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Experienced. Energetic. Exceptional. The members of the TeachingWorks team bring a wealth of expertise in teaching and teacher education, research and professional learning design, management, administration, content creation, and more to contribute to advancing our mission of harnessing the power of teaching to create a more just society.
Director
Deborah Loewenberg Ball is an expert on the demands of teaching and the imperatives for teachers’ professional education. Her pioneering research has shaped teacher education, providing important insights into the ways that inequity and oppression regularly pervade normative teaching practice, and how teacher education and development can help disrupt this. As the director of TeachingWorks, Deborah provides leadership and vision for the organization and often designs and leads work with collaborators and partners. She taught elementary school for more than 15 years and continues to teach children every summer. In addition to her work as director of TeachingWorks, Deborah is also the Jessie Jean Storey-Fry Distinguished University Professor of Education at the Marsal Family School of Education, an Arthur F. Thurnau Professor, and a research professor in the Institute for Social Research. She has been elected to the American Academy of Arts and Sciences and the National Academy of Education, and is a fellow of the American Mathematical Society and the American Educational Research Association. Deborah earned her PhD in curriculum, teaching, and educational policy and teacher preparation and staff development from Michigan State University.
Deputy Director
Francesca Forzani is an experienced teacher educator and expert on change in teacher preparation. She leads the organization’s work with and for teacher educators, including the development of curriculum materials and professional learning opportunities. Her research investigates features of effective approaches to teacher preparation. Francesca began her career as a high school English teacher in Greenville, Mississippi, where she was a Teach for America corps member. She also served as a teacher educator for Teach for America and for Teach First in London, U.K., and has taught courses in secondary English language arts methods at the University of Michigan. Francesca serves on the board of trustees of Deans for Impact and was previously a member of the national advisory group for The Path Forward for Teacher Preparation and Licensure for Early Literacy and of the board of trustees of Editorial Projects in Education, publisher of Education Week and Quality Counts. She holds a BA in English from Smith College, an MPP from the Gerald R. Ford School of Public Policy at the University of Michigan, and a PhD in education foundations and policy from the University of Michigan.
Associate Director
Nicole Garcia is an expert on the design and implementation of practice-based approaches to the professional training of K–12 teachers. She leads the organization’s work focused on supporting in-service teachers, including district partnerships, professional development and coaching programming, and K–12 laboratory classes. As an experienced secondary mathematics teacher, Nicole brings expertise in working with students who have not previously been successful in school mathematics. In past work, Nicole directed a regional mathematics and science center, provided professional development to K–12 mathematics teachers, and facilitated state-wide education projects. Nicole’s research, including Developing Equitable Discussion-Leading Practices and Mentoring Mentors Matters, focuses on professional development that supports the enactment of equitable teaching practice. In addition to her work with practicing teachers and mentors, Nicole is an experienced teacher educator and delivers programming and supports for other teacher educators. She earned a BS and MA in mathematics education at the University of Michigan.
Research & Design Specialist, English Language Arts
Susan Atkins is passionate about ensuring that multilingual learners have access to high-quality education and are given the opportunity to showcase their assets in the classroom. She creates teacher education curriculum materials and tools to support novice teachers in developing their practice with multilingual learners. Susan collaborates on several projects with partners using high-leverage practices and frequently provides professional development in university- and school-based settings. In addition to her work with TeachingWorks, Susan is also lead faculty for English language development in the Educator Preparation Program in the Marsal Family School of Education. Susan pursued her own education at the University of California, Berkeley, and received her teacher bilingual certification in California.
Research & Design Specialist, Mathematics
Heather Beasley is passionate about the potential of coached rehearsals and collaborative professional inquiry as mechanisms for cultivating more equitable patterns of mathematics instruction in K–12 classrooms. She currently divides her time between supporting in-service teachers in Michigan as part of the Grand Rapids Mathematics Collaborative and teacher educators across the country working to implement practice-based methods courses and programming. Prior to joining TeachingWorks in 2016, she taught middle and high school math for seven years. Heather received her PhD in educational foundations and policy at the University of Michigan, where she investigated the learning opportunities made available for novices in guided rehearsals embedded in a broader system of repeated cycles of enacting and reflecting on teaching practice.
