Summer 2022

Dr. Asheena Baez is the Chief Executive Officer of Asheena Baez Consulting LLC. An adjunct Professor at Columbia University, Russell Sage Doctoral Program Organizational Cultural Strategist, and Complex Systems Leadership and Wellbeing Consultant for the New York City Department of Education. Dr. Baez specializes in curating the conditions to create an intersectionality between organizational culture sustainability and indestructible wellbeing.  

She has devoted the last two decades of her life to leadership and organizational wellbeing transformation globally. Dr. Baez has led global teams in the education, corporate, and nonprofit sector in utilizing evidence-based mindful practices to cultivate psychological flexibility & emotional resilience, cultural transformation & sustainability as well as diversity, equity & inclusivity.

Dr. Joseph Daschbach earned a B.S. Engineering Science from Trinity University, San Antonio, in 1995. In 2001, after a brief career as an engineer and project manager, Joe earned his teaching certificate in high school science & mathematics from the University of New Orleans, and began teaching in public high schools. In the decades since, he has continued to work in public schools as both a teacher and as a leader in New Orleans and in New York City. He has contributed to numerous articles and a book chapter exploring financial and organizational aspects of the charter school system in New Orleans. Joe earned his Ed.D in Leadership, Policy and Politics at Teachers College, Columbia University in 2018, and has been a member of the Summer Principals Academy faculty since 2013.

Joe currently works as a finance specialist for EdOps, a Washington DC based consulting firm, where he assists clients with all aspects managing school financial systems, including annual budget development, HR strategy and payroll, federal grants management, and strategic planning and problem solving, with a goal toward maximizing the resources that reach students in the classroom.

Luis A. Huerta is an Associate Professor of Education and Public Policy at Teachers College-Columbia University. He holds a Ph.D. in education policy from the University of California, Berkeley. He teaches policy analysis and implementation courses, school finance, and organizational sociology. His research and scholarship focus on school choice reforms and school finance policy. His research on school choice reforms examines policies that advance both decentralized and market schooling models—including charter schools, vouchers, tuition tax credits, homeschooling, and virtual schools. His research also examines school finance policy and research, with a specific focus on how legal and legislative battles over finance equity in schools and the research which has analyzed the effects of resources on student achievement, have consistently overlooked how resources are used within schools.Prior to joining the Teachers College faculty in January 2002, he served as a research associate and coordinator for K-12 education policy research for Policy Analysis for California Education (PACE). He also served as a California public school teacher for six years. He is the author of recent articles on school choice and school finance published in Educational Policy, Journal of Education Finance, Teachers College Record, Peabody Journal of Education, Journal of Education Policy and Phi Delta Kappan. He recently served as co-editor of the journal Educational Evaluation and Policy Analysis

Rebecca Stilwell is an Organizational Psychologist who independently consults with schools, districts, and other for- and non-profit organizations. Her work ranges from managing change, developing school culture, professional collaboration, leadership development, strategic planning, curriculum design as well as research and evaluation. She is dedicated to working collaboratively with stakeholders in organizations to co-create and implement comprehensive change plans for organizational development. Prior to becoming an Organizational Psychologist, Rebecca taught in public, private, and international schools. Her current research focuses on leader behaviors that support effective change and approaches to change in education. Rebecca earned her Ph.D and M.A. in Social-Organizational Psychology at Teachers College, Columbia University and her B.A. in Psychology at the University of California, Los Angeles.

Dr. Brian K. Perkins is the Director of the Summer Principals Academy Master’s Degree Program offered by Teachers College Columbia University in New Orleans and New York City. He was previously the director of the Urban Education Leadership Program at Teachers College where he was responsible for designing and gaining accreditation of the doctoral program with a new conceptual framework.  He is the former Chair and Professor of Education Law and Policy at Southern Connecticut State University in New Haven, Connecticut. As Chair, Dr. Perkins successfully led his department through the accreditation and licensure of the university’s first doctoral program and was the university’s youngest full, tenured professor in it’s 112-year history. Dr. Perkins is a distinguished Yale alumnus and was named a Timothy Dwight Fellow in 2004.  During his studies at Yale School of Medicine, Dr. Perkins was named a Wilbur G.H. Downs International Health Fellow. He was a member of a research unit at the Yale University School of Medicine at the Child Study Center.  Dr. Perkins was an instructor in the Yale University Department of Chemistry and was awarded the distinguished teaching award for instruction in Inorganic Chemistry Problems. Dr. Perkins also served as the Director of Education Programs within the Yale University School of Medicine Department of Pediatrics.  He has served as a consultant to schools and districts throughout the U.S., Brazil, Israel, Indonesia, Thailand, the People’s Republic of China, India, Venezuela, Switzerland, Taiwan, and the Republic of South Africa. Dr. Perkins has previously served as a visiting professor at the University of Pretoria in South Africa for more than a decade.  Dr. Perkins is the host of his own radio show, The Perkins Platform, which is a monthly online forum on education leadership topics with thousands of listeners.

