Meet the Voices Leading the Conversation

We are finalizing an exciting lineup of speakers for the 2026 Early Literacy Conference. This conference will spotlight innovative practices, evidence-based strategies, and insights from experienced educators, leaders, and literacy experts.

Click on any speaker to view their bio.

Steve Gross

Founder and Chief Playmaker, Life is Good Playmaker Project

Keynote Speaker: The Power of a Playful Mindset

Steve Gross

Founder and Chief Playmaker, Life is Good Playmaker Project

Steve Gross is the Founder and Chief Playmaker at the Life is Good Playmaker Project. A clinical social worker by training, Steve has dedicated his 30+ year career to teaching others how to build healing, transformative relationships with children facing overwhelming adversity. Steve has earned global recognition for pioneering innovative, play-based trauma interventions in countries such as Haiti, Ukraine, Rwanda, Turkey, Denmark, Japan, the United States, and more. In addition to being featured in Forbes, his work has also been featured as an example of how play can help children heal from trauma in the longtime #1 New York Times bestseller "The Body Keeps the Score". His goal is to inspire others embrace a more playful mindset -- one that elevates joy, connection, engagement, and empowerment in the workplace. He reminds leaders that these are not only the four key ingredients of play, but also the four most powerful levers for building stronger, healthier relationships, especially in times of uncertainty and challenge.

Nadine Gaab

Professor, Harvard Graduate School of Education

The Reading Brain: Neurobiology, Development, and Implications

Nadine Gaab

Professor, Harvard Graduate School of Education

Nadine Gaab is the Silvana and Christopher Pascucci Professor in Learning Differences at the Harvard Graduate School of Education and the director of the GaabLab (www.gaablab.com). Her research focuses on typical/atypical learning trajectories from infancy to adolescence with an emphasis on language/reading development within a learning disabilities framework. Her work has a strong translational aspect and sits at the intersection of cognitive neuroscience, developmental psychology, learning sciences, EdTech, and education policy. She is the 2024 awardee of the Translation Award from the International Society of Mind, Brain, and Education and the 2023 recipient of the Academic Research Recognition Award from the World Literacy Foundation. Furthermore, she received the Learning Disabilities Association of America Award in 2019, the Norman Geschwind Memorial Lecture in 2020, and the Alice Garside Award from the International Dyslexia Association in 2017. Furthermore, she is the co-founder of EarlyBird Education, a gamified EdTech platform for identifying children at risk for language-based learning disabilities and a board-certified special education advocate.

Tiffany P. Hogan

Professor & SAiL Literacy Lab Director, MGH IHP

Milestones in Oral Language Development

Tiffany P. Hogan

Professor & SAiL Literacy Lab Director, MGH IHP

Tiffany P. Hogan, Ph.D., CCC-SLP, is a Professor in the Department of Communication Sciences and Disorders at the MGH Institute of Health Professions in Boston and Director of the Speech and Language (SAiL) Literacy Lab. Her research focuses on the genetic, neurologic, and behavioral links between oral and written language development, particularly in children with developmental language disorders, dyslexia, and speech sound disorders. Dr. Hogan’s work is dedicated to translating science into practice to improve assessment and intervention in schools, and she has published extensively on language and literacy development, assessment, and intervention. She also serves on national committees of the American Speech-Language-Hearing Association and is an elected board member of the Society for the Scientific Study of Reading.

Shelley Isaacson

Children's Literature Educator, Simmons University & Tufts University

Engaging with Complex Texts in Children’s Literature

Shelley Isaacson

Children's Literature Educator, Simmons University & Tufts University

Shelley Isaacson teaches children’s literature at Simmons University and Tufts University, where she works with undergraduate and graduate students preparing for careers in education, literature, and youth development. Her teaching and scholarship focus on the study of children’s books—particularly picturebooks as multimodal texts—and how literature can support young readers’ literacy development and engagement with the world. Isaacson’s work explores topics such as representation in children’s literature, including portrayals of disability, as well as international and translated children’s books. She is also a reviewer for The Horn Book, a freelance editor of books for young readers, and a coordinator for the Simmons Summer Institute in Children’s Literature. Earlier in her career, she worked as a researcher and curriculum designer for children’s media and literacy-related educational projects.

