Craig Aarons-Martin proudly serves as the CEO of CCM Education Group, an education consulting agency and progressive think tank dedicated to co-creating solutions in school leadership, cultures of belonging, change management, and equity. His work extends beyond pre-K through 12 education to include partnerships with Fortune 500 companies and other organizations, driving transformative change through culture, inclusion, and belonging. As a Framework Specialist, Craig remains committed to working with teachers, teacher leaders, and school leaders to craft cultures of equitable and excellent instruction honoring authentic experiences and envrionments where both teachers and students can thrive.

Ron Anderson is a Framework Specialist at the Danielson Group who has served in Ohio as a classroom music teacher, curriculum director, director of professional development, and director of organizational development. He has taught numerous graduate level courses and is a seasoned workshop presenter. Ron specializes in K-12 fine arts, instructional improvement, mentor and assessor training, and program development. He is a graduate of Kent State University, Wright State University, and Miami University.

Wendy Anderson has served as an educator for over 30 years and was introduced to the Danielson Framework for Teaching (FFT) in the 1980s while a teacher in Richmond, Vermont. Wendy is an experienced in-person and online Danielson Framework Specialist serving both public, private and higher education schools. While recently serving as Associate Superintendent for the Archdiocese of Washington, Wendy collaborated with the Danielson Group to introduce and adopt the FFT at more than 55 schools. Wendy spearheaded the development of strategies to successfully implement the Framework in faith-based and independent schools. Additionally, Wendy is an adjunct professor at Notre Dame of Maryland, where she teaches graduate students in the school leadership MA program. She holds a bachelor’s degree in Elementary Education from St. Michael’s College in Vermont and a master’s degree in Education Administration from Keane University.

Kathy Andreasen has served in education for over two decades in Milwaukee and Baraboo, Wisconsin. Currently, Kathy serves as an Elementary Principal and District Educator Effectiveness Coordinator with the School District of Baraboo. She supports the Framework for Teaching to advance teacher practice and student learning. She created an alternative pathway for special education and elementary education licenses in partnership with The Danielson Group, Inc through a Department of Workforce Development Fast Forward grant. Kathy earned her Principal and Director of Instruction Certification from St. Mary’s University of Minnesota and her Masters of Arts in Education from Viterbo University, Wisconsin. 

Dr. Shelly Arneson is a Framework Specialist whose experience ranges from teaching to counseling to administration to teaching administration courses at the university level. 

Shelly’s first book, entitled Communication and Motivation: The School Leader’s Guide to Effective Communication focuses on effective communication techniques. Her expertise as a school principal has spurred her interests into helping schools and districts build collaborative communities of inquiry and trust. She presents keynotes and workshops on her latest book Building Trust in Teacher Evaluations. Shelly holds her doctorate in Curriculum and Instruction and her dissertation focused on teacher trust in school administrators, specifically determining which factors impact trust in principals. 

Lindsay began her career as a 10th and 11th grade history teacher in New York City and brings over 15 years of experience in education. Her work over the past decade has primarily focused on teacher development and professional learning. Most recently, Lindsay supported school leaders nationwide as an independent education consultant specializing in instructional effectiveness and feedback for professional growth. Before this, she served as the Director of Professional Growth and Educator Support at Seattle Public Schools, where she managed professional learning systems, performance assessments, new teacher support, and career ladder advancement for the district.Lindsay has extensive experience with the Framework for Teaching, which she has used for over a decade. Her journey with the Framework began at Teachscape where she had the unique opportunity to collaborate directly with Charlotte Danielson to develop online professional learning about the tool. In addition to being a Framework Specialist, Lindsay is a Washington State Framework Specialist and serves on the board of the True Measure Collaborative, an organization dedicated to empowering Washington State teachers to better serve multilingual students and those with special needs.

Marlinda Boxley’s career spans from K12 to higher education. In the K12 sector, she has served as a Director of Education, Assistant Principal, Special Education Administrator, Project director, Compliance Specialist, and Classroom Teacher. In the higher education sector she has served as an Assistant Professor, Self-Study Coordinator, and Instructional Designer. Her areas of expertise include leadership coaching, teacher professional development, special education, and curriculum and instruction. Marlinda earned an Educational Specialist Degree in Educational Administration and Higher Education Administration from the George Washington University.

