Wendy York discovered her passion for teaching and learning at age 19 while serving as a substitute teacher in Bryan, Texas and has spent much of her career as a middle school teacher in lower socio- economic areas. As a teacher Wendy created, developed and implemented the Renaissance program – a culture and structure for celebrating growth and achievement. Wendy also consulted with the Riverside County Office of Education providing AB466 and SB472 Materials Trainings for teachers and administrators. She has also been a Secondary Literacy Coach. In 2008, Wendy received an award for Outstanding Contributions to Literacy and was honored as Pinacate Middle School’s Teacher of the Year.
Wendy York has worked for over five years as an Instructional Coach providing a variety of professional development and consulting services including curriculum design and pacing, English Language Learner strategies, Reciprocal Teaching, Direct Interactive Instruction, Process Writing, as well as understanding and planning for classroom shifts in Common Core English Language Arts.
Wendy is dedicated to building capacity amongst teacher teams, school leadership teams, and school leaders in order to ensure that our students are continuously improving and graduate college and career ready with options for exciting futures.
With a B.S. in Education and a M.S. in Counseling, Kira is a strong advocate for educating the whole child. This passion for student learning has led her to take on a variety of roles during her 25 years in education. She has served as a classroom teacher, district coach coordinator, and administrator for two County Offices of Education. In her work for the Riverside County Office of Education and later the San Diego County Office of Education, she worked closely with district, school site, and community stakeholders to design multi-year initiatives, including Common Core State Standards implementation, Master Plan for English Learners, systems of support for student learning, and professional learning opportunities for teachers, coaches, and administrators.
Additionally, Kira has been involved in a number of state and national projects related to curriculum development and review. She has served on the California Instructional Materials Adoption Panel for ELA, and is currently a member of Achieve Inc.’s EQuIP (Educators Evaluating the Quality of Instructional Products) national review panel. She has worked closely with California State University system in the role-out of their Expository Reading and Writing Course, and in 2014 designed and wrote a unit of study for CalFEMA on Natural Disasters, integrating both ELA and the NGSS.
Kira is passionate about transforming education to meet the needs of our dynamic, 21st century learners, and inspiring teachers to incorporate 21st century strategies into their classrooms.
Margaret brings over twenty-five years of dedicated counseling services to InnovateED. She has a Bachelor of Arts in Psychology and a Master’s degree in Counseling, holds community college lifetime credentials in teaching Psychology, Counseling, and Pupil Personnel Services. She has served numerous years for NACAC (National Association for College Admissions Counseling) and WACAC (Western Association for College Admissions Counseling); chaired National College Fairs for Orange County; participated in conference planning committees and presenting for WACAC; and chaired committees for WASC accreditation.
Margaret continues to supervise and mentor counselors and interns. As a school counselor, teacher, and administrator, she has worked with diverse family cultures and student needs. She has developed successful counseling programs in preparatory schools throughout Southern California. Margaret shares her passion for Student Success through educational coaching with teams engaged in preparing college and career graduates.
Marianna Vinson is a Stanford University graduate with almost twenty years of experience as an educator. Marianna most recently served as Deputy Director for the Office of English Language Acquisition at the U.S. Department of Education where she led the development of the English Learner Tool Kit and supported the work of the White House Task Force on New Americans, among other initiatives. Previously she served as Assistant Superintendent of Educational Services for the San Jacinto Unified School District where she oversaw all instructional programs from preschool through high school, including special education, led teacher and principal leadership
development, and expanded digital learning opportunities for all students.
Marianna began her career as a bilingual kindergarten teacher, later teaching middle school before serving as an elementary school principal. Her passion is serving diverse communities and supporting educators in achieving exceptional outcomes for all students
Jennifer De Anda
Jennifer is currently an elementary school principal in Southern California. With over 20 years in education, Jennifer has served as a middle and elementary school teacher in both a low socioeconomic district and in a high achieving, high socioeconomic district. As a teacher, Jennifer served as a mentor for new teachers through the BTSA program. She was a lead consultant for AB 1331 supporting teachers in the development of algebraic thinking strategies. In her current role as principal, Jennifer leads a high achieving Title I school of 600 students from very diverse ethnic backgrounds.
At her Title I Academic Achievement, Distinguished, and Gold Ribbon School, Jennifer has led the implementation of data driven collaborative systems to close the achievement gap. Jennifer has presented for LACOE on the implementation of a model Transitional Kindergarten Program. Her school is a demonstration site for high quality TK instruction as well as Project Lead the Way Launch providing a strong STEAM foundation for the district's youngest learners. In addition to her role as a site principal, Jennifer supports at the district level by leading the professional learning community of elementary principals. In this leadership position, she not only supports and mentors new principals, but Jennifer leads data driven collaboration centered around district coherence. She also provides monthly leadership development classes for teachers on assignment working as instructional coaches. Jennifer also works as a mentor for Tier 2 Administrative Credential candidates through the University of California at Irvine. Jennifer has a Bachelor’s Degree in Child Development from Cal State Fullerton, a Master’s Degree in Education from Chapman University and is currently working on a Doctoral Degree at the University of La Verne.
has a BA from UCLA in musicology and M.Ed. with specialization in Reading. She spent 19 years in Long Beach Unified School District working as a teacher, Literacy Coach, and ELL Specialist before working 6 years as an Instructional Coach in the field of Professional Development for districts across California, as well as Chicago Public Schools and Fort Worth Independent School District. She has worked with districts and school sites in order to support implementation of Common Core State Standards, instructional design and delivery, Process Writing, Direct Interactive Instruction, SDAIE strategies, and curriculum design and pacing. Sharon is dedicated to the goal of college and career readiness for all students by helping to build capacity of school leadership and teacher teams.