Program Director & Senior Research & Design Specialist, English Language Arts
Martha Curren-Preis is an experienced educator, facilitator, and researcher who works with administrators, teachers, caregivers, policymakers, teacher educators, and other stakeholders to help ensure that all children receive skillful, caring, and equitable instruction. She is one of TeachingWorks English language arts content specialists, and also specializes in classroom community-building practices and relationship-building. She works across many projects in ELA and beyond to support teachers and teacher educators with tools, resources, and practice-based learning experiences necessary for improving practice. Martha also oversees work at TeachingWorks related to mathematics instructional materials. She is a former teacher herself, beginning her career as an elementary and middle school teacher in Philadelphia. In addition to her work with TeachingWorks, Martha has taught undergraduate and graduate courses in English language arts, teacher research, and classroom management. Martha holds a PhD in teaching and teacher education from the University of Michigan, where her research investigated teachers’ “personas,” such as their nonverbal messages in the classroom, as tools for advancing equity.
Research & Design Specialist, Mathematics
Isabelle Eng is dedicated to enhancing professional learning experiences that support early childhood and elementary teachers in deepening their mathematical content knowledge and teaching practices. She is particularly interested in how different coaching and mentoring practices can strengthen teachers’ understanding of math and improve students’ learning experiences. Isabelle is an experienced early childhood educator and previously worked as a lecturer at the National Institute of Early Childhood Development in Singapore. She has also contributed to teacher preparation initiatives at TeachingWorks, where she engages in efforts to guide teacher candidates in using and modifying high-quality instructional materials to support their own students. She holds a B.S. in early childhood education from Wheelock College and a M.Ed. in language and literacy from the Harvard Graduate School of Education. She is currently a doctoral student at the University of Michigan’s Marsal School of Education, where she examines coaching as a mechanism for supporting teachers in math instruction. Through her work, she aims to bridge research and practice, fostering equitable learning opportunities for both teachers and students.
Director of Mathematics
Nicole Farach supports teacher educators, practicing teachers, and teacher candidates to center issues of justice in their teaching, bringing expertise with early childhood education. Leading the mathematics team, she collaborates with colleagues, doctoral students, and postdoctoral fellows on practice-based strategies in teacher education and professional development and the integration of mathematics teaching and learning in early childhood education. She also develops and implements organizational learning opportunities for her colleagues toward the goal of increasing collaboration, productivity, and collective satisfaction in the work. Prior to joining TeachingWorks in 2016, Nicole was an early childhood and early elementary teacher, instructional coach, and program supervisor on projects aimed at improving outcomes for children living in poverty in New York City. She holds a BA in sociology and social psychology from Lehigh University and an MA in child development from Sarah Lawrence College.
Research & Design Specialist, Mathematics
Ben specializes in the design and application of practice-based approaches in mathematics teacher education. His recent work includes collaborating with researchers at Boston University and the University of Michigan to design and study the use of teaching simulations with preservice teachers to build their knowledge and skills to elicit and interpret students’ thinking. Additionally, he has been part of teacher educator teams that have used rehearsals with both preservice and inservice mathematics teachers to support their learning of teaching practices focused on student thinking. Ben earned his PhD in Curriculum and Instruction from Penn State University. Prior to his doctoral studies, he was a high school mathematics teacher and track coach.
Research & Design Specialist
Mike Henderson is passionate about creating professional learning environments and resources that support teachers in learning more about math content and pedagogy, especially as it relates to focusing on the ideas and experiences of their students. He is interested in researching ways to leverage high-quality instructional materials to support collaborative partnerships within and across school systems, non- and for-profit institutions, and public universities that deepen content understanding and disrupt systemic inequities. Mike is an experienced teacher, instructional coach, and curriculum developer and has supported teachers, coaches, principals, and superintendents across the country in their work toward creating math classrooms that meet the demands of College and Career Readiness standards and that support the learning of all students. Mike is a National Board Certified Teacher and holds a BA in psychology and biological basis of behavior from the University of Pennsylvania and an MA in curriculum and instruction from Arizona State University. He is currently pursuing his PhD at the University of Michigan, where he is studying ways to improve the design of instructional materials to better support teaching and learning for traditionally marginalized students.