Charley Haynes

Professor Emeritus, MGH Institute of Health Professions

Dyslexia Redefined: Implications for Literacy Instruction

Charley Haynes

Professor Emeritus, MGH Institute of Health Professions

Dr. Charles Haynes is a nationally and internationally recognized expert in literacy development, language disorders, and dyslexia. As Professor Emeritus at the MGH Institute of Health Professions, he has dedicated his career to advancing research and instruction in reading and writing, with a particular focus on students with language-based learning differences. A pioneer in language-based curricula, Dr. Haynes has helped shape instructional approaches for children with dyslexia and expressive language impairments. His research spans multiple languages—including English, Japanese, Arabic, and Portuguese—and includes more than $3 million in funded studies on assessment and intervention. He is the co-author of From Talking to Writing: Strategies for Supporting Narrative and Expository Writing (2018), a widely used resource for educators. Dr. Haynes also serves as a Senior Advisor to the International Dyslexia Association’s Global Partners Committee and has received numerous honors, including the Margaret Byrd Rawson Lifetime Achievement Award and the IDA Legacy Award for his contributions to the field.

Dustin Halterman

Graduate Program Chair & Literacy Professor, Fitchburg State University

Evidence-Based Strategies for Teaching Phonological Awareness

Dustin Halterman

Graduate Program Chair & Literacy Professor, Fitchburg State University

Dustin Halterman is an Assistant Professor in the School of Education at Fitchburg State University, where he also serves as Graduate Program Chair for the Reading & Dyslexia Specialist programs as well as programs in Elementary and Early Childhood Education. Dr. Halterman’s work focuses on literacy instruction, reading development, and preparing teacher candidates to implement evidence-based literacy practices in diverse classrooms. At Fitchburg State, he teaches courses in literacy instruction, reading assessment, and language development for diverse learners, helping future educators develop the knowledge and skills needed to teach reading effectively. His work in educator preparation emphasizes research-based practices across the components of reading—including phonological awareness, phonics, vocabulary, fluency, and comprehension—and how teachers can design instruction that meets the needs of all learners.

Raphael Rogers

Professor of Practice, Education, Clark University

Culturally Sustaining Teaching and Early Literacy

Raphael Rogers

Professor of Practice, Education, Clark University

Raphael Rogers received a Bachelor of Arts degree in History from Clark University, a master’s in curriculum and instruction from Northeastern University, and a doctorate in education from the University of Massachusetts at Amherst. He has been a professor at Clark since 2012. He is affiliated with the Adam Institute for Urban Teaching and School Practice, Hiatt Center for Urban Education, and Community, Youth, and Education Studies Program. Dr. Rogers teaches a variety of courses in Education including Exploring the Power of Youth Knowledge and Activism in the Struggle for Equity Justice in Urban Contexts, Graphic Novels in the Classroom, Multicultural Children’s and Young Adult Literature, Racism and Educational Inequality in the Lives of Youth in Urban Schools, Teaching and Learning, and Ways of Knowing History. He is the author of The Representation of Slavery in Children’s Picture Books: Teaching and Learning About Slavery in K-12 Classrooms (2018) and Representing Black Girl Magic with Contemporary Picture Books (2025). In addition, he has book chapters in Partnership and Powerful Teacher Education (2019) and Frontiers in American Children’s Literature (2016). Rogers has also collaborated with other Massachusetts educators to create culturally responsive teaching resources for the state’s Department of Education. In addition to his university work, he partners with school districts and educational organizations across Massachusetts, providing guidance on teaching multilingual learners, strengthening ESL instruction, and fostering meaningful family–school connections. He is actively involved in statewide teacher education initiatives and contributes to professional learning communities focused on supporting diverse learners. His work centers on culturally and linguistically sustaining pedagogy, historically responsive literacy, and preparing educators to meet the needs of multilingual students in today’s classrooms.

