Emma Liebowitz is currently the principal of Sanderson Academy, a preschool through sixth grade rural school in western Massachusetts. She has been an educator for over 25 years and has practiced the Responsive Classroom approach for most of those years. Before becoming a principal, she was a classroom teacher and Title I teacher for students in grades kindergarten through sixth.  She also served as the director of curriculum and assessment in her district. After over a decade working at Center for Responsive Schools, Emma continues to be passionate about sharing Responsive Classroom with educators across the country as a consulting teacher. She strongly believes that the Responsive Classroom approach supports all students and that it is not an add-on, but a foundation that leads to academic, social, and emotional growth. In her free time, Emma recently has renewed an interest in long-distance running with her adopted foster dog.

Erica Barkus is an instructional teacher lead at East Oakland Pride Elementary School in Oakland, California, and a consulting teacher for Center for Responsive Schools, working with teachers and school districts throughout the United States. She has taught in various urban settings in both California and Ohio for over 23 years. In addition to that, she is a certified Guided Language Acquisition Design (GLAD) trainer and is thrilled to offer coaching and support for teachers working with English Language Learners. Erica is committed to closing the achievement gap for minority and low income students. She hopes to help transform inner-city classrooms by helping teachers understand how to balance academic, social, and emotional learning for students. When she is not training and coaching teachers in Responsive Classroom practices, Erica likes to spend time with her husband and six children, jogging on Bay Area trails, and traveling with friends.

Erin Lappe is a kindergarten teacher in the suburbs of Chicago. She has used the Responsive Classroom approach to teaching and discipline for over a decade in her classroom. The Responsive Classroom approach has guided her in creating a safe and joyful environment that instills a lifelong love of learning in her students. As a consulting teacher for Center for Responsive Schools, Erin is thrilled to be sharing the life-changing strategies that have transformed her classroom. 

Gary Wight has been a consultant for Center for Responsive Schools for 16 years and an educator at Flanders Elementary School in East Lyme, Connecticut, for the past 20. He has degrees in elementary education and special education, and a number of other education-related certifications. Gary was first introduced to Responsive Classroom when attending a workshop associated with Flanders National Blue Ribbon School recognition. After noticing the powerful impact the approach had on his students’ confidence, independence, and growth, he pursued further knowledge of Responsive Classroom methodology and developed a relationship with Center for Responsive Schools. Along with his teaching responsibilities in East Lyme, Gary mentors and provides professional support to other teachers in the district, and is a member of multiple leadership committees. He coaches both football and lacrosse at East Lyme High School, using several Responsive Classroom practices as a foundation for his coaching. In his spare time, Gary enjoys exercising, gardening, and spending time with family and friends.

With 37 years of teaching experience, Gayle Robert has filled the roles of primary teacher (K-2), mentor teacher, and support-teacher interventionist. She has experience working with at-risk students and those with challenging behavioral issues. For 22 years, Gayle has implemented the Responsive Classroom approach with her students in public schools near New Orleans. She has taken that knowledge with her on her journey as a Responsive Classroom consulting teacher for 18 years now. Her introduction to Responsive Classroom was a life-changing experience and she remains passionate about sharing this approach to teaching and learning with other educators around the country.

Gigi Marasco is retiring from her position as a reading specialist on Long Island, New York, in June 2022 after working in the field of education for over twenty-five years. She received her master’s degree in education from Columbia University in 1992 and went on to pursue national board certification in 2008. Two of Gigi’s passions are working with educators to share teaching practices and leading cohorts to support national board candidates. Joining the Center for Responsive Schools team as a Responsive Classroom consulting teacher in 2020 has been a rewarding and exciting experience. In her spare time, Gigi practices yoga and enjoys reading, cooking, and taking long walks with her dog, Tito, a one-hundred-twenty-pound Akita.

Gina Castelli has been teaching adults and children for over 17 years. She studied elementary education at the University of Delaware where she now teaches as an adjunct professor, and received a master’s degree in educational leadership from Wilmington University. Gina is one of only two Responsive Classroom consulting teachers in the state and trains teachers nationally in the approach. She is also a trainer in Trauma Informed Care. Gina works to create innovative learning experiences for students, educators, and leaders and believes strongly that every child deserves a joyful and engaging classroom experience. She is highly qualified in creating and executing teacher professional development in topics such as Common Core State Standards, co-teaching, Responsive Classroom, and quality classroom culture strategies. Gina is also a first-year teacher mentor and guide as well as an educational author with pieces published on the Responsive Classroom website.

Hayden Simon is currently a full-time educational consultant and coach for the Center for Responsive Schools. Since graduating from the University of North Carolina at Wilmington in 2007 with a degree in elementary education, she has worked in the field of education in North Carolina. She received her master’s in school administration from the University of North Carolina at Pembroke and went on to become the principal of a PreK-5 school. Prior to becoming an administrator, she had experience teaching fifth grade and has worked as an instructional coach. She is thrilled to be supporting educators as they learn the Responsive Classroom approach to bolster and sustain student success.

