Tiffany M. Aden
Tiffany Aden holds a Master’s Degree in Elementary Education from Northern Arizona University and a Bachelor of Science in Early Education and Psychology from the College of New Jersey. In addition, Tiffany has acquired endorsements in leadership, teaching and working with diverse populations and ESL, and reading instruction.
Tiffany has more than 16 years of teaching experience, working in Kindergarten-Grade 5 classrooms. She has been a reading specialist and literacy coach. Tiffany left classroom instruction to become a State Reading Specialist for the Arizona Department of Education. During that time, she worked with school districts, assisting them with implementation of effective evidence- and research-based reading practices to enhance student learning.
Tiffany enhanced her knowledge about effective instruction by attending intensive trainings and from participating in multiple classroom-based experiences. She worked as a certified as a LETRS presenter, consultant and coach.
After completing the assignments as a State Reading Specialist, Tiffany began working as a literacy consultant and presenter and professional development provider. Currently, Tiffany consults with school districts nationally and provides training and support for implementing evidence-based instruction and student practice that increases student achievement.
Tiffany is an informed, dynamic and engaging presenter that applies knowledge from her educational experiences to improve instructional effectiveness and enhance student achievement.
Lisa Dolan M.S.
Lisa Dolan has devoted her three-decade (plus) educational career creating, sustaining, and extending a culture of literacy in schools and their surrounding communities. As a veteran sixth grade teacher in Hudson, New York, she was instrumental in facilitating a high level of achievement in the area of English Language Arts for hundreds of students.
In 2008, Lisa accepted a position as the Literacy Coach for Hudson City School District, a high-poverty, diversely populated school system. Lisa worked tirelessly to positively transform teacher practice and student achievement and everything in her path.
In 2009, Lisa co-created and directed the First Annual Hudson Children’s Book Festival. This one day literary event has grown to be one of the largest children’s book festivals in New York State, attracting such luminaries as Walter Dean Myers, Jacqueline Woodson and Kwame Alexander. Nine years later, the festival has expanded to include a scholarship program and numerous community partnerships in New York State.
In 2010, Lisa founded “Hudson Reads,” a community reading-mentor-partnership that pairs grade three through six students with a weekly volunteer reading partner. Now one hundred twenty-five mentors and community members direct weekly lunchtime reading clubs.
During Lisa’s thirty-one-year tenure at the small city school district, she has participated in a variety of literacy and community initiatives. Lisa is the founder and writer of “Lisa’s List,” a weekly book review and musings on life column and a scholar for the New York State Council on the Humanities. Lisa has participated as a member of the New York State Commissioner’s Advisory Panel for English Language Arts from 2014-2016.
In addition to presenting a wide range of literacy institutes and professional development sessions, Lisa has also reviewed English Language Arts Curriculum for New York State, and supervises scorers of Ed-TPA Exams in Elementary Literacy for Pearson/North America. Currently, Lisa is the Coordinator of the RtI Program at the John l. Edwards Elementary School.
Lisa serves on the Board of Directors of Investments In Youth, The Claverack Cooperative Insurance Company, and the Hudson Area Library. She is a September 2014 TEDx Speaker, delivering a talk called “Fostering Literacy In One Fell Stroke”. The Columbia County Chamber of Commerce named her “Best Educator in Columbia County” in June 2016. She remains a life-long learner and lover of the written word. Lisa lives in Upstate New York with her husband Don, and she is the proud mother of three.
Adrienne S. Dowden M.A.
Adrienne has a Master’s degree from Xavier University in Curriculum and Instruction with an emphasis in Reading Instruction, and a Bachelor of Arts from Dillard University in Elementary and Special Education. As a reading specialist, she has worked at the national, state and local levels helping schools and districts increase their knowledge of effective reading instruction and differentiating instruction to improve students’ grade level reading ability.
Adrienne has worked with many agencies including the Southwest Educational Development Laboratory (SEDL) and the Center for Development and Learning (CDL), where she provided ongoing support and resources from scientifically based research in reading instruction, including coaching and job-embedded professional development.
