About Us

Co-author of Developing Natural Curiosity Through Project-Based Learning, Jill’s arc of professional learning began in 1996. Her experience includes STEM, Network Director, International Baccalaureate Coordinator and Trainer and School Leader. She has worked at the university level, designing transformational leadership programs for aspiring principals. She founded a Spanish Immersion and Dual Language Project Based Learning School in Dallas, Texas. Her extensive professional development background includes training in urban, charter and private schools all over the world. Jill’s philosophy is that relevant learning experiences prepare children and adults to be critical thinkers who use creativity to solve challenges.

Jennie Allan has been a principal and middle school teacher.  She has a passion for giving teachers the tools they need to effectively differentiate instruction to meet the needs of all learners. She is currently serving as a teacher and department head in a PBL-focused STEAM school, and holds a district leadership role in planning and writing curriculum.  She believes in taking a strengths-based approach to bring out the best in every child.

Jennie specializes in helping educators incorporate the meaningful use of technology to support student learning, as well as using differentiated instruction in mathematics learning and other content areas. She been inspiring students since 2003, primarily in math and science classrooms. Jennie holds a Master of Arts degree in K-8 education from the University of Michigan, with credentials in math, science and English language arts.

Starting off her educational experience by student teaching in Auckland, New Zealand, was indicative of Dori’s unique and varied experiences over the last 20+ years as an educator. After 13 years as a classroom teacher, Dori was hired at a newly established charter school district, tasked by the superintendent to support the development of a system-wide approach to support the implementation of a wall to wall PBL model.  She planned, implemented and facilitated PBL units (all content areas) for grades 3-9.  In charge of over $80,000 annually, Dori oversaw all district software and programs, working with vendors on adoption and then training and monitoring these curricular programs. In 2015, Dori started a Project Based Learning and STEM camp for elementary-aged children where she wrote all of the projects and then trained teachers who would be facilitating at the summer camp.  For the past 7 years, Dori has traveled around the world, working for several organizations as an educational consultant, working with teachers and leaders through the facilitation of workshops, but also with district partners and other stakeholders, to support the implementation of new initiatives.

Jennifer’s career in education began as a teacher in a high poverty, diverse school in Phoenix, AZ. From the classroom, Jen transitioned to central office in the curriculum and assessment division before becoming a principal. After more than a decade as a principal in schools that received Title One funds, she transitioned back to central office as the Federal Programs Manager. Dr. Cruz then had a unique opportunity to work for the Buck Institute for Education for a few years before transitioning back to a local school district where she served as the Director of Innovative Academic Initiatives to support the growth of STEAM academy schools of choice, gifted education, partner outreach, and grant writing.

Jennifer is currently the Assistant Superintendent for a district in the Metro Phoenix area
where they are working to provide a world-class education for the students in the community.

Jennifer earned her Ed.D. in Leadership, Innovation, and Policy Studies from Arizona State
University. She is an AZ certified K-8 teacher and administrator with credentials in gifted
education and structured English immersion.

Dr. Chad Dumas is an educational consultant, international presenter and award-winning researcher whose primary focus is collaborating to develop capacity for continuous improvement. Having been a successful teacher, principal, central office administrator, professional developer and consultant in a variety of school districts, he brings his passion, expertise, and skills to his writing and speaking as he engages participants in meaningful and practical learning. In his Amazon best-selling books, Let’s Put the C in PLC and An Action Guide to Put the C in PLC, Chad offers readers and audiences educational research, engaging stories, hands-on tools, and useful knowledge and skills they can implement immediately.

Mike’s passion is inspiring educators to design engaging PBL curriculum for all content areas and age levels. During 15 years of PBL teaching he has taught social studies, math, personal finance, STEM, and STEAM classes. Mike has integrated projects across content areas in both middle school and high school settings. He has team taught social studies with English, and math with science in integrated classes. While living abroad, Mike gained international experience teaching English in China. He was a founding teacher at Kent Innovation High School, a nationally recognized PBL school of the New Tech Network. There he helped create its positive culture of student inquiry.