Crystal Brice is currently Acting Executive Director for the Juvenile Services Education System within the Maryland State Department of Education. She serves as the leader of instruction and school support and supervises the principals of 12 schools. Crystal has specialized in instructional leadership, coaching, and teacher professional development. Crystal holds a Master’s of Arts degree in Education from The Notre Dame University and a Bachelor’s Degree in English and Secondary Education from Goucher College.

James Edler is a Framework Specialist at the Danielson Group. He worked as an elementary and a middle school teacher before taking on a leadership role with the Milwaukee Public Schools. Currently serving as the Educator Effectiveness Coordinator, his work focuses on the implementation of an Educator Effectiveness System aligned to both teaching and leadership practices to positively influence a culture of trust, and adult learning as a critical aspect of improving outcomes for all students. James is a graduate of the University of Wisconsin-Milwaukee with an emphasis on urban education

Jorie Ellis is a Framework Specialist and Curriculum Designer for the Danielson Group. Jorie taught regular and special education and retired as executive director supervising K-12 principals. She held directorships for special education, curriculum, and school improvement/staff development. She teaches graduate level courses and consults on: leadership, teacher evaluation; the Framework for Teaching; inter-rater reliability; and effective instructional strategies. Jorie holds her PhD in educational policy and leadership at the University of Oregon.

Linnea Garrett currently serves as the Associate Principal of Rich township high School Fine ARts and Communications Campus in the south suburbs of Chicago, IL. She began her career almost 20 years ago and has served as a science teacher, instructional coach, district support personnel, and school director. Her passions focus on adult learning, equity, real-world learning, and project-based learning. Linnea received her Masters of Arts in Teaching from National Louis University and completed various fellowships within her education career including New Leaders for New Schools, Chicago Principals Fellowship, Deeper Learning Equity Fellowship, and the Education Leadership Academy and High Tech High.

Nashett Garrett’s career spans decades having served as a teacher, instructional specialist, building and district administrator, chief academic officer, superintendent of a K-12 campus, consultant and international leadership coach. Having served districts in multiple states, she specializes in academic and whole child improvement efforts, equitable practices, closing achievement gaps, and leadership development and experiences at the K-16 levels. As a Framework Specialist, she is excited to reach more educators at every level to leverage this skillset and create thriving school communities. Nashett holds a bachelor’s degree in mathematics education from North Carolina Agricultural & Technical State University, a Master of Education in Education Administration and Policy from the University of Georgia and a Doctor of Education Administration and Supervision from North Carolina State University.

Christopher began his career teaching 5th-grade special education and later moved on to teach middle school English. He then joined the district leadership team in East New York, Brooklyn, to coach principals in supporting teacher effectiveness grounded in the Framework for Teaching. Afterward, Christopher was appointed principal of Legacy School of the Arts, an arts-themed middle school in East New York. As principal, Christopher focused on creating a joyful school environment for students and teachers. He implemented an advisory structure, social-emotional learning, and interest-based learning, empowering students to choose their learning track for arts programming and career-focused learning. (Fun Fact: Legacy became a VH1 ‘Save the Music’ featured school and even received a visit from Ed Sheeran.) Christopher works with Big Picture Learning as a School Leader & Innovation Partner, supporting schools in New York to enhance their interest-driven, work-based learning programming. As a Framework Specialist, he is passionate about using the Framework for Teaching to increase equity in the education system and as a roadmap to guide teachers and school leaders to enhance their practice.Christopher studied at Buffalo State College and Hunter College.

When asked to oversee the pilot of The Framework for Teaching for the School District of Philadelphia, Shirley leveraged her experience as an elementary teacher, teacher of the blind and visually impaired, elementary principal, and central office administrator. Up for the challenge, her work resulted in the training of more than 200 principals and peer observers. 

Her understanding of and effective use of the Framework has continued as she trains educators in the United States and abroad, specializing in teacher practice, school leadership and formative assessment of student learning. 

Shirley’s leadership extends through her family, with one of her four children also trained as a skilled facilitator of the Framework.

Shirley holds a BS in Elementary and Early Childhood Education from Temple University; MA in Elementary Education from Antioch University; Masters of Education in Education of the Blind and Visually Impaired from the Pennsylvania College of Optometry; and a Certification in Elementary Educational Administration from Pennsylvania State University.