In addition, Adrienne served as a special education teacher, an elementary education teacher, a Reading Facilitator and Reading Specialist for over 24 years in New Orleans Public Schools. As a Reading Coordinator and National Trainer for the American Federation of Teachers (AFT/UTNO), she coordinated the AFT Reading Project in New Orleans. She also served as a Regional Educational Program Consultant 3 for the Louisiana State Department of Education providing professional development to Reading First and non-Reading First schools for coaches, principals, and teachers.
From 2005-2006, Adrienne was the Senior Reading Specialist for the National Center for Family Literacy (NCFL) supervising the development and implementation of the USDOE Expanding the Reach Project, which included scientifically based reading research and providing content and technical assistance to Title-One, low-performing elementary schools. This project focused on meeting schools’ needs to provide effective reading instruction through working with national reading experts, technical assistance specialists, state and local education agencies, to deliver training and technical assistance for implementing evidence-based reading instruction.
Adrienne brings considerable expertise and wide-ranging experience as she joins GHA’s mission to promote excellent professional development for teachers and administrators. Her consulting and training specialties include implementing research-based practices for reading instruction and differentiating instruction to improve student achievement.
Angie R. Hanlin, M.A.
Angie Hanlin holds a Master’s degree in Elementary Administration from William Woods University, and a Bachelor of Science in Elementary Education, with a minor in Language Arts and Literature, from Southeast Missouri State University.
Angie has 12 years of teaching experience in the elementary classroom. Currently, she is a fifth grade teacher for Matthews Elementary in the New Madrid County R-1 School District. During her teaching career, she has worked with various grade levels, written curriculum guides, and mentored new teachers. She has also served on the district’s RTI team where she found a new passion for identifying and working with low performing students. She has experience with and has helped train teachers using DIBELS, Read Naturally, and AimsWeb programs.
Angie began working with Dr. Vicki Gibson in 2009. She was selected to become part of the GHA Associate team because she is an outstanding teacher and trainer who has successfully implemented differentiating instruction, RTI, and two choice discipline in regular classrooms. She currently makes video clips for GHA in addition to offering hands-on expertise and insight regarding successful implementation of best practices in the classroom.
Karen Kemp, Ph.D.
Karen Kemp, Ph.D., is an educational consultant, facilitator, and author with a striking level of depth in her circulation and experience. She specializes in curriculum development, multi-tiered systems of support, classroom engagement strategies, data-based decision making, early literacy and reading instruction, and collaborative/co-teaching at all levels.
Dr. Kemp has enjoyed being a kindergarten teacher, secondary self-contained teacher, social studies co-teacher, and vocational work study coordinator before transitioning to administrative roles at the school and district level. Dr. Kemp was a Professional Development and Technical Assistance Specialist for the State of Utah responsible for district and school improvement as well the creation of the Utah Mentor Teacher Academy. She has taught as an adjunct professor at the University of Utah and College of St. Rose was an adjunct instructor in Mexico and Italy for Fitchburg State College.
Dr. Kemp is a certified Critical Friends coach and the author of various educational publications including Teach All, Reach All -Elementary and Secondary, RtI: The Classroom Connection to Literacy, RtI & Math, RtI & Literacy laminated guides and Cool Kids: A Proactive Approach to Social Responsibility. She has served on multiple state advisory committees, assisted in the pilot implementation of several web-based reading programs for both elementary and secondary students, and conducted site-based and grant implementation evaluations.
Pati Montgomery, M.A.
