Marcie Abramson teaches ED 105a Elementary School Curriculum and Teaching: Mathematics as well as MATH 3A Explorations in Mathematics. She has extensive experience teaching elementary, middle and high school students. She is also the author and co-author of several mathematics books for students in grades 5-8.
Marcie was elected to the Massachusetts Mathematics Teacher Hall of Fame in 2018.
Ellen Alt has taught at the MAT program since 2003. She is currently the artist-in-residence at the Park Avenue Synagogue, instructor of mixed media to adults at the 92nd St. Y, the art teacher at Solomon Schechter School of Manhattan. In addition, Alt organizes community sculpture and mural projects. She has worked with Arab/Jewish groups in the Middle East, Catholic/Protestant groups from Northern Ireland and multicultural groups throughout the United States.
Meg Anderson brings more than 30 years of experience as a teacher, curriculum leader and principal in traditional and alternative education settings. In addition, she has had 11 years of experience as the director of the Principal Residency Network, a principal training and credentialing program (a partnership between the Center for Collaborative Education and Northeastern University), and as a school redesign coach, advising principals and district leaders and providing professional development for teacher leadership, advisory programs, curriculum development, teacher evaluation and team development. She is currently an educational consultant and facilitator.
Mira Angrist is a lead advisor at HATC (Hebrew at the Center), a national nonprofit organization advising schools on revising Hebrew curricula to meet the proficiency standards, providing face to face and online webinars and mentor Hebrew teachers. Angrist is also the head of the Hebrew program, full-time lecturer and lecturer’s coordinator at the Department of World Languages and Literatures at Boston University. She is an active member of NAPH (National Association of Professors of Hebrew), an Hebrew OPI (Oral Proficiency Interview) tester and active presenter in language/culture conferences.
Lauren Applebaum is a facilitator and consultant on professional learning for educators in Jewish and general education. Formerly the associate dean at the Graduate Center for Education at American Jewish University, she teaches courses in pedagogy and reflective practice at HUC and AJU in Los Angeles as well as at Hebrew College. Applebaum served as executive director of Kesher Newton, a nationally recognized innovative supplementary education program in the Boston area. She is certified as a Critical Friends Coach by the National School Reform Faculty and trained as a professional development leader by the Mandel Teacher Educator Institute. An alumna of the Harvard Graduate School of Education and Williams College, Applebaum received her doctorate in education at the Jewish Theological Seminary, where her dissertation explored professional learning and collaborative reflective practice for Israel educators. She continues this work as the co-director of Project Orli: Research and Leadership for Israel Education.
Howie Baker is executive director of the Lemberg Children’s Center and the early education and care component and supervisor for practicum students. His 46-year career at Brandeis and in early education policy and practice has been to support learning together, inclusion of children with diverse educational needs, parent-school collaborations, standards of care, reflective practice and leadership. He is currently co-president of the Council of Child Development Lab Schools and director of the American Psychological Associations' ACT Raising Safe Kids Boston Regional Center, a violence prevention and parenting education program.
Megin Charner-Laird began her career as an elementary grades teacher in the Bay Area, where she primarily taught fifth grade. After moving from California to Massachusetts, Charner-Laird began her studies at the Harvard Graduate School of Education where she investigated the preparation and early career experiences of teachers with a focus on mechanisms that support teacher learning in various school contexts. Currently, Charner-Laird is an assistant professor of education at Salem State University, and her research focuses on teachers’ experiences of professional learning, teacher leadership, and school turnaround efforts.
Jennifer Cleary is a senior lecturer in theater arts and teaches courses in stage management, public speaking, creative pedagogy and theater for social change. She received her EdM in arts-in-education from Harvard University and serves as the field supervisor/content instructor for theater arts student teachers at the secondary level. Previously, she has stage-managed professionally with the New Repertory Theatre, Worcester Foothills Theatre, Fredericksburg Theatre Company, Williamstown Theatre Festival, Encompass New Opera Theatre, and Gloucester Stage.