Naté Hall is a Framework Specialist and Curriculum Designer for the Danielson Group. Throughout her career she has held several positions such as Biology teacher, Teacher Development Liaison, Science Department Chair, Professional Learning Communities team leader, Secondary Science Resource Teacher, Teacher and Paraprofessional Development Facilitator, and currently serves as a Facilitator in the Office of Diversity, Equity, and Inclusion at the central office level. Nate’ utilizes the Framework to build capacity with all teachers in her district and facilitate conversations around its connection to culturally responsive teaching.  She also serves as an Instructional Mentor where she uses the Framework as a tool for assessing new teacher practice and as a guide for their continued professional growth. Nate’ holds a Bachelor’s of Science in Biology from Delaware State University and a Masters of Science in Administration and Supervision from Johns Hopkins University.

Kathleen Hanson is a Framework Specialist at the Danielson Group. She has served as a classroom teacher, administrator and consultant. She led the development of a supervision and evaluation model in three districts as well as developing and implementing a mentoring program in her local district that led to writing a state-wide curriculum for mentoring. Her background includes Administrative Service Human Resources Administrator, Curriculum and Instruction Administrator, principal, and consultant, and supervisor of pre-service teachers. Her work as a building administrator afforded her the opportunity to work closely with the Special Education programs in her district, directly supervising the broad spectrum of classes at the elementary level as well as revamping the program for the Behavior Disorder district program.

Dr. Hassler has served as a superintendent, assistant superintendent, director of curriculum, principal and teacher during his public school tenure. Recently, he’s given up Pennsylvania weather for sunnier Arizona skies, but hasn’t given up his focus on bringing leadership and effectiveness to teachers and classrooms. 

A career launched with thirteen years of classroom experience, Dr. Hassler’s resume includes student- and educator-focused success. He led eight consecutive years of district-wide improvement in math, co-authored the comprehensive school improvement book, Performance is Key: Connecting the Links to Leadership and Excellence, and continues to specialize in leadership and excellence for educators and students. 

Dr. Hassler  holds a BS in Economics and Accounting from Mulhlenberg College; Ed.D. and Masters of Education from Lehigh University.

Virginia R. Hill is a Framework Specialist at the Danielson Group who has 27 years of experience in Pennsylvania as a teacher, school administrator, science supervisor, as well as a curriculum and professional development executive director. She is a seasoned workshop presenter. Virginia specializes in school improvement efforts, student achievement, equity, and diversity. She is a graduate of Geneva College, Indiana University of Pennsylvania, and the University of Pittsburgh.

Debora is a National Board Certified Teacher with 25 years of classroom experience teaching grades K-6 in the states of New York, New Hampshire and Vermont. She developed and coordinated the Champlain Valley School District Mentoring Program in Vermont, and teaches courses on mentoring and coaching educators for the Vermont NEA. She supports teachers on provisional licenses in obtaining their certification through the Vermont Agency of Education Peer Review Program. Currently, Deb works as a K-8 Instructional Coach for the Champlain Valley School District in Vermont. She is the recipient of the Michelle Forman NBCT Award for her exemplary commitment to the National Board Teaching Standards, and her leadership in her school, district, state and union for accomplished teaching. She has many years of experience using the Framework for Teaching as a primary component of the work she does with educators and continues to be inspired by its teachings as a Framework Specialist. Deb holds a Bachelor of Science degree in Elementary Education from SUNY Oswego, and a Master of Science degree in Elementary Education from BInghamton University.

Bridgette is currently an Employee Effectiveness and Evaluation Specialist in the Prince George’s County Public Schools Office of Employee Performance. In this capacity, she serves as the lead for the school-based administrator evaluation process and the teacher evaluation process that is based on the Danielson Framework for Teaching. Bridgette has specialized in K-12 Mathematics Education, mentoring, and supports in facilitating professional learning opportunities on teacher professional growth using Danielson’s Framework for Teaching, calibration, and the administrator and teacher evaluation management system. Bridgette holds a Master of Science degree in Mathematics Education from Towson University and a Bachelor of Science degree in Elementary Education from Boston University.

When Teresa typed “how to talk about teaching” into an Internet search engine, she didn’t know it would be the start of her work with The Danielson Group. One simple search led her to tools and confidence in her conversations with teachers. 

With thirty-five years of special education classroom experience, Teresa leverages her knowledge of the Framework as a Direct Instructional Facilitator and participant in the Teach to Lead conference. Her leadership earned Promising Program Awards from the Wisconsin Department of Public Instruction for the Baraboo School District mentoring program and Professional Development Plan Support.

Teresa holds a BS in Elementary Education and Special Education from Winona State University and a Masters of Education – Professional Development from UW-La Crosse, Wisconsin.