Research & Design Specialist, Mathematics
Victoria Pérez Nifoussi is engaged in research that supports the recruitment and retention of educators of color. She is also interested in justice-oriented teacher preparation and how antiracist teaching practices are enacted in learning spaces. She brings to this work more than a decade of experience as a middle-school mathematics teacher. Victoria earned a BA and MEd from Boston College. She is currently pursuing a PhD at the University of Michigan, where she is studying teaching and teacher education.
Graphic Designer & Web Administrator
Michael Oatman is passionate about the role that graphic design can play in improving the world and uses his aesthetic and design expertise to support and represent the TeachingWorks mission. As part of the communications team, Michael designs and produces a variety of printed materials, digital graphic designs, and other projects for TeachingWorks programs, events, and resources. He also manages the TeachingWorks website. Prior to joining TeachingWorks, Michael worked as the marketing content designer at Michigan Hillel, where he managed several social media platforms, websites, and promotional media for both Michigan Hillel and 45+ internal student-led groups at the University of Michigan. Michael holds a BFA in graphic design from Central Michigan University.
Research & Design Specialist, Mathematics
Karen Reinhardt works with K–8 teachers and coaches to teach mathematics in ways that disrupt injustice and support students to develop conceptual understanding. Before coming to TeachingWorks, Karen served as mathematics coordinator, coach, and interventionist at elementary and middle schools in Vermont, using strategies such as lesson study and data teams to support teachers to reflect on and improve their instruction. She is a certified trainer for the Ongoing Assessment Project (OGAP) in multiplicative, fractional, and proportional reasoning, and facilitates OGAP workshops nationally. Karen holds a BA in child study from Tufts University and an MEd in administration and supervision from Antioch New England Graduate School.
Research & Design Specialist, Mathematics
Darrius is passionate about transforming mathematics instruction so that it supports students, particularly those from historically marginalized groups, to construct identities as powerful knowers and doers of mathematics. Darrius is an experienced teacher, teacher-educator, and instructional coach. He holds a BA in Philosophy from Vanderbilt University and a M.Ed in instructional practice from Lipscomb University. Darrius is currently pursuing his PhD at the University of Michigan, where he is studying the work of teaching to foster productive mathematics identities.
Research & Strategy Specialist
Kathryn Taylor is passionate about the role that teaching and teacher education can play in advancing social justice and uses her expertise in communications and research to advance her commitments. As a member of the communications team, she provides strategic guidance for communications and marketing efforts and researches, writes, and edits materials that center TeachingWorks mission. Kathryn joined the Marsal Family School of Education in 2006. Before moving into her current role, she served in the development office as associate director and in the dean’s office as coordinator of executive communications. In addition to her work with TeachingWorks, Kathryn also works closely with Deborah Loewenberg Ball to develop and implement Deborah’s research, communications, and strategy efforts. Kathryn holds a BA in English and philosophy from Alma College.
Business Operations and Program Manager
Kyana Taylor uses her expertise in project management, business development, and communications to advance the TeachingWorks mission. She is responsible for providing organizational support across sponsored projects, consulting engagements, partnerships, and communications efforts at TeachingWorks. Such support includes budget creation, oversight, and management; logistical support; project management; and organizing and communicating with external stakeholders and collaborators. In addition to supporting the design and delivery of ambitious professional content, Kyana also serves as co-director of the Elementary Mathematics Laboratory and as project manager for National Science Foundation-funded projects and Gates Foundation grants. She has served on hiring committees and several other special committees and projects within TeachingWorks and the Marsal Family School of Education. Prior to joining TeachingWorks in 2011, Kyana held multiple roles throughout the University of Michigan.
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