Michael Coiner has a research interest in the economics of higher education. He teaches Economics 59b The Economics of Education, an elective for education studies students.
Barbara Collins has been coaching teacher leaders since the Teacher Leadership Program began in 2015 and teaches ED 259, an online course on the uses of data for teacher leaders. Collins is passionate about supporting institutional change through shared leadership, instructional practices that meet the needs of all students, and systems to implement best practices in the field of literacy. She was a literacy specialist for the Newton, Mass., Public Schools for more than 25 years and went on to become an elementary school principal and then K-8 District Literacy Director and Title 1 Director for the Needham, Mass., Public Schools. In addition to teaching at Brandeis, she consults and coaches individuals and school districts.
Jan Darsa is former director of Jewish education at Facing History and Ourselves, where she facilitated Facing History workshops, seminars and other professional development programs for teachers across the country and in Israel. She has developed curriculum materials designed for educators in Jewish day schools and supplementary schools and has written numerous articles on Holocaust education.
Prior to Facing History, she taught English and social studies in public and Jewish middle and high schools. Darsa received a BA in English literature from the University of California at Berkeley and an MEd from Boston University, and has studied Hebrew and Jewish Studies at the World Union of Jewish Students in Israel.
Kerry Dunne is the K-12 Social Studies Director for the Boston Public Schools. Dunne recently co-wrote “History for Its Own Sake, and For All of Our Sakes,” an article on the value of teaching history in the era of Common Core, which was published online by ASCD.
Sharon Feiman-Nemser teaches practitioner research in the MAT program and the capstone seminar to education studies majors. Her scholarship focuses on teacher education and learning to teach. Since coming to Brandeis in 2001, she founded the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education and the Delet Program. A former high school English teacher, Feiman-Nemser is especially interested in what and how teachers learn in and from their practice. She is the codirector of the Brandeis Teacher Leadership Program.
Marion Gribetz is a faculty member of the Shoolman Graduate of Jewish Education and is the director of educational initiatives at Hebrew College in Newton, Mass. She teaches in, oversees and directs all aspects of many professional learning programs at the college including the Pardes Educator Program and community initiatives in teacher learning.
Before coaching teacher leaders, Marion taught in the Jewish Day School track of the MAT Program on topics of Jewish content and education.
Minna H. Heilpern is a veteran Jewish educator with a passion for nurturing and supporting teachers and administrators and significant experience as a Jewish educational leader in teacher education and mentoring. She is a trained mentor through the Jewish New Teacher Project and was a fellow in Cohort IV of the Mandel Teacher Educator’s Institute.
In addition to being a coach in the Teacher Leadership Program/Jewish Day School Fellowship, Heilpern is also director of professional development at the Jewish Educational Center in Elizabeth, NJ. Prior to her work as a coach, Heilpern was an assistant principal at Yavneh Academy in Paramus, NJ. She also served as the director of the Teachers’ Center and director of Teacher Education at Jewish Educational Services (JES) of the Jewish Federation of Northern New Jersey. Heilpern holds a BA in Judaic Studies from the University of Massachusetts and an MA in Jewish Communal Service, with a concentration in Jewish Education from Brandeis University.
Colleen Hitchcock teaches EBio33b Citizen Science: Bridging Science, Education, and Advocacy a hybrid course designed to introduce students across disciplines to the practice and application of citizen science. Hitchcock’s education experience includes leading teacher professional development workshops and developing ecological curriculums for K-12 with a focus on urban ecological field experiences and citizen science.
Shira Horowitz co-teaches ED 264a Foundations of Education, a course taken during the first summer of the public elementary and Jewish day school concentrations of the MAT. Horowitz spent many years teaching kindergarten and first grade in a Jewish day school in the Boston area. She also worked as a mentor teacher and field instructor in the Jewish day school concentration of the MAT Program from 2002 to 2015.