Pati Montgomery is a national educational consultant specializing in principal and school leadership development. Previously, she was the Executive Director of Literacy for the Colorado Department of Education where she was responsible for the implementation of the READ Act. A former teacher, principal and district administrator, Pati has worked with school principals across the country on effective school practices. Her work is steeped in a background and a belief that ALL students can attain high achievement and focuses on school populations comprised of highly diverse learners. Webinar titles for principals have included, Off and Running; The Half-Time Report; How Did We End and Where Do We Start?, among others. Pati Montgomery is the lead author of the book entitled, The Principal’s Primer for Raising Reading Achievement. The book is a guide for principals and school leaders that highlights efficient systems and structures necessary for school-wide improvement in literacy performance.
Laurie Mounce received her Bachelor of Science degree from Texas A&M University, with an emphasis in Special Education. She completed coursework under both Dr. Gibson & Dr. Hasbrouck, and has successfully implemented many of their methodologies including differentiating instruction and two choice discipline. She has taught at the elementary level in both Katy Independent School District and Cypress Fairbanks Independent School District.
Currently, Laurie is the Communications Associate for GHA. She maintains the website, manages product distribution, and coordinates professional services between GHA associates and the educators they serve.
Ginger K. Rogers, M. ED.
Ginger received her Master’s degree from Texas A&M University in Education, completing coursework and research directed by Dr. Jan Hasbrouck. She completed a Bachelor of Science degree from Tarleton State. Ginger specializes in reading fluency, academic assessments and interventions, differentiating instruction, and classroom management. She also provides consulting services in RTI and helping schools achieve Annual Yearly Performance (AYP).
Ginger has been providing educational services in Texas schools since 1975, including serving as a classroom teacher and instructional coach, in both general and special education pubic school classrooms. Her primary emphasis has been in special education, working with low performing students, and helping teachers provide instruction tailored to students’ strengths and needs.
Ginger co-authored an article with Dr. Hasbrouck (1999) on reading assessment and reading fluency that was published in Reading Research Instruction. She also participated as a contributing author for the development of educational software assistive for general management tasks in special education programming.
Ginger is the Chairman/Owner of JVI Management Services, a corporate professional development company that provides consulting services nationally and internationally. Each year she conducts reading clinics in San Pedro, Ambergris Caye, Belize in Central America, overseeing their summer school programs for children at risk.
Read Naturally: A strategy to increase oral reading fluency. Reading Research Instruction 39(1):27-37, Hasbrouck, J.E., Ihnot, C., and Rogers, G. 1999.
Shea Stanfield-McGarrah, M. ED.
Shea Stanfield-McGarrah holds a Master’s degree in Educational Administration from Emporia State University, and a Bachelor of Science in Elementary Education, with a minor in Early Childhood, from the University of Arkansas.
Currently, Shea is the Core Knowledge and Early Childhood Coordinator for the Hurst-Euless-Bedford schools, located between Dallas and Fort Worth, Texas. Her main responsibilities include planning, implementing, and evaluating instructional programs and curriculum including learning objectives, instructional strategies, and assessment techniques, for a diverse district of 21,000 students.
Shea has served in both public and private school systems in Arkansas, Missouri, Kansas, and Texas. Her extensive experience includes 11 years of teaching in grades K–5 and 12 years serving as an administrator in the roles of Assistant Principal, Principal, Curriculum Coordinator, and Adjunct Instructor. She has written and presented at various local, state, and national conferences. She regularly lends her expertise to early childhood organizations and daycare partnership programs throughout the United States.
Shea’s dynamic expertise as a presenter, teacher trainer, and field educator provides current, real world exposure and knowledge about the needs of educators in schools. She is a valuable contributor in GHA product development and professional training.
Sandra Strong, M. ED.
Sandra received her Master’s degree in Education from Texas A&M University and her Bachelor of Science in Speech and Hearing Therapy from Texas Tech University. She completed the course requirements for certification in Speech and Hearing Therapy. She is also certified as a Master Reading Teacher and ESL instructor.
During her career that includes 27 years of teaching and consultation experiences, Sandra has provided differentiated instruction to improve the reading skills for many students struggling with challenges from dyslexia or special needs. In this role, she consulted with teachers and assisted with instructional planning, curriculum placement, and using best practices that enhance student performance.
