Adam Fachler

Adam FachlerAdam has dedicated his career to helping students and fellow educators unlock their learning potential. He has served as an educator, department chair, team leader, staff developer, instructional coach, and intern principal at a Title 1 middle school in the Bronx, and as a consultant to elementary through high schools and entire school districts.

Integrating a wide body of research, Adam has designed and facilitated workshops on student engagement, feedback systems, peer observation cycles, unit and lesson planning, argumentative writing, and classroom dialogue. His original work on the teaching of writing has been featured nationally and internationally by award-winning education author and researcher Jeffrey Wilhelm, and through Top Scholars, the premier college preparation and consulting company in Thailand.

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Andy Matthews, Ed. D.

Andy MatthewsAndrea "Andy" Matthews (Ed.D., University of Georgia (UGA) in Educational Leadership; MS, UGA in Child and Family Development; BA, Albertus Magnus College in Psychology, Spanish and Art Therapy) has worked as an Educational Consultant since her retirement in 2011, following 28 years as a full-time educator. Andy's educational career in Georgia includes work with students from birth to grade 12 as well as support for educators at all levels and across virtually all areas of instruction.

Her 10 years as a classroom teacher were spent teaching moderately and profoundly intellectually disabled students, students identified as at-risk for failure at the middle school level, and general education students in the area of science. Andy also served as a special education consultant and Child Find coordinator for an eight county region in Georgia. Andy concluded her career with administrative experience at the elementary school level and nearly fifteen years as a district level leader in the areas of human resources and professional development.

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Carol Elk

Carol ElkCarol Elk (M.S. in general and special education) works as an educational consultant supporting teachers, principals and district leaders within the New York City Department of Education. She has been the director of special education leading the work in supporting the special needs populations at the schools in her district. Carol has successfully worked with teachers and school administrators to establish a school and classroom environment that supports the needs of all children. In her current role as educational consultant she specifically works with teachers to meet the needs of students who experience educational and behavioral challenges. In addition she teaches undergraduate and graduate students at Queens College on foundations of special education and the strategies of working with students with disabilities.

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Estee Lopez, Ed. D

Estee LopezAssistant Professor at the College of New Rochelle and Assistant to the Center of Education Policy, and Innovation. She is also the CEO of the Lopez Consulting Group, where she engages school districts in processes for reform. She is a national consultant in the field of Thinking Maps and Language Development.

Estee is a retired school district administrator, principal and staff developer. She works with numerous school districts to help the reconnect with the mission of education: Teaching and Learning. She has taught courses about cognitive and education; child development, school and family partnerships, education policy, and teaching methods for diverse learners, leadership courses. Her dissertation research focused on the use of Thinking Maps and the academic language development of English language learners.

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Heidi Henderson

Heidi HendersonHeidi Henderson entered the field of education indirectly through the sciences. She earned a B.A. in Biopsychology with an emphasis on Learning and Memory from Cornell University in 1996. Her work included identifying the physical changes that occur neurologically as a result of learning. She then earned a M. Ed. in Curriculum and Instruction with an emphasis on Cross Cultural Teaching from National University in San Diego, California. In addition to the usual student teaching, she also worked with an American couple who had adopted a little girl from Tajikistan, to include both advising on child development issues and serving as a Russian language translator. She went on to teach fourth grade, first in San Diego County at a school that served largely-disadvantaged populations, and then later at a Title I school in Durham, North Carolina. After Heidi's students received top scores on the writing assessment in North Carolina, she was asked to become part of a team that focused on training and mentoring other teachers. She then served as a District Writing Specialist for two years.

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Jillian Chaiken

Jillian ChaikenJillian Chaiken spent eleven years teaching students in grades K-12 as an elementary classroom teacher, K-2nd and 6th-8th grade reading specialist, and special educator in a specialized high school for students with moderate to severe disabilities. After completing a dual certification undergraduate program in childhood and childhood special education, her passion for learning, literacy development, and inquiry led her to obtain a graduate degree in literacy education (M.S.Ed in Reading, Literacy and Reading Specialist Certification). Most recently, Jillian worked as an Assistant Director of Lower School Literacy, developing literacy instruction and providing professional development for grades K-4 across a network of schools.