Danielle Igra's research areas include the Pedagogy of Teacher Education and the Teaching of English Language Arts. She currently teaches Fundamentals of Teaching, Pedagogy of English, and Reflective Teaching. Before coming to Brandeis, Igra worked at Stanford University, where she also earned a PhD in teacher education, an MA in English, and an MA in teaching. Igra taught high school English for nine years in public schools and has taught in graduate programs in secondary, elementary and early childhood education. As a teacher development and research consultant she has worked in the fields of literacy, large scale assessment, higher education and Jewish education.
Aja Jackson currently teaches the Foundations in Education course for the MAT program and coaches public school teachers in the Teacher Leadership Program. After more than a decade of educating Boston Public Schools students, she became more interested in school leadership and has a principal licensure from the Center for Collaborative Education/Northeastern University. Jackson currently works with social science teachers as a District K-8 Instructional Coach. Her interests include new teacher development, authentic assessment, and multicultural curriculum rooted in social justice.
Liat Kadosh has more than 25 years experience teaching Hebrew to students and adults in Israel and the United States. She currently works as an adviser for Hebrew at the Center (HATC), coaching teachers at Jewish day schools around the US and at AJA (Atlanta), where she has served as the director of Hebrew language since 2015.
Kadosh spent seven years teaching Hebrew, writing curriculum and coordinating Hebrew language instruction support for students with special needs at the New Jewish High School (Gann Academy), in Waltham, Mass., before moving to Atlanta, where she was the Hebrew language director at The Epstein School (Middle School) and a Hebrew language instructor at Emory University in Atlanta. Kadosh holds a BA, Teaching License, and Educational Leadership Diploma from Bar Ilan University and an MA in Jewish Education from Siegal College of Judaic Studies, Ohio.
Rebecca Katsh-Singer teaches the summer pedagogy course for prospective secondary science teachers. Katsh-Singer has consulted for schools, districts and research organizations about effective science teaching and learning. Katsh-Singer began her career as a middle school science teacher and is currently the district science coordinator for the Westborough Public Schools in Westborough, Mass.
Orit Kent is a teacher educator and researcher, who works with teachers on developing their approaches to teaching texts and constructing productive group learning experiences. She is a senior research associate at the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education.
Jody Klein brings more than 25 years of experience in education as a teacher, program director, curriculum developer and trainer. She has taught pre-service and in-service education courses to teachers from pre-K through the university level, often around topics related to English Language Learning. She currently works for Newton Public Schools and as a consultant for Research for Better Teaching. Klein’s beliefs about access and achievement for all students are what fuel her work in and out of the classroom.
Jonathan Krasner is the author of The Benderly Boys and American Jewish Education (Brandeis University Press, 2011), which won the 2011 National Jewish Book Award in American Jewish Studies. He is currently co-authoring a book about Hebrew in American Jewish summer camps.
Marya R. Levenson is Professor of the Practice in Education and the Harry S. Levitan Director of the Brandeis Education Program. She was a teacher in the Boston Public Schools, principal of Newton North High School, and superintendent of the North Colonie Schools. She is the founder of the Brandeis Education Studies Program and codirector of the Teacher Leadership Program. Levenson is the author of Pathways to Teacher Leadership: Emerging Models, Changing Roles.
Jon A. Levisohn serves as director of the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education. He has taught in middle school and has worked with educators in multiple settings.
Rebecca Lewis is a National Board Certified Teacher, and has been teaching biology, chemistry, and AP chemistry to students from grades 9-12 for the past 10 years. She has taught in the Pedagogy of Science class at Brandeis, as well as mentored student teachers through the program. In addition to her work in the classroom, Lewis has been a part of a grant-funded Chemistry Education research project for five years, and through this, is currently working to create a new professional development model for chemistry teachers. Prior to teaching, Lewis graduated from medical school, but decided not to practice clinically in order to become a science teacher.
Katherine Lobo, who is an ESL teacher at Newton South High School, is a Lecturer in Education. She currently teaches ED 175a — The Teaching of English Language Learners: Pre-K to 12. Lobo is an experienced teacher and an accomplished artist.