Woodly Pierre-Louis

Assistant Director Instructional Policy, MA Department of Elementary and Secondary Education

Moving from Lesson Planning to Lesson Internalization

Woodly Pierre-Louis

Assistant Director Instructional Policy, MA Department of Elementary and Secondary Education

Woodly Pierre-Louis serves as Assistant Director of Instructional Policy at the Massachusetts Department of Elementary and Secondary Education, where she supports the work of the Center for Instructional Support. Her work focuses on advancing the Curriculum Matters initiative, promoting the use and effective implementation of high-quality instructional materials, and supporting professional learning to ensure all students have access to grade-level, rigorous instruction.

Jeff Pera

Instructional Policy Specialist, MA Department of Elementary and Secondary Education

Moving from Lesson Planning to Lesson Internalization

Jeff Pera

Instructional Policy Specialist, MA Department of Elementary and Secondary Education

Jeff Pera is an Instructional Policy Specialist at the Massachusetts Department of Elementary and Secondary Education, where he supports large-scale initiatives to advance high-quality instructional materials and evidence-based, culturally and linguistically sustaining practices across the state. His work includes developing resources and professional learning for educators, managing grants and partnerships, and supporting the effective implementation of standards-aligned curriculum. In addition, Jeff serves as a Visiting Professor at Salem State University, where he prepares future educators through coursework in curriculum, instruction, and assessment, and provides feedback on field-based teaching practice. His work is grounded in a commitment to equity, strong instructional practice, and continuous improvement in educator preparation.

Sarah Sayko

Senior Research Associate, RMC & Associate Research Professor, BU

Writing Instruction: Opportunities for Frequent and Sustained Writing Practice

Sarah Sayko

Senior Research Associate, RMC & Associate Research Professor, BU

Sarah Sayko, Ed.D., is a senior research associate at RMC Research Corporation where she supports technical assistance and program evaluation projects in literacy. In this role, she served as a technical assistance specialist for the U.S. Department of Education’s Comprehensive Center Network, the National Reading Technical Assistance Center, and its predecessor, the National Center for Reading First Technical Assistance. She has extensive experience providing capacity-building technical assistance to state, regional, and local education agencies and presents regularly on how to apply evidence-based literacy practices in classrooms. Dr. Sayko is also an associate research professor at Boston University Wheelock College of Education & Human Development, with an appointment in the Teaching & Learning Department. Her primary affiliation is within the Wheelock Institute for the Science of Education (WISE). She is the principal investigator and interim director of the National Center on Improving Literacy. NCIL’s mission is to increase access to and use of evidence-based approaches to screen, identify, and teach students with literacy-related disabilities, including dyslexia. Previously, Dr. Sayko was an elementary reading coach and literacy specialist in two Massachusetts school districts.

Kata Solow

Executive Director, Goyen Foundation

Tips for Making the Early Literacy Observation Form Effective

Kata Solow

Executive Director, Goyen Foundation

Kata Solow is the Executive Director of the Goyen Foundation, where she led its multi-year transformation process and created the Goyen Literacy Fellowship to recognize exceptional reading teachers. Before her time at the Foundation, her roles as a classroom educator, a school administrator and a field organizer helped build her conviction that meaningful change in education must be collaborative, community-driven and teacher-led.

Lindsay Zorich

Assistant Director for Educator Preparation, DESE

Leadership PLC for Early Literacy Program Alignment

Lindsay Zorich

Assistant Director for Educator Preparation, DESE

Lindsay Zorich is the Assistant Director of Educator Preparation in the Center for Instructional Support at the Massachusetts Department of Elementary and Secondary Education (DESE). In this role, she supports the development, approval, and continuous improvement of educator preparation programs across the Commonwealth. Her work focuses on strengthening program quality and alignment with state priorities, including advancing evidence-based early literacy instruction.