Melissa Linton is a Framework Specialist at the Danielson Group and spent over 25 years serving as a teacher, school and district level administrator, principal, and instructional coach. She began using the Framework as an administrator in 2000 focusing on mentoring programs, teacher evaluation, observation and school improvement using data driven decision-making processes. Her current focus is using the Framework to support personalized learning and social/emotional initiatives in schools and districts. She teaches graduate level courses for teachers, focusing on strategies that support personalized and blended learning and provides teachers, schools and districts comprehensive school improvement support on the use of the Framework for Teaching for evaluation, observation calibration and effective instructional practices. Melissa is a graduate of the Eastman School of Music and Northwestern University.

Dr. Juliette Longchamp, a  30-year veteran teacher, who spent the last 25 years as a middle school teacher, at Williston Central School, in Vermont.  Juliette left the classroom to serve as Director of Professional Programs at Vermont-NEA, where she works with school districts and educators in Vermont in a variety of ways including conducting classes and workshops, teaching classes through Castleton University, coordinating and working with National Board Candidates, serving on state-level committees, and supporting aspiring educators in both teacher training programs and those who are pursuing alternate routes to certification.  Recent workshops and courses include Differentiation and the Brain, Assessment Practices to Support Student Learning, Mentoring and Coaching, Accomplished Teaching, Project-based Learning, Proficiency-based learning, and Certification through the Peer Review Process. 

Juliette is a National Board Certified Teacher, and holds Vermont Certification in Elementary Education (k-6), Special Education (k-8) and Middle School (5-9) in English Language Arts, Science, Math and Social Studies.  This broad base of expertise allows her to connect with teachers in her courses and workshops.  

She earned her Ed.D. in Education Leadership and Policy Studies from the University of Vermont, M.A. in Curriculum and Teaching from Teacher’s College, Columbia University, and a B.S. in Elementary and Special Education from the University of Vermont. 

Zipporah has served in several roles in the K-21 Education System locally and nationally.  She has served as a classroom teacher, adjunct professor, school administrator and the leader for science in two districts in Maryland. She currently serves as a leader in professional development efforts in a public school system.  Nationally, she led the National Science Teachers Associations efforts in providing professional development and e-learning opportunities to science teachers across the country. Zipporah earned her Bachelor’s degree from Chadron State College in Chadron Nebraska, Master’s degree from Bowie State University in Bowie, Maryland and a Doctorate degree from the University of Maryland College Park in Maryland.

Peggy Olcott is an internal Curriculum Designer for the Danielson Group. She has over 30 years experience ranging from elementary and middle school teaching to district level coordination of curriculum and instructional programs.  In her role at the central office, she developed successful professional development programs to address the changing needs of staff due to educational reform efforts at the state level, including developing and implementing teaching standards based on Danielson’s Framework for Teaching. Currently, Peggy presents various seminars including facilitating data-driven dialogue and learning-focused conversations. Peggy holds a B.A. from the University of California, Santa Barbara and M.Ed. from City University. 

Joanie Peterson is a Framework Specialist at the Danielson Group whose 30 year career span includes classroom teacher, counselor, central office Human Resources and Professional Development administrator, Board of Trustee in the K-12 education system and consultant; faculty member, counselor and administrator at the community college and university level. She has specialized in recruitment and the hiring process, mentor and induction programs and teacher evaluation based on the Danielson Framework for Teaching since 2002. Peterson provides support in facilitating professional growth on teacher effectiveness, data-driven decision-making processes, observation, calibration, and teacher evaluation design using the Framework for Teaching at the school, district and state level. Joanie is a graduate of the University of California at Davis and holds advanced degree from College of Idaho.

Rhonda is currently a Principal on Assignment with Prince George’s County Public Schools in Maryland.  This assignment followed her position as director of a pay-for-performance initiative that utilized the Framework for Teaching as the research based model for assisting administrators and teachers in improving their practice in an effort to increase student achievement.  Rhonda has been a teacher, assistant principal, principal and a director during her career.  She currently provides professional development training for teachers, administrators and central office staff.

Rhonda received her B.S. Degree in Elementary Education from Northeastern University in Boston and her M.S. Degree in Educational Administration and Supervision from Bowie State University in Maryland.

I am a Mathematics Teacher Educator and founder of TeachEDX, a professional learning provider for teachers in Jamaica and the Caribbean. My career in education spans the past 15 years. I have served at various levels of the Jamaican education system including classroom teacher, instructional coach, test developer, and training officer. I specialize in Mathematics education and classroom assessment. I hold a BSc in Mathematics and Economics and a Master of Arts degree in Teacher Education and Teacher development from the University of the West Indies. I am currently a PhD candidate in Curriculum Development at the University of the West Indies. My current research interest is the development of pedagogical content knowledge in mathematics teachers.