Shira Loewenstein spent 10 years as a classroom teacher before working for Prizmah: Center for Jewish Day Schools as the program director for Teacher and Leadership Development and at the Yeshiva University School Partnership supporting teacher learning. Loewenstein is particularly interested in the pedagogical practices of teachers and thinking about how kids think. She holds a master’s degree from Brandeis University, where she is an alumna of the Jewish Day School track of the MAT (DeLet) program and is currently writing her dissertation as part of the Azrieli doctoral program of Yeshiva University.
Ellen Logan brings 30 years of experience in education in a Chicago suburb as a classroom teacher, differentiation support coach and curriculum developer. She has previously supervised MAT candidates at Northwestern University. Her passion is helping to make the connection through strategies between children who want to learn and teachers who want to teach.
Joan D. Martin has been a mathematics educator for more than years with experiences ranging from pre-K through college level mathematics. She has been a classroom teacher, math curriculum coordinator, specialist, coach and author. She is on the board of the Association of Teachers of Mathematics in Massachusetts. Martin teaches ED 262a Teaching Mathematics in Elementary Classrooms.
Orah Minder's research focuses on the teaching and learning of Jewish literature to and by Jewish students. Minder graduated from Bryn Mawr College with a degree in English and religion. She completed her master's of teaching at Lesley University in 2007. She went on to teach at a Boston-area Jewish day school, where she taught middle school English. While teaching, Minder completed a master's degree at Middlebury College’s Bread Loaf School of English.
Caitlin Moore is a former social studies teacher and school administrator, who is currently the education director at the United Nations Association of Greater Boston. She is teaching part of ED 101a Elementary School Teaching: Literacy, Social Studies and Other Topics, and teaches ED 263b Reflective Teaching. Moore received her master's degree from the Harvard Graduate School of Education and her bachelor’s degree from Bowdoin College.
Deborah Moriarty teaches ED 107a Teaching and Learning Reading in Elementary Schools. She co-teaches ED 101a Elementary School Curriculum and Teaching: Literacy, Social Studies, and Other Topics, in which she focuses content on literacy skills, strategies and techniques. Moriarty has been an elementary school teacher for 12 years, 10 of those teaching first grade.
Desiree Phillips has been teaching workshops about special education at Brandeis for a number of years and began teaching a moderate disabilities course in 2015. She has worked for the Cambridge Public Schools since 2006 and is deeply invested in the lifelong success of students with disabilities. She was a special educator in both general education and substantially separate settings for 10 years, followed by two years as a lead teacher, and most recently is the coordinator for high school, upper school, and out-of-district.
Phillips has special education experience in rural and urban education settings in grades K-12. She has presented at National Science Teachers’ Association conferences and contributed to the “Differentiated Instruction” portion of the Active Physics textbook series.
Gary Pretsfelder is principal, K-8, of the Solomon Schechter School of Manhattan, a student-centered, Constructivist-oriented school. He has been a member of their Educational Leadership Team for 18 years and a teacher and administrator in elementary and middle schools at three different Jewish day schools since 1989.
In addition to being a coach in the Teacher Leadership Program, Pretsfelder has also mentored aspiring administrators through the ELAI program of the Lookstein Center at Bar Ilan University. Pretsfelder has a BA from New York University and an EdM from the Harvard Graduate School of Education.
Joseph Reimer has been at Brandeis since 1986. During his tenure at the university, he has been director of the Hornstein Program and the Institute for Informal Jewish Education. Trained as a developmental psychologist, he has written several books and many articles on moral education, kibbutz education and Jewish education. He is considered by many as a leading expert on experiential Jewish education.
Ned Rossiter has spent more than 50 years in the classroom and in schools as a history teacher and history department head. After earning a BA from Yale and an MEd from Harvard he spent three years in England working in the United World College program and helping to develop the International Baccalaureate. He returned to the U.S. to take a position in the history department at Newton North High School, where he spent the rest of his career, becoming department head in 1976. After retirement from the Newton Schools, Rossiter has worked as a teacher, coach and as a field supervisor in the Brandeis Education Program.
