation Specialist at the Institute for School Partnership, where she has conducted evaluations of multiple STEM-focused curriculum and teacher professional learning initiatives. From 2021-2024, she co-led the research team for STEM District Immersion, a regional research-practice partnership focused on middle school math improvement. Before joining the ISP, she taught history, writing, and video production in Brooklyn, NY. She has an MS in teaching students with disabilities and an MA in urban education.

Angela Czak has worked in education for 24 years with three years of coaching experience in Kindergarten through 3rd grade.  Prior to coaching, Angela taught first grade, Reading Recovery and literacy intervention groups.  She is a dedicated wife and mother and is actively involved in her church.  She loves spending time outdoors kayaking, biking and fishing.

Tom Doppe has served as an assistant principal at Don Tyson School of Innovation (DTSOI) in Springdale, AR, for six years and was honored as Arkansas’ Assistant Principal of the year in 2024. He began his career in California where he taught English for seven years, followed by eight years as an assistant principal, principal, and Director of Curriculum and instruction for Martinez Unified School District. He finds the opportunity to work at an innovative school inspiring and has committed himself to being a learning leader, helping DTSOI achieve its vision of practicing standards/competency-based education and certification as a Marzano High Reliability school.

As an 8th-grade English teacher with 17 years of experience, I have dedicated my career to serving students in Title 1 schools throughout St. Louis, Missouri. I am passionate about fostering a love of learning and empowering students to reach their full potential. In addition to my role as a classroom teacher, I have taken on leadership positions as a department leader and a model Competency Based Learning classroom teacher. My commitment to innovative teaching practices led me to become a Distinguished Educator with the Modern Classrooms Project in 2023. I am also actively involved in curriculum development and have presented at conferences such as the Missouri Charter Schools Conference in 2009 and will be presenting at the National Council of Teacher's of English Conference in November 2024. Currently, I am pursuing a Master's in Curriculum and Instruction with a focus on Teaching Technology at Northwest Missouri State University.

Outside of the classroom, I am a dedicated wife of 18 years and a proud mother of three. I serve as a Girl Scout Troop leader, enjoy singing as part of my worship community, and support my children's interests as a dance mom. Through my professional and personal endeavors, I strive to make a positive impact in the lives of those around me.

Alex Gerber is a Science Instructional Specialist at the Washington University Institute for School Partnerships (ISP).  In this role, Alex co-edits the K-5 mySci curriculum as well as developing and implementing professional development for elementary and middle school teachers in the region. As part of the mySci curriculum work, he works with local school districts to think about how mySci can support teachers and admin as they transition into competency based learning.

Cindy Goodchild just completed her third year as an instructional coach for Jefferson and Ashmore Elementary Schools in Charleston, IL where she works with teachers and students in grades kindergarten through sixth. Cindy is passionate about partnering with teachers to help them reach their goals and improve their practice so students can be more successful. Prior to becoming an instructional coach, Cindy taught fifth grade for thirteen years, including two years as a pilot teacher for the competency-based learning system.

Chris Grove is in his 17th year in education.  Most of his educational career was as a High School Math teacher and then two years in his current position as an Instructional Coach for Mathematics and Biology in the Ritenour School District.  Prior to coming to Ritenour Chris was in the Hazelwood and Jennings School Districts.  Chris enjoys helping students see the practical applications of mathematics and he is an advocate of equitable instructional practices that build student identity, agency, and learning.  He is excited about moving to a Competency-Based System and how it can impact student learning on a deeper level.  Chris is also a member of NCTM.

Paige Harrington is a third grade teacher with 11 years of classroom experience. She has enjoyed being an active participant in her school's transition to Competency-Based Education for the past five years. Paige has a passion for all things curriculum design and loves creating resources to help engage her students and encourage success. Outside of school, Paige is an avid reader and enjoys spending time with family and friends.

Ellen Homann just completed her third year as a 6th grade English Language Arts teacher.  She has been a pilot teacher for the competency-based learning system within her district for two years. Her favorite part about being a competency-based teacher is the ability to assess the understanding of students in a variety of ways and to meet their individual needs as learners. She lives with her family on a grain and livestock farm, and she enjoys supporting her children in all they do.

Dawn Kuhns is currently an Instructional Coach at Carl Sandburg Elementary in Charleston, Illinois, for grades 1-3. Prior to becoming a coach, she taught kindergarten for 20 years and a multi-aged classroom for one year in the same district. She has been in education for 24 years now and has enjoyed every opportunity she has been given. Outside of school, she enjoys spending time with family, traveling and working in her yard.