Allison Rodman is the Founder and Chief Learning Officer of The Learning Loop, an education consulting organization that provides professional learning design, facilitation, and leadership coaching services to districts, schools, nonprofit organizations, and businesses internationally. This includes work with public,
charter, and independent schools, over 20 archdioceses, and over 60 sites across the Americas, Europe, and the Pacific for the Department of Defense Education Activity (DoDEA). As a Framework Specialist for the Danielson Group, Allison brings experience as a teacher, instructional coach, school leader, director of teaching and learning, director of professional learning, and board member.

These varied experiences enable her to support systems and schools as learning organizations from a variety of different lenses. In her Specialist role, Allison helps educators and leaders improve their ability to establish and sustain a system and culture of professional learning where teachers engage in powerful reflection, collaboration, and coaching, ultimately leading to more effective classroom practice. Allison is an ASCD faculty member and author of Still Learning: Strengthening Professional and Organizational Capacity (2023) and Personalized Professional Learning: A Job-Embedded Pathway for Elevating Teacher Voice (2019). Her work focuses on adult learners, and she has written for Educational Leadership on professional learning, effective teams, and educator wellness, as well as Education Week and Edutopia.

Allison holds a B.S. in Political Science and Secondary Education from the University of Richmond and an M.S. in Educational Leadership from the University of Pennsylvania. She is a certified teacher, principal,
master board member, and board leader.

Lynn Sawyer is a Framework Specialist at the Danielson Group. She has lead school districts in developing comprehensive systems for professional development and teacher evaluation based on the Framework for Teaching. Her publications include: “Revamping a Teacher Evaluation System,” Educational Leadership, Feb 2001 and “Integrating Cognitive Coaching with a Framework for Teaching,” in Cognitive Coaching: Weaving Threads of Learning and Change into the Culture of an Organization, 2003 (Christopher-Gordon).

Judie Strawbridge worked for Prince George’s County Public Schools for 28 years, serving the school community as an educator, a servant leader, a mentor, and a coach. In her years as an educator and leader, she had the good fortune to have the opportunity to help build the capacity of teachers and leaders through coaching and mentoring, during her 9 years as Principal of Francis Scott Key Elementary School. She interacted with principals and educators at all levels to support them as they developed school culture and relationships. Ms. Strawbridge worked with the Office of Learning and Leadership and the G3 Teacher and School Leader Grant Initiative (G3 TSL) as a G3 Calibration Instructional Specialist. In this position, Ms. Strawbridge supported the teachers and administrators of 40 high need schools to ensure the staff and leaders had an understanding of Danielson Group’s Framework for Teaching, its elements, components, and attributes. Ms. Strawbridge’s goal was to shift the mindset of all the participants from compliance to performance. In collaboration with another colleague, she developed a cycle of learning that included administrators and teachers in a professional development and standard calibration process that addressed the unique needs of each of the 40 schools. In that process, a very important component was the ability to coach the administrator in how to coach the teacher that was observed based on evidence that was collected during the calibration process. The intended outcome was to improve the practice of the administrator in having learning-focused conversations and the teachers’ abilities to view the observation process as means to improve their practice and establish a schoolwide improvement focus based on very specific data.

Dr. Cheryl Lundy Swift is the Chief Academic Officer of EduPower, an education consulting firm that aims to improve student academic and behavioral outcomes by empowering school leaders, teachers, and parents. Cheryl has served as a classroom teacher, administrator, executive and consultant. She leverages her expertise to improve instructional practices, transform culture and climate, and strengthen school to home connections. Cheryl earned a Bachelor of Arts from the University of Virginia, a Master of Education in Administration & Supervision from Virginia Commonwealth University, and a doctorate in Educational Leadership from Kean University.