Mike leads workshops and conference sessions on a variety of topics including integrating technology, PBL, standards based grading, and collaborations between schools. He believes that “whoever is doing, is learning,” therefore his students direct their own learning through vigorous inquiry. Student autonomy is at the heart of the authentic tasks that his students complete for the local community. They become critically thinking citizens who question the status quo, solve complex problems,  and bring justice and equality to the world. Mike is convinced that we don’t need to prepare students for “someday,” but that they should be doing meaningful work right now! He is currently designing a PBL pilot program for the Western Flyer Foundation, focused on the historic boat used by John Steinbeck and Ed Ricketts.

Katrina Martinez entered the field of education in 2005 serving as a bilingual elementary educator for 7 years in Dallas Independent School District. She completed her undergraduate studies in 2004 focused on Applied Learning and Development at the University of Texas at Austin and received her Master of Education in the specialization of Curriculum and Instruction through Concordia University in 2008.

Throughout her profession, Katrina has served urban, under resourced populations in a multitude of capacities including Director of a PK-8 project-based learning public charter and Director of Elementary Curriculum and Instruction, overseeing bilingual program and PBL implementation and support. Her recent work with PBL Works and New Tech Network includes collaboratively supporting district and school systems to disrupt and transform traditional environments to more innovative, learner-centered programs. In her current role, Katrina oversees the management of a major education project under Southern Methodist University’s Simmons School of Education which is focused on developing and sustaining a replicable PBL, full-service school model. She remains passionate about serving the urban population through project design, adult learning, and cultivating cultural conditions.

Katrina spends her weekends dedicated to family gatherings, extracurricular activities and cheering on the Texas Longhorns.  Hook ‘em!

John McCarthy, Ed.S. has been an advocate for student voice in their learning his entire career. Teacher, Consultant, Cognitive Coach, and Learner–John supports school cultures on improving teacher and learner capacity with instructional practices, including Differentiation, Personalization, Blended Learning, Project-Based Learning, Authentic Learning Experiences, Formative Assessment Practices, and Instructional Use of Technology. John writes articles regularly for various education publications that are widely shared by educators to educators and is the author of, So All Can Learn: A Practical Guide to Differentiation, published in early 2017.

John has successfully helped teachers and administrators find the capacity and talent within themselves to design and implement structures that benefit students taking more ownership of their learning. He helps them connect pedagogical concepts into practical skill sets for successful implementation. He works with schools across the United States, Australia and Asia.

Kym Pawelka is an educator with multiple years of experience with Project-Based Learning. Most recently, she was integral in the startup and design of Kent Innovation High School where she served as principal. Kent Innovation serves as a project-based lab school for Kent County districts. KIH received a national demonstration site designation from New Tech Network in its second year of operation and continued this status during Kym’s tenure.

Prior to Kent Innovation, Kym taught biology in the Kentwood Public School District for 13 years. While in the classroom, Kym had the opportunity to develop an inquiry based curriculum for English language learners and helped implement a project-based school within a school at East Kentwood’s Freshman Campus. Kym has a Masters degree in Educational Leadership from Western Michigan University and a Bachelors degree in biology from Hope College. She is currently managing the Groundswell Program, a placed-based educational initiative housed in Grand Valley State University’s College of Education, supporting teachers in integrating placed-based projects into their curriculum.

Angela is a consultant and author with three decades of experience as an educator. She is the author/co-author of 13 books, including the bestsellers Writing Matters in Every Classroom and The Data Teams Experience: A Guide for Effective Meetings.

Prior to becoming a full-time author and consultant, Angela was an instructional coach for a chronically low-performing middle school. Additional experience includes ten years of classroom teaching in secondary schools, four years as a high school administrator, and various leadership roles at the building, district, and state levels. In these roles, she developed curriculum, studied effective instruction, and mentored other teachers. She has taught undergraduate and graduate courses, both in-person and online. For several years, she was a co-director of a National Writing Project site, teaching the summer institute graduate course.

