A graduate of University of Michigan and Harvard Graduate School of Education, Debra Solomon Baker has been a middle school Language Arts educator for more than a decade. She has presented at national education conferences, most recently on the integration of technology in the English classroom. Baker blogs about her experiences as a teacher and as a parent at http://msbaker.edublogs.org/.
Alan L. Neville currently serves as an associate professor of education at Northern State University in Aberdeen, S.D. He usually teaches courses in human relations and South Dakota Indian Studies. Prior to his higher education experience, Neville worked in K-12 education as a teacher and high school principal. He is a veteran of the U.S Army.
While attending school full-time, Jessica teaches undergraduate classes and facilitates pre-service teachers' field-experience work in local public schools. She frequently presents at conferences and is conducting an ongoing research project with a high school social studies teacher. Kobe is also a teacher consultant for the Red Clay Writing Project (a local branch of the National Writing Project).
Noelle Walters teaches third grade at the Gordon School in East Providence, Rhode Island, where she has taught for the past nine years. She is also a cooperating teacher and adjunct faculty member for the Teacher Residency Program at the Gordon School and Roger Williams University, where she also coteaches a course on children’s multicultural literature.
Liz is director of the Public Rights/Private Conscience Project at the Center for Gender and Sexuality Law at Columbia Law School. Previously, she was a Carr Center for Reproductive Justice Fellow at A Better Balance. Her paper “Gangsters to Greyhounds: The Past, Present and Future of Offender Registration,” was recently cited in an opinion enhancing due process rights for convicted persons.
Chris is a seventh-grade U.S. history teacher in the Washington, D.C., area. He is continuously working to design a curriculum that is anti-racist, anti-sexist and pro-social justice. In addition to teaching, Seeger is a doctoral student at George Mason University. His research is focused on how teachers adapt their curriculum and teaching to achieve equity-related goals in high-poverty schools.
Melissa is a student-activist in New Jersey, focusing on a variety of education issues, such as student voice and high-stakes testing. She is in the integrated bachelor's and master of arts in teaching program in urban education at the College of New Jersey in Ewing, New Jersey. Melissa is also a coordinating committee member of the Young Teachers Collective.