Dr. Robert Thornell has made it his career passion to support educational leaders and continues to do so as in is current role as a Framework Specialist. He believes strongly that a quality campus administrator is the key to a successful school and continually seeks ways to use his skills, experience, and knowledge to help shape the future of school leaders. His dissertation, from Baylor University, centered on the mentorship of campus administrators and he has continued that pursuit throughout his career. Throughout his career he has served as Deputy Superintendent where he oversaw multiple departments in a large, suburban setting. Prior to that role, Dr. Thornell was Assistant Superintendent for curriculum and instruction with a focus on instructional goals and professional learning communities and an emphasis on principal leadership. Robert’s campus experience includes serving as the Principal of Chisholm Trail Middle School. Under his leadership, the school was named a “National School to Watch” by the National Association of Secondary School Principals (NASSP). He also has served as a Principal of Timberline Elementary School, which is a PreK-5 bilingual campus. He began his career in education as a fourth and fifth-grade teacher. Over the course of his career, Robert has been actively involved in professional learning organizations and is a current state Board member of Learning Forward – Texas as well as membership in the Association for Supervision and Curriculum Development (ASCD), Learning Forward, Texas Association of School Administrators (TASA), and Texas Elementary Principals and Supervisors Association (TEPSA). He previously served on the Board of Directors of Texas ASCD. He is a certified trainer for the National Institute of School Leadership (NISL), a program designed for transformational school leaders, and is a graduate of the Texas ASCD Curriculum Leadership Academy. He co-authored the book Inside the Principal’s Office: A Leadership Guide to Inspire Reflection and Growth, which reached #1 on Amazon for Educational Leadership in September of 2020.

Maria is a passionate advocate for equitable access to high-quality education for all students with a wealth of experience in the field of K-12 Education. Throughout her career, Maria has developed and delivered professional learning and coaching services on a wide range of topics, including Performance Management, Effective Leadership, Collaborative Teams, Rigorous Instruction, Embedded Professional Learning, and Purposeful Family and Community Involvement. Her expertise has been sought after across the country. Prior to her current roles, Maria served as the Director for School Improvement Services Delivery, a School Improvement Leadership Coach and a Professional Learning Consultant at NWEA. She served as a superintendent in Michigan for five years, where she made significant strides in improving educational outcomes. She has also held positions as a curriculum director, chief administrative officer, chief academic officer, and building leader. Maria’s dedication to data-driven decision-making led her to contribute as a data coach and subject matter expert for school improvement initiatives throughout the state. Maria’s passion for education began in the classroom, where she spent over 20 years teaching in Michigan, Minnesota, California, and her home state of Texas. Her extensive classroom experience has provided her with a deep understanding of the challenges and opportunities faced by educators on the frontlines and continues to inform her work as a Framework Specialist. With her diverse background and expertise, Maria continues to make a positive impact in the field of education, working tirelessly to ensure that every student has the opportunity to thrive and succeed.

Crystal Wash began her teaching career in ChicagoPublic Schools teaching elementary and middle grades. Crystal eventually became a demonstration classroom teacher, where she opened her classroom for others to observe her practice. Subsequent roles included district instructional coach, director of instruction and a district calibrator in which Crystal supported a cohort of principals to understand the Framework for Teachingbased Teacher Evaluation System. Crystal specializes in culturally responsive practices and how to best integrate such practices in math and science classrooms Crystal holds a BA in English and Philosophy from Indiana University and a M.Ed. in education from DePaul University and an M.Ed. in Administration and Supervision from National Louis.

Dr. Courtney Wilkerson has served as a school leader in The District of Columbia Public Schools since 2012. Through Dr. Wilkerson’s transformational leadership, students were empowered to authentically engage, determine their learning, and reach their post-secondary goals. The theme of Dr. Wilkerson’s leadership journey is an unyielding commitment to increasing equity access and justice for those most impacted by the dominant status quo. They are eager to continue this work with the Framework for Teaching as a Framework Specialist. Dr. Wilkerson does this by developing ethnocultural leadership capacity, seeking a shared humanity through relationships, responsibility, and resistance to anti-Black and Africana culture. They develop justice action metrics that assess learning and affirm cultural, historical, and socio-linguistic knowledge expressed by a whole child. Dr. Wilkerson is committed to self-determination and liberation of the Africana Global Majority and being a resource that empower leaders to have sustainable change. In the Spring of 2023, Dr. Wilkerson’s doctoral education at Howard University concluded with honors, and their dissertation and ethnocultural leadership framework was recognized by the University as one of academic distinction. A District native, Dr. Wilkerson began their career teaching math and science at an alternative high school in Northern Virginia. Dr. Wilkerson earned a bachelor’s degree in biology, and a master’s degree in juvenile justice policy from Virginia Commonwealth University. Dr. Wilkerson presents their published educational research and leadership practices across the globe. Married for ten years, Dr. Wilkerson has five children flourishing in their self-determination and liberation.