Sandra worked for 3 years as an adjunct faculty member at Texas A&M University (TAMU) providing instruction and guidance for preservice teacher candidates earning degrees in special education. She served as a University Supervisor for Student Teachers at TAMU.
Sandra met and began working with Dr. Jan Hasbrouck, her mentor and professor from TAMU. Sandra has provided professional development nationally specializing in research-based reading instruction, coaching, dyslexia and RTI. Her educational expertise contributes to the quality of GHA’s products and trainings.
Job Thomas, Ph.D.
Job Thomas is a lifelong educator who has worked to support positive outcomes for both students and teachers across a variety of educational settings. Job is skilled in initiating and sustaining professional learning environments in schools, supporting tiered levels of instructional support, establishing and maintain school and class wide social/behavioral management systems, instituting a data based-decision making culture, and promoting student engagement.
Job’s experience as a K-12 special educator included working with high-risk students, including those with intellectual and emotional disabilities from urban, suburban and rural settings. Job’s administrative experiences include the coordination of school-wide literacy initiatives, building-wide data management system, delivery of special education services, and development of curriculum and formative assessments. Job has served as an instructor at the University at Albany, where is currently completing his Ph.D. in Educational Psychology.
In his current role, Job provides professional development and on-site technical assistance to leadership teams across 50 schools in New York State. Job is also an avid videographer, who has brought his passion for video to the educational field by producing educational videos that promote and support best instructional practices.
Brenda Van Gorder, M. ED.
Brenda Van Gorder holds graduate degrees in Special Education, with an emphasis in Early Childhood, Educational Leadership and School Administration. Ms. Van Gorder presents regularly at the local, state, and national level regarding numerous issues related to early childhood and special education, including legal foundations for special education, best practices, and program compliance.
Brenda is involved in leadership capacities with numerous state and national level committees and workgroups including: Governor’s Early Childhood Advisory Board, New York Department of Education, Utah State University Early Childhood Teacher Preparation Advisory Board, and Utah State Office of Education. Brenda provides technical assistance and professional development to multiple state and district level agencies including: Mountain Plains Regional Resource Center, New York Department of Education, Utah State Office of Education Title I and Special Education Early Childhood, and Utah Education Network Early Childhood Library. Ms. Van Gorder has authored and co-authored numerous articles in professional publications specific to coaching, early childhood, and special education topics.
Currently, Ms Van Gorder is the director of a large urban public school district preschool program in Utah where nationally recognized, high quality practices are implemented under her direction. Ms. Van Gorder has served in local, district and state department of education administrative positions, and she has taught preschool through 6th grade. Ms. Van Gorder is currently under contract with multiple states and the Bureau of Indian Education to provide state level complaint investigations. Furthermore, she teaches undergraduate, graduate and doctoral students at the University of Utah in the area of special education law.
Brenda brings exceptional expertise to GHA as an associate specializing in professional development and administrative issues related to early childhood, special education, special education law, and school administration for preschool and K-12 programs.
Vickie D. Whitfield, M. ED.
Vickie D. Whitfield holds a Bachelor of Science degree in Elementary Education with a specialization in Mathematics and a Kindergarten endorsement. She earned her Masters Degree in Educational Administration from the University of Texas at Arlington.
Her experiences in education span over 26 years where she has served as a classroom teacher, a Lead Reading Teacher/Area Advisory Reading Teacher, Independent Consultant, and a Curriculum Development Specialist. She has provided coaching and training for classroom teachers in reading and writing instruction for several school districts. Her experiences include writing curriculum for summer school programs, as well as the Dallas ISD Reading Academy.
Vickie served on the Editorial Review Board for the Reading Teacher Journal, a journal published by the International Reading Association from 2007-2009. Vickie also served as co-editor for the Literacy Leaders Department for Reading Teacher Volume 61 and 62 (2007-08, 2008-09). She presently works as a Curriculum Development Specialist for istation, a web-based technology reading program.
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