Joe has worked in education for over 20 years as a teacher, principal, and district administrator, and is the founder and CEO of Crescendo Education Group (Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms (Corwin) was published in 2018. Crescendo Education Group has partnered with the National Education Association as well as the American Federation of Teachers, National Association of Independent Schools, and Stanford University’s Challenge Success. His online course for Grading for Equity launched this year.), which since 2013 has supported K-12 schools, districts, and colleges/universities nationwide to improve grading and assessment practices. He has presented at many education conferences, and his writings have been published in Education Week, Kappan, Education Leadership, District Administrator, and Black Press USA. His book,
Joe earned his B.A. from Stanford University and a Master’s degree in Teaching and Curriculum from the Harvard School of Education, and is also the author of Teaching Without Bells: What We Can Learn from Powerful Practice in Small Schools (Paradigm, 2010). He lives in Oakland with his wife and two children.
Shayna is a career educator with expertise in pedagogical practices that promote 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.
Nikole Richardson is a Research and Clinical Associate at the Stanford School of Education. She conducts research related to increasing the number of teachers of color, as well as teaches graduate level courses to teacher / Ed.M. candidates–courses that include Adolescent Development and Learning and Curriculum and Instruction for the Humanities. Prior to joining Stanford School of Education, Nikole was a Visiting Professor at the School of Education at Mills College, as Director of Humanities in the Teachers for Tomorrow’s Schools. 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.