Heather Bower is an elementary classroom educator and a Responsive Classroom consulting teacher for Washington Central Supervisory Union in Vermont, where she has taught in both fifth grade and multi-age (fifth/sixth) classrooms for the last 15 years. Early in Heather’s teaching career she attended a Responsive Classroom workshop, and knew immediately she would pursue teaching others about these practices. She continued her professional growth by completing the Responsive Classroom Advanced Course and has spent the past 10 years teaching Responsive Classroom practices to professionals within her district. Heather has also designed and taught numerous graduate-level classes for the Higher Education Collaborative and other professional development organizations. She thrives on inspiring both children and adults in their learning journey. When Heather is not working, she enjoys spending time with her family and friends, reading, exercising, mountain biking, and hiking the beautiful landscapes of Vermont.

Heather Young is a middle school social studies teacher in the Minneapolis metro area. She holds a bachelor’s degree in secondary social studies teaching and a Master of Arts degree in Literacy Education. One of her favorite things about teaching middle school is being a witness and guide to a powerful period of discovery, mistake-making, and growth for students. Heather’s philosophy on teaching the whole child and bringing a sense of belonging and fun to the work she does with students was echoed in the Responsive Classroom training she received. In addition to her teaching role, Heather works with Center for Responsive Schools as a consulting teacher. She co-authored Empowering Educators: A Comprehensive Guide to Teaching Grades 6, 7, 8 (Center for Responsive Schools, 2021) and The Bridge Forward. In her spare time she enjoys baking, woodworking, and all things Harry Potter.

Helen Valiant is currently a kindergarten teacher at Graland Country Day School in Denver, Colorado. After graduating from the University of Vermont, she moved back home to Lancaster, Pennsylvania, and taught at Lancaster Country Day School for five years. After gaining valuable experience and knowledge, she packed her bags and moved to Colorado. Helen took the Responsive Classroom four-day course and, after seeing the positive impact in her teaching, quickly took the advanced course as well. Implementing Responsive Classroom strategies and pedagogies has brought so much more joy to her classroom and teaching craft. Working collaboratively with each child and family over the past nine years has been one of the most rewarding parts of her life. Helen enjoys spending time with her family at the beach, going on walks with her husband and two dogs, and traveling with friends and family.

With over fifteen years of elementary and middle school classroom experience, Hilary Woods has embraced her role as an educational consultant and coach with Center for Responsive Schools. She was initially introduced to the Responsive Classroom approach after receiving her master of education degree and entering her first classroom in 2006 as a fourth grade educator. There she saw the joy and effectiveness of Morning Meeting routines. After earning her certificate of advanced graduate study in literacy and moving to the intermediate and middle school levels, she recognized the value that Responsive Classroom strategies provide in supporting each learner in the classroom. She looks forward to inspiring educators to bring Responsive Classroom teaching practices into their classrooms.

Hope Ross is currently a math resource teacher at Hutchison Elementary School in Herndon, Virginia. She has been in the field of education since 1996 and has had the pleasure of teaching all grades from kindergarten through sixth. For the last 19 years, Hope has worked in Title I schools. She loves sharing her Responsive Classroom learning and beliefs with colleagues so that everyone, adults and children alike, can feel safe, joyful, and challenged every day. She is thrilled to be supporting Fairfax County Public Schools in its Responsive Classroom growth. In her spare time, Hope enjoys going on outings with her son and daughter, training their puppy, and running.

Ina Pannell-Saint Surin is a special education teacher with over 27 years of experience teaching elementary and preschool aged children in New York City public and nonpublic schools. Passionate about sharing the impactful, positive benefits of Responsive Classroom with fellow educators across the country, Ina is also a part-time consulting teacher for Center for Responsive Schools. Her dedication to Responsive Classroom began over 10 years ago when she attended her first Responsive Classroom workshop. Ever since, Ina has been thrilled each year to embrace and incorporate the Responsive Classroom approach and practices in her own classroom and believes deeply in the transformative power that this approach has on students, teachers, and families. She recently received the honor of being nominated and accepted into the Academy of Teachers. When not teaching and presenting, Ina enjoys spending time with her family and friends, dancing, and deepening her commitment to and work with Culturally Responsive Teaching and anti-racist education.

Jacqueline “Jacqi” McGuire is currently a third grade English language arts and social studies teacher in Florida. She has been in the field of education since 1992. Jacqi began her career in education as a preschool teacher and received her BS in education and later went on to pursue a M.Ed. in reading education, K–12. She has experience teaching pre-K through fifth grades and has worked in Volusia and Lake Counties in Florida. Jacqi’s passion for the Responsive Classroom approach began after attending a one-day introductory course that inspired her to continue learning about and implementing Responsive Classroom practices in her classroom and at her school. In her spare time, Jacqi enjoys hiking, camping, gardening, and spending time with her grandson. She is thrilled to be supporting Center for Responsive Schools.

Jane Cofie has been an elementary general education teacher in Fairfax County, Virginia, for 19 years. She received her bachelor’s degree in English and later went on to pursue a master’s in teaching at the University of Richmond. She has taught pre-K through fifth grade in private and public school settings in both suburban and urban areas. Jane began using the Responsive Classroom approach in her third grade classroom nearly 12 years ago and witnessed an incredible transformation in her classroom. The strategies and practices positively impacted her teaching and her classroom environment, creating a safer and more joyful and challenging community for her students. Jane is currently transitioning to become a full-time curriculum and instructional designer for Center for Responsive Schools. When she is not working and teaching, Jane enjoys spending her time reading, playing, and dancing with her young daughter.