Dr. Nancy Padilla
Dr. Padilla has been passionate about teaching and learning for more than three decades, working collaboratively with thousands of students, hundreds of teachers, and dozens of administrators. With a Doctorate in Urban Educational Leadership from the University of Southern California, she has primarily worked with under-served student populations as a teacher, mentor, and school site administrator. An award-winning leader with K-12 principal experience, her schools were recognized for successes at each of the levels--elementary, middle, and high school.
After retiring, or rather ‘re-wiring’ from public school service three years ago, she has been coaching administrators in multiple districts while fostering capacity-building leadership, providing high-quality professional development, and facilitating system coherence from lead learners. Ever the student, Nancy still actively engages in her own professional growth by staying current on emerging research, effective teaching practices, and the use of technology to transform and inspire today’s learners. Consistently demonstrating energetic leadership, strong human relation skills, and a passion for the greater good of all in the education community, her participatory style builds a “let’s see what we can do” climate grounded in high integrity and trust.
Dr. Jennie Wright
Dr. Wright first discovered a love of teaching during high school when teaching pre-school students. She has a B.S. in Secondary Education, M.A. in Educational Leadership, and an Ed.D. in Educational Leadership and Policy. She has spent the last 14 years serving in public education in both very high and very low SES communities as a high school teacher, high school Assistant Principal, Elementary Principal and Middle School Principal. Jennie’s moral imperative in education is to provide a rigorous, high quality education to ensure College and Career readiness for ALL students, regardless of background, circumstance or situation. Jennie is married with 2 children and comes from a family of educators including her husband, sister, brother in law, and mother in law.
Mary Buttler is a visionary educator who works tirelessly in service of students, teachers and administrators working to create outstanding schools and districts. She has been a teacher, principal, Director, Assistant Superintendent and a Superintendent during 30 years in education. Mary is an experienced manager, excellent communicator and curriculum/instruction expert who has worked at all levels of education, pre-K through college. She has a proven ability to develop and manage new and existing programs in a dynamic, fast moving environment in a manner that increases student achievement.
Her work has been recognized by the California School Leadership Academy as a Regional Merit Recipient, a Marin County School Master of the Year recipient, a Carnegie School Principal and she was a California Distinguished School and National Blue Ribbon School Principal. She is a passionate coach and support for school leaders and teachers as they struggle to improve student success at all levels of education.
Heidi Boley’s passion is to participate actively in the leveraging of the most powerful forms of adult learning to positively impact student learning. Since her pivotal role as Director of The Educational Opportunity Center (EOC), University of Hawaii, Maui, her career focus has been to transform teaching and learning for underserved students. Starting as a credentialed secondary mathematics and science teacher, Heidi has also been department chair, Compensatory Education Resource teacher, mentor teacher, Staff Senator, and WASC (site and visiting team) member as well as district teachers coach.
Heidi has also participated in the Balanced Assessment Project, New Standards Project, and New Standards Portfolio Project – the vanguard of today’s Common Core Mathematics and Next Generation Science Standards. In addition, she served on traditional CDE committees (e.g.CA High School Exit Exam and CST item review and cut score teams). After completion of the UC Berkeley’s Principal Leadership Institute as a Behring Scholar, her teacher leader role grew into an administrative one and she became a district administrator overseeing pre-K-12 mathematics and science. Since her retirement, Heidi has worked as a consultant providing educational support that has built the capacity of K-12 educators in several states. Some of these transformative services include BTSA Coordinator, principal coaching, instructional planning, coaching for teachers and teacher leaders, school leadership team support, collaborative site planning (WASC, LCAP), and the co-development of tools for teachers (instructional guides, formative assessments, district level assessments, lesson study).
Debbie Kaplan is a highly accomplished and results-driven retired Superintendent with 38 years’ experience providing high-quality education and championing school reform initiatives that improve overall students’ success. She is al a life-long professional educator with expertise developing researched-based curriculum and instructional initiatives that increased student achievement and teacher effectiveness in urban, suburban, and higher education environments.
As a visionary leader she facilitated the development, articulation and implementation of a five-year strategic plan focused on student learning within the context of the new common core state standards. The plan ensured the district’s commitment to integrating technology into teaching and learning as well as developing students as competent and fluent writers. The plan also included promoting 21st century citizenship skills to enable all students to explore, develop and express their own values and opinions, while listening to and respecting the views of others. The District Strategic Plan was the basis for the Local Control Accountability Plan.
Debbie Kaplan has a track record for fostering open communication and building strong collaborative partnerships with staff, students, teachers, community, and key stakeholders to proactively identify areas for improvement, determine innovative solutions, and implement changes that aligned with and Districts’ mission.