Rebekah Louis

Director/Asst. Professor, Graduate Teacher Education at Stonehill College

Leadership PLC for Early Literacy Program Alignment

Rebekah Louis

Director/Asst. Professor, Graduate Teacher Education at Stonehill College

Rebekah Louis is an assistant professor, director of graduate teacher education, and graduate clinical education coordinator for graduate teacher education at Stonehill College. She has taught in higher education for nearly a decade, drawing upon her many years of experience as a teacher in the public schools. She researches the clinical experience aspect of teacher preparation, with two main research strands: investigating how technology use in clinical preparation impacts teacher candidates’ experiences and the impact of placement factors on teacher candidates’ clinical experiences. She is co-principal investigator of Project InSIDE: Instantiating Social Justice, Inclusivity, Democracy, and Equity: A Self-Study of Teacher Education Practices, examining whether/how equity-centered program ideologies extend to clinical placements. She is also a researcher with Project SOLVE, a multi-year national research project, examining the impact of the pandemic on teachers and teaching and implications for clinical experiences in teacher preparation programs. She is also a member of a multi-university research team focused on the impacts of special education teachers’ working conditions on teacher candidates’ self-efficacy and intent to teach.

Michael Gentile

Lecturer & Program Coordinator, Teacher of Students with Moderate Disabilities, UMass Amherst

PLC - Further Program Alignment

Michael Gentile

Lecturer & Program Coordinator, Teacher of Students with Moderate Disabilities, UMass Amherst

Michael Gentile, Lecturer and Program Coordinator at UMass Amherst, has been working in the field of Special Education for 14 years across New England communities. He earned his Ph.D. in Educational Psychology from the University of Connecticut in 2022. Gentile focuses his research on the integration of behavioral sciences and reading interventions to benefit students struggling with comprehension. He is also interested in the evaluation and measurement of students with disabilities, implementation of multi-tiered systems of support, and a variety of topics related to Special Education. Gentile joins the faculty in the Department of Student Development excited to support the development of preservice Special Educators to benefit the students of Massachusetts and beyond.

Amy Hartley-Matteson

Assistant Superintendent, Randolph Public Schools

Panel - Strong Partnerships between EPPs and School Districts

Amy Hartley-Matteson

Assistant Superintendent, Randolph Public Schools

Dr. Amy Hartley-Matteson has proudly served for seven years as Assistant Superintendent of Randolph Public Schools in Massachusetts, where she leads district wide efforts to strengthen teaching and learning, curriculum, and professional development. In this role, she partners closely with educators and school leaders to implement research-based instructional practices and ensure that every student has access to high-quality learning opportunities. Throughout her career in public education, Dr. Hartley-Matteson has held a range of leadership roles, including assistant superintendent, elementary school principal, assistant principal, Early Reading First grant facilitator, and classroom teacher. Across these roles, her work has focused on strengthening instructional practice, supporting educator growth, and building systems that foster student engagement, belonging, academic growth, and joy in learning. Dr. Hartley-Matteson earned her Doctorate of Education from Nova Southeastern University. She is committed to strengthening partnerships between school districts and educator preparation programs to ensure that new teachers enter the profession ready to support and inspire all learners. In July, Dr. Hartley-Matteson will begin her next chapter as Superintendent of Schools in Wareham Public Schools, where she looks forward to continuing her work in service of students, educators, and community.

Rachel Kramer Theodorou

Director of Teacher Education, Brandeis University

Panel - Strong Partnerships between EPPs and School Districts

Rachel Kramer Theodorou

Director of Teacher Education, Brandeis University

Rachel Kramer Theodorou is an experienced educator, teacher educator, and instructional leader with more than 20 years of experience in elementary and ESL education across public and private school settings. She currently serves as Senior Lecturer in Education and Director of Teacher Education at Brandeis University, where she prepares future educators and supports the development of effective, inclusive teaching practices. In addition to her university work, Rachel partners with school districts and educational organizations across Massachusetts, providing guidance on teaching multilingual learners, strengthening ESL instruction, and fostering meaningful family–school connections. She is actively involved in statewide teacher education initiatives and contributes to professional learning communities focused on supporting diverse learners. Her work centers on culturally and linguistically sustaining pedagogy, historically responsive literacy, and preparing educators to meet the needs of multilingual students in today’s classrooms.

