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.
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.
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.
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.
Sharon Feiman-Nemser is the Jack, Joseph and Morton Mandel Professor of Jewish Education. Since coming to Brandeis in 2000, she founded the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education and the DeLeT Fellowship which evolved into the MAT program with concentrations for public school and Jewish day school teachers. She also co-directs the Brandeis Teacher Leadership Program. A former high school English teacher, Feiman-Nemser is a scholar of teacher education and learning to teach. A collection of her writings, Teachers as Learners, was published by Harvard Education Press.
Leah Gordon holds a joint-Ph.D. in History and Education from the University of Pennsylvania. She has particular interests in the history of education, intellectual history, the relationship between social science and social policy, and ideas about race, class, and inequality in modern America. Professor Gordon's first book, From Power to Prejudice: The Rise of Racial Individualism in Midcentury America (Chicago: University of Chicago Press, 2015), received the 2016 Linda Eisenmann Prize from the History of Education Society. Professor Gordon is currently working on Imagining Opportunity: Education and Equality in Modern America (under contract with the University of Chicago Press), a history of the idea that schooling can equalize the social and economic structure. She has received awards and fellowships from the Spencer Foundation, the National Academy of Education, the American Council of Learned Societies, and Stanford University’s Center for Comparative Studies in Race and Ethnicity.
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, Dr. 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.
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.
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 Director Emerita of the 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.
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.
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.
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.
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.
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.
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.