Angela earned her doctorate in curriculum from the University of South Carolina. Her doctoral research highlighted professional development in teacher inquiry. A Virginia native, Angela earned her B. A. in English at Randolph-Macon Woman’s College and her M. A. in Literature at Hollins College. Her professional licensures include secondary English, secondary administration, and gifted/talented education. Most recently, she has undertaken graduate study in brain-based learning and global education. Angela sees every day as a new learning experience and delights in working with teachers and administrators around the globe.

As ThoughtStretcher Education’s Director and co-host of the ThoughtStretchers (and now archived TeachThought Podcast) Drew helps design and deliver workshops and learning both on-site and virtually as well as coordinating PD work with our team. A graduate of Michigan State University with a degree in Political Science in three years, he was decidedly against the idea of being a teacher. With a mother and grandmother both educators, a stint as a substitute teacher lured him back to earn a teaching certificate in secondary social studies. Thus began a journey that includes 15 years in the classroom and leadership in Michigan, California, Texas and most recently Kentucky and spanned middle and high school, Special Education to Advanced Placement and basketball and golf coaching.

Formerly with the Buck Institute for Education and the Collaborative for Teaching and Learning he has designed and contributed to several PBL models, including the ThoughtStretchers PBL Model. Drew continues to deliver professional development and speak internationally. He has been light-heartedly referred to as a professional thought stretcher due to his emphasis on leading through inquiry and questioning.

Beth previously served as the Regional Executive for WAY (Widening Advancements for Youth), providing a blended model of project-based learning for middle and high school aged youth. She has also served as a superintendent of schools, an assistant superintendent for curriculum and instruction, an elementary school principal, a high school assistant principal, an adjunct university instructor, and a teacher in both face-to-face and virtual environments. Beth holds a Bachelor of Arts in K-12 education, a Master of Arts as a K-12 reading specialist, and a Master of Education in educational leadership and administration.

Beth has been recognized as a Gerstacker Fellow from Saginaw Valley State University (SVSU); in Who’s Who Among American High School Teachers; as the SVSU College of Education Outstanding Alumni; as an AAUW Eleanor Roosevelt Teaching Fellow; as the Michigan Health Teacher of the Year; as a National Collegiate Health and Physical Education Award winner; and as a National Collegiate All-American Scholar. Beth held National Board Certification as a teacher.

Beth provides professional development and job embedded coaching in the areas of differentiated instruction, leadership and organizational development, literacy, blended learning, project-based learning, and instructional technology integration.

Rebecca has been a principal and middle and high school teacher. While serving as a teacher, she was named Social Studies Teacher of the Year by the Kentucky Council for Social Studies in 2004. In her position as a middle school principal, she focused on aligning curriculum, increasing the level of critical thinking in assessments and instruction, and establishing a school-wide discipline plan. She is the author of three books: Assessing Critical Thinking in Middle and High Schools, Assessing Critical Thinking in Elementary Schools, Real-World Learning Framework for Secondary Schools, and Real-World Learning Framework for Elementary Schools. She has also co-authored a math workbook series entitled Explore the Core. She received a PhD from the University of Louisville. Currently, she serves as an associate professor at Western Kentucky University, teaching assessment and unit-planning courses in the teacher education program. She supervises first-year teachers and consults with school districts on critical thinking, instructional strategies, assessment, technology integration, and other topics.

Eric is an educator who, above all else, is devoted to student and teacher empowerment. He has performed many roles in education that include serving as a classroom teacher, department head, instructional coach, and Title I / CTAE coordinator. During his tenure, he co-founded multiple academies that focused on design thinking, blended learning, and project-based learning. Eric has presented at many state and national conferences on innovative learning approaches and continues to provide professional development in this area. He also provides coaching and professional learning to assist districts and schools with 1:1 initiatives. In addition to having his blogs published by the Partnership for 21st Century Learning, he co-authored “Design Thinking and the Shift From Refrigerator Projects” for UnBoxed: A Journal of Adult Learning in Schools. Eric was also featured for his work with project-based learning in Edutopia’s Schools That Work series in 2011.

In his spare time Eric loves to go fly fishing, but he admittedly catches more trees than fish.