Laura Porter

Director, Western Mass Literacy Collaborative & Adjunct Instructor, Elms

Panel - Strong Partnerships between EPPs and School Districts

Laura Porter

Director, Western Mass Literacy Collaborative & Adjunct Instructor, Elms

Dr. Laura Porter is the Director of the Western Mass Literacy Collaborative and an Adjunct Instructor at Elms College. A former early childhood and special education public school educator, she brings extensive experience across both P–12 and higher education settings. Dr. Porter’s work focuses on supporting adult learners in developing the knowledge and strategies needed to effectively engage with individuals with exceptionalities and their families. She is committed to advancing inclusive, evidence-based practices and strengthening educator capacity to meet the diverse needs of all learners.

Laura Mendes

Director of Literacy, Elementary and Early Childhood Education, Springfield PS

Panel - Strong Partnerships between EPPs and School Districts

Laura Mendes

Director of Literacy, Elementary and Early Childhood Education, Springfield PS

Laura Mendes is the Director of Literacy for Elementary and Early Childhood Education at Springfield Public Schools, where she leads districtwide efforts to strengthen early literacy instruction and improve outcomes for all students. An experienced leader in curriculum and instruction, Laura brings a strong track record of supporting educators through aligned curriculum design, targeted professional learning, and sustained coaching. Her expertise includes evidence-based literacy instruction, curriculum development, lesson planning, and the integration of educational technology. Laura works closely with school and district leaders to build coherent systems that support high-quality teaching, with a particular focus on ensuring equitable access to rigorous literacy instruction for multilingual learners and diverse student populations.

Marianne Duffy

Director of Multilingual Programming, Waltham PS

Panel - Strong Partnerships between EPPs and School Districts

Marianne Duffy

Director of Multilingual Programming, Waltham PS

Marianne Duffy is the Director of Multilingual Programming for Waltham Public Schools, where she leads district-wide efforts to support multilingual learners and ensure equitable access to high-quality instruction. With extensive experience in ESL education and program leadership, she works closely with educators and administrators to design and implement effective language development and literacy initiatives. Marianne has a strong background in curriculum development, teacher coaching, and building inclusive school environments that value students’ linguistic and cultural assets. She is committed to advancing instructional practices that promote language acquisition alongside academic achievement for all learners. Her work focuses on strengthening systems of support for multilingual students, fostering collaboration across schools, and helping educators meet the diverse needs of today’s classrooms.

Bev Bell

Assistant Dean of Educator Preparation, UMass Amherst

Panel - Strong Partnerships between EPPs and School Districts

Bev Bell

Assistant Dean of Educator Preparation, UMass Amherst

Bev has been involved in higher education in the U.S. for over 21 years and K-12 education for over 16 years in South Africa and Namibia. Along with her work in teacher preparation, Bev has worked on international education projects including the development of national standards and rubrics for teacher preparation and education in Pakistan (2011-2013). Bev has spent many years focusing on developing collaborations and reciprocal partnerships that integrate experiential learning with structured reflection and informed action, both locally and internationally. She is currently collaborating with colleagues, through a Five Colleges initiative, to develop programs that provide opportunities for local community members, para-professionals and teachers on waivers, to earn their initial teaching license.

Anne McKenzie

Superintendent, Hadley Public Schools

Panel - Strong Partnerships between EPPs and School Districts

Anne McKenzie

Superintendent, Hadley Public Schools

Anne McKenzie has served for over a decade as Superintendent of Schools for the Hadley Public Schools. Previously, she served eight years as Executive Director of the Lower Pioneer Valley Educational Collaborative and has previously served as Principal of West Springfield High School. During her leadership in Hadley, Anne has contributed in many ways to support her colleagues and advance education policy. Anne has been on the M.A.S.S. Executive Committee since 2021, served as President of the Connecticut Valley Superintendents’ Roundtable, President of the Massachusetts Organization of Educational Collaboratives, and involved in the Global Leadership Development Program 2025 sponsored by M.A.S.S. and Education First. She has been a presenter at various state and national education convenings with multiple presentations at our annual MASC/M.A.S.S. Conferences. During her tenure as school superintendent, Anne has increasingly demonstrated strong leadership. In her district and as a member of M.A.S.S., she positively influences local, regional and state education policy. Anne has distinguished herself throughout her educational career, winning Meritorious Budget Awards from the Association of School Business Officials and Government Finance Officers Associations along with an Excellence in School Administrators Award and Outstanding Service Award at West Springfield High School.