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Kisha N. Daniels

Kisha N DanielsKisha N. Daniels has worked extensively in the areas of teaching and learning with children, public school teachers, administrators, and university students for over 25 years. She holds a BA in elementary education, master’s degrees in school counseling and administration, a specialist certification in curriculum and instruction, and a doctoral degree in educational leadership from the University of North Carolina at Chapel Hill. As a teacher and administrator in large, urban school districts, she has devoted her work to utilizing and researching engaging curriculum that supports diverse learning styles. During her academic tenure, she was Associate Professor of Education Leadership and has held joint appointments as Director for the Office of Community Service Learning and the Office of Faculty Professional Development and was the Principal Investigator (Education Core) of a National Institute of Health P20 grant which focused on increasing underrepresented populations to pursue cardio-metabolic research careers. She currently teaches courses in the MAT and Education programs at Duke University. She is actively involved with building and sustaining community partnerships in an effort to extend the scholarship of teaching through service learning. This guided her path to focus on teacher quality, the impact of collaborative teaching and community engagement to which she is credited with published books, journal articles, university Teaching Excellence and international research awards. 

Lloyd Jaeger

Lloyd JaegerDr. Lloyd Jaeger began his educational career as a secondary school social studies teacher, and has also been a university professor at both the undergraduate and graduate levels. His extensive applied leadership experience over a thirty-year period included his having served in four different school systems and a county-wide New York State BOCES in which he was either the Assistant Superintendent for Instruction, Deputy Superintendent, or Superintendent of Schools. Each of these K-12 systems were unique and ranged in size from a small suburban district of 1200 pupils to a multicultural small city of 3500 pupils to a large central school district of 12,500 pupils.

Lloyd's introduction to and subsequent devotion to Thinking Maps commenced in 1997, and has resulted in his collaborating with staff to have Thinking Maps be the centerpiece of professional development with three consecutive whole school and system-wide implementations, each of which was supported by David Hyerle and Larry Alper. He can attest to dramatic improvements in student test scores when Thinking Maps were incorporated within a comprehensive commitment to improving student's reading comprehension and literate expression. In his three system implementations, over ten Training of Trainer programs in both the pedagogic and leadership strands of "the Maps" have been provided, establishing in each instance a sustainable means for staff to train staff.

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Ramona Roth Lipka

ramona rothRamona Lipka has a masters degree in Elementary Education from Queens College and taught full day Pre-kindergarten for 26 years in a public school on Long Island.

Ramona served both her school and district as a leader at the elementary school level. In 2012, Ramona became a Thinking Maps Trainer when Thinking Maps® was introduced in her school district. As a leader in the school, Ramona worked as part of the PK and 5 teacher leadership team working to support the implementation of school initiatives. In her role as District wide Pre-K lead teacher she facilitated professional development for Universal Pre-Kindergarten teachers in the Community Based Centers as well as in the three district elementary schools.

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Virginia Rogers

Virginia RogersVirginia Rogers has worked in the rewarding field of education for the past 30 years on Long Island. She received her Bachelors in Education from the State University of New York at Old Westbury and her Masters of Liberal Studies degree at Stony Brook University. After earning her master's degree, she went on to earn an additional 60 credits towards her New York State Social Studies Certification and New York State School District Administration Certification. As an elementary school teacher, Virginia taught an integrated course of ELA and History with a targeted focus on argumentative and expository writing. Virginia's role on the secondary level has been one of a teacher, a lead teacher, and a Department Chairperson of both Middle School and High School. She has also taught as an adjunct professor at her alma mater, SUNY College at Old Westbury in the History Department.

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