Rebecca Leb brings 26 years of educational experience from the Ritenour School District to her role as an elementary instructional coach. With a background in teaching multiple grade levels and serving as an academic interventionist and reading specialist, Rebecca now focuses on supporting the district’s shift to competency-based education. She assists in writing proficiency scales and assessments, and supports classroom teachers in implementing competency-based learning. Through coaching and professional development, Rebecca is dedicated to empowering both educators and students to excel in their learning.

Currently serving as an ELA/Science instructional coach in Ritenour's two middle schools. I have been working very closely with teachers, building administrators, and district administrators these past two years as Ritenour makes its transition to competency-based education. I am completing my 10th year in education. 

Christina Andrade Melly is a kindergarten through master’s degree graduate of Missouri public schools, studying at the University of Missouri and Northwest Missouri State University before returning to teach at her alma mater. She served as the 2023 Missouri Teacher of the Year and currently teaches sophomore and senior English at Ritenour High School. As she closes the first year of CBE implementation in her district, she is excited about the ways competency-based approaches have made her classroom more supportive, clear, and engaging for learners.

Currently a District Instructional Coach, Priscilla Newton has dedicated her teaching journey to implementing the competency-based educational approach at Westminster Public Schools’ John E. Flynn, A Marzano Academy in Colorado. Armed with a Masters in Educational Leadership from Regis University, she actively seeks to enhance her expertise in educational leadership. Her commitment to excellence is evident through her recognition as a level 1 High-Reliability Teacher. Before her Colorado role, Priscilla taught with the Peace Corps in the Republic of North Macedonia, enriching her global perspective on education. She began her educational journey at Winthrop University in South Carolina and earned her Bachelors in Elementary and Early Childhood Education. Priscilla's diverse teaching background reflects her steadfast dedication to nurturing student growth using competency-based approaches. Her passion for educational excellence shines in her varied experiences, showcasing her enduring commitment to enhancing student learning and development.

Matthew Shea is the Executive Director of Client Services at Empower, and a former teacher, curriculum director, and district administrator in a proficiency-based district in Maine. He is experienced in leading the shift from a traditional system to a proficiency-based system as both a teacher and administrator, including developing and leading professional learning opportunities for educators. He has presented at numerous education conferences across the country and internationally and was Maine Curriculum Leader of the Year in 2018-2019. He is also the co-host of the nationally-recognized podcast Personalized Learning with Matt and Courtney. He brings his decade-plus of experience with Empower in the classroom and at the district level to help guide and support educators in their journey to a more equitable, inclusive,and just educational system.

Melanie is an instructional coach with over 20 years of experience in the field of education.  Melanie is passionate about empowering educators through effective coaching and professional development.  

Melanie holds a Master's degree in Counseling Psychology from University of Missouri-Columbia, a Bachelor's degree in Elementary Education from University of Missouri - St. Louis and an advanced science education certificate from Washington University in St. Louis. 

As an instructional coach Melanie collaborates with educators to enhance student learning outcomes across the curriculum.   She is particularly skilled in implementing a three-dimensional learning approach in science education and analyzing assessment data to identify trends, strengths and challenges.  Central to her work is a focus on data-driven decision-making and instructional planning support. 

In her free time Melanie enjoys sewing and quilting, gardening, and collecting books to eventually read.

Maggie Wasilewski is a fourth year teacher in a second grade classroom at Iveland Elementary. She has attended the CBL Summit in Colorado where she learned from Dr. Marzano and other pivotal players in the Competency-Based Education realm. She has been writing proficiency scales, serving as a teacher leader for her district, and putting CBE practices into her classroom for three years for younger children. Receiving her Masters in Curriculum and Instruction through Lindenwood University, she is currently working towards her dream of becoming an instructional coach to educate other teachers of best practices and create a network of teachers practicing Competency-Based Education.

Holly Williams is a K-12 Instructional Technology Coach for Charleston CUSD#1 in central Illinois. Williams started her career in education 15 years ago as a certified school librarian. In 2020, she moved to the Tech Department as the Educational Technology Director during the height of COVID. Over the next two years, Williams helped transition the district to one-to-one devices and launched the use of Empower as the district LMS.  During this time, Williams recognized a need for a coach to work alongside teachers, helping them to successfully integrate technology into their classrooms. For this reason, in 2022 she left administration and returned to the classroom to support district teachers. 

Bill Zima is the Director of Implementation for Marzano Academies, directly supporting schools in their transition to a personalized, competency-based system of education that develops agency and ensures achievement is all. He formerly served as Superintendent, Middle School Principal, Assistant Principal, and science teacher. He is also an adjunct professor for the University of Maine at Augusta, working with pre-service teachers to help them understand the current research in child development, classroom assessment, and teaching methods. He is the author of the book Mindsets and Skillsets for Learning. He is an absolute believer in the power of learning opportunities that develop agency in learners.