Juan Gabriel Sanchez co-teaches ED 264a Foundations of Education, a course taken during the first summer of the Public Elementary and Delet Concentration of the MAT. Sanchez is currently a doctoral student in Curriculum & Instruction. He also has several years of experience teaching and developing curriculum.
Aviva Scheur teaches ED 253 Improving Teaching and Learning in the Classroom and serves as a coach in the Brandeis Teacher Leadership Program. She also works as the Shin Shin supervisor for the Combined Jewish Philanthropies in Boston. Previously, she served as education director at several synagogues, and was the head of the Tanakh department and leader of professional development at Gann Academy. Aviva has taught Pedagogy of Tanakh in the Brandeis MAT Program, presented at many conferences on teaching and learning and is a contributing author to The Power of Teacher Rounds: A Guide for Facilitators, Principals, and Department Chairs, by Vivian Troen and Katherine C. Boles.
Cynthia Shulak-Rome has been working as a coach for the Teacher Leadership program since it began in 2015. She serves as the alumni specialist for the Delet Alumni Network, planning and facilitating professional development programming for Brandeis' Delet/MAT alumni and day school teachers in our partner day schools. Prior to Delet, Shulak-Rome worked as a Jewish educator with her primary focus being supplementary school education.
A founding member of Congregation Dorshei Tzedek in Newton, Mass., she also served as education director of the congregation’s religious school for five years. Shulak-Rome served on the Board of the Jewish Reconstructionist Federation (JRF) from 1998-2004, and on the JRF Executive Committee as Education Vice President from 2006-2008. Shulak-Rome received a master’s degree in education and speech-language pathology from University of California Santa Barbara and did her undergraduate work at University of Michigan. She also participated in the two-year Mandel Teacher Educator Institute, a rigorous professional development program for teachers of teachers in Jewish education.
Margery Sokoloff is the assistant director of the Teacher Leadership Program and a field instructor for secondary English teachers in the MAT program. Sokoloff has worked as an educator since 1989 and as a teacher educator since 2006, when she joined the faculty of the Bread Loaf School of English. She has taught English at the high school and college levels in Miami and Boston. Sokoloff holds a BA and PhD in English literature from Yale University.
Rachel Kramer Theodorou has been a classroom elementary and ESL teacher for more than 20 years in both public and private schools. Alongside her practical work, Rachel consults with Waltham Public Schools, MATSOL, EDCO and the Waltham Family School on matters ranging from instructional practices for teaching English Learners, to promoting ESL teacher leadership in professional development, and in methods for forging productive family relationships between school and home.
Derron Wallace is a sociologist of education whose research interests include global perspectives on urban education, comparative and international education, black ethnic relations, and disability studies. He recently received his PhD from the University of Cambridge, where he was a Marshall and Gates Cambridge Scholar. Previously, he worked as a community organizer and consultant with Local Educational Authorities in London. Wallace currently teaches ED 170a Critical Perspectives in Urban Education.
Shaneé Washington-Wangia has more than 14 years of experience as an elementary and middle school teacher and three years of experience as a postsecondary instructor. She currently teaches Teacher Research in the MAT program and has also taught Critical Perspectives in Urban Education at Brandeis.
Washington-Wangia is a PhD candidate and teaching fellow in the Lynch School of Education (LSOE) at Boston College. Her research interests include family-school-community engagement in Indigenous contexts and the preparation of teachers and administrators for schools serving culturally and linguistically diverse students. Washington-Wangia is a recipient of the 2018 Donald J. White Teaching Excellence Award and the LSOE Doctoral Dissertation Fellowship for the 2018-2019 academic year.
Josh Wiczer teaches Ed 272a Pedagogy of Secondary Mathematics. He completed the Brandeis undergraduate teaching program, obtained his MS in applied mathematics from the University of Massachusetts at Lowell, and has been teaching math at Ashland High School (Ashland, Mass.) since 2003.