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Consultants

Joe Feldman
Joe Feldman
CEO

Joe_Feldman-0014RT2-smallJoe has worked in education for over 20 years at the school, district, and federal levels of government, in district and charter school systems, and in the non-profit sector. He began his career as an English and U.S. History teacher in Atlanta Public Schools and was the founding principal of Thurgood Marshall Academy in Washington, D.C. which has the highest performing students of any open-enrollment public school in the city. He also served as Director of Charter School Development for the New York City Department of Education under Joel Klein and as Director of K-12 Instruction in Union City, California. In Union City, Joe led the districtwide initiative to expand access to and support for honors and advanced classes; in two years the district doubled the number of African-American and Latino students who enrolled in—and passed–honors and advanced courses.

More recently, Joe was Vice-President of Programs for Peer Health Exchange, a national non-profit that trains college volunteers to teach health education to nearly 20,000 high school students. Joe led strategic planning, improved the organization’s training and pedagogy, and led the development of a data system to track outcomes and the launch of a million-dollar multi-year program evaluation with a quasi-experimental design.

Joe earned his B.A. from Stanford University, a Master’s degree in Teaching and Curriculum from the Harvard School of Education, and was a Root-Tilden-Snow Scholar at NYU Law School, where he earned his J.D. He is the author of several publications, including Teaching Without Bells: What We Can Learn from Powerful Practice in Small Schools (Paradigm Publishers), and a contributing author in Dismantling Desegregation: The Quiet Reversal of Brown v. Board of Education (New Press). He lives in Oakland with his wife and two children.

Shayna Sullivan
Associate

Shayna is a career educator with expertise in pedagogical practices that pSullivan Shayna headshot 2015romote equitable learning outcomes for diverse groups of students. She began her career in education as a high school English teacher in Vallejo, California, and has a variety experience within PK-12 and higher education. She has spent the past nine years in teacher education, instructing a variety of courses and engaging in the field supervision of beginning teachers.

Shayna earned her Ph.D. in Psychological Sciences in Education at Stanford University, where she researched identity development in school contexts. Prior to that, she earned her B.A. in Rhetoric and Ethnic Studies from U.C. Berkeley, and her Ed.M. in Learning and Teaching at the Harvard Graduate School of Education.

Shayna’s current research and work interests center around creating educational conditions that promote social equity, personal transformation, health and success for students.

Noelle Apostol Colin
Associate

Noelle Apostol Colin has 15 years of experience teaching elementary school and leading adult learners, through coaching and team facilitation, in the Bay Area. She taught elementary school in Oakland, CA, where she learned not only the value of integrated curriculum and how a school can truly value all students, but also how a culture of healthy adult learning can achieve transformational outcomes. She works from a deep knowledge of adult learning and keeps her values of compassion and equity at the forefront of her practice.

She holds a BA from the University of Texas at Austin in Latin American Studies and Spanish Literature, and an MA in Education Administration from the University of California at Berkeley. She also holds a California Administrative Services Credential. She is inspired by the resilience and creativity of her former students and rejuvenated by being quiet in nature. When she is not working, she is having as much fun as she can with her husband and toddler, lost in a novel, hiking or running.

Kim Petitt
Kim Petitt
Associate

FullSizeRenderSince 2001, Kimberly Petitt has taught high school English—courses that have included 12th grade World Literature, 9th grade English, and Expository Reading and Writing–with a highly diverse student body that includes significant numbers of English Language Learners. She has played a key leadership role in several teaching and learning initiatives at her school, including Reading Apprenticeship, and for three years has been the high school teacher representative of the districtwide Grading and Assessment Task Force. She has an Ed.M and she has co-taught an undergraduate writing course at Cal-State University—East Bay.

Advisors

Nikole Richardson
Advisor

IMG_4320Nikole Richardson is a Visiting Professor at the School of Education at Mills College, where she is the Director of Humanities in the Teachers for Tomorrow’s Schools. She teaches graduate level courses to Ed.M. candidates–courses that include Adolescent Development and Learning and Curriculum and Instruction for the Humanities. Prior to joining Mills she conducted research with the Stanford Center for Opportunity and Policy in Education. She earned her PhD in Curriculum and Teacher Education from Stanford University, where she focused on culturally-responsive pedagogy within school contexts. Before earning her doctorate, Nikole taught high school social studies and humanities for 10 years, primarily on the East Coast.