Dr. Perkins was the President of the New Haven (CT) Board of Education where he served for 11 years.  He also served for four years on the Board of Directors of the National School Boards Association.  Dr. Perkins served two terms as national chair for CUBE: Council of Urban Boards of Education and was the chair for the National Black Caucus of School Board Members. Dr. Perkins was also the national chair of the Leadership for Healthy Communities initiative of the Robert Wood Johnson Foundation.  Dr. Perkins has served as an executive leadership consultant to Escola SESC en Ensino Médio in Rio de Janeiro and provided consulting services to the Municipal Secretariat of Education in Rio de Janeiro.  He also served as a leadership development consultant to Escola Eleva, an innovative for-profit school in Rio.

Dr. Perkins is the author of several published articles and book chapters and serves as the Principal Investigator and Author of Where We Learn (2006), Where We Teach (2007) and What We Think (2008) – the largest studies on urban school climate in the history of public education.   Dr. Perkins led a groundbreaking study and improvement initiative of school climate in Rio de Janeiro, Brazil.  His forthcoming manuscript, Improving School Climate from the Inside Out, is under review and is scheduled for release later next year.  His instrument, the American School Climate Inventory, has been developed into an iPad, iPhone and Android device application and boasts worldwide distribution.  He is the developer of Privilege Beads, a copy-written diversity exercise, for use with students and adults in a variety of settings.

Dr. Perkins received his Bachelor of Science Degree in Chemistry from Grambling State University, a Master’s Degree in Public Health from the Yale University School of Medicine and his Doctor of Education Degree from Columbia University Teachers College. He has a graduate certificate in executive coaching from the Columbia Business School.  Dr. Perkins is a registered provider of continuing education for school board members by the Texas Education Agency (TEA) and a nationally certified principal mentor by the National Association of Elementary School Principals.  He is certified administrator of the Neethling Brain Inventory, the Intercultural Development Inventory, the Leadership Practices Inventory, the DiSC profile and a Gallup-certified Strengths-based Leadership Coach.

Michael Eatman is a Certified Diversity Professional, Executive Coach, Advanced EQ, and Mindful Facilitation Practitioner. As an educator celebrating 29 years spanning Prek - 20 learning environments, Michael has created the Leadership Edge, a framework that incorporates Emotional Intelligence (EQ), Cultural Competence, and Conflict Engagement to support educational leaders in leading successful organizations. He believes that successful institutions start with leaders, armed with visions that beckon collaboration. 

Michael utilizes his EQ expertise to ground his diversity and educational leadership work. With Michael’s guidance, governing leaders of institutions have expanded their understanding of how emotional intelligence and diversity awareness impact their organization’s ability to fulfill its mission. 

As an Inclusion Strategist, Michael works with organizations and educational leaders in identifying cultural competence gaps to develop robust systems that promote more inclusive learning and working environments. Michael uses an organizational inclusion change framework to demonstrate the value and presence of diversity at every level of organizational life.  

Michael is the Founder of Culture Coaching INC. and currently resides in New England with his wife and three children.

Cofounder and CEO of Six Seconds, The Emotional Intelligence Network, Joshua is one of the world’s top experts on developing emotional intelligence to improve performance. At the Heart of Leadership, an international bestseller, is his second (of five) books, now in its fourth edition. He is also the author of six validated psychometric assessments and hundreds of articles and papers, including the world’s largest study on emotional intelligence, State of the Heart (6sec.org/soh). He is a Master Certified Coach (ICF), one of a handful of experts worldwide with over 25 years of full-time experience implementing emotional intelligence. His clients include FedEx, Intel, Etihad Airways, Amazon, Microsoft, the UN, all branches of the US armed services, and numerous organizations around the globe.

Dedicated to making emotional intelligence practical and valuable, Freedman makes research relatable and useable. Daniel Pink (author of A Whole New Mind and DRIVE) wrote about Freedman’s book, “INSIDE CHANGE provides a powerful and whole-minded approach to organizational transformation. Blending cutting-edge neuroscience with rock-solid business logic, this book will change the way you lead.” This blend of practicality, insight, and warmth also characterizes Freedman’s work as a leader and speaker.

Freedman’s Noble Goal is to inspire compassionate wisdom. He sees emotion as a source of insight to focus us on what matters most – as individuals, leaders, parents & citizens. Even better, he says that at a neurobiological level, emotions literally give us energy to change, grow and thrive.

Dr. Lorea Martínez Pérez is the award-winning founder of HEART in Mind, a company dedicated to helping schools and organizations integrate Social Emotional Learning into their practices, products, and learning communities. She has worked with schools, districts, and organizations to guide SEL implementation efforts, including training teachers and leadership teams, and provided guidance to educational technology and media companies to help them integrate SEL into their products.

An educator who has worked with children and adults internationally, Dr. Martínez is a faculty member at Columbia University Teachers College, educating aspiring principals in Emotional Intelligence. She has conducted extensive research in the SEL field with a focus on SEL implementation, principals’ Emotional Intelligence, teacher preparation, and school climate. She frequently blogs about how to incorporate SEL in teaching practices, leadership, and parenting.

She received her Doctor of Philosophy, magna cum laude, in Quality and Innovation in Education from Universitat Autònoma de Barcelona. In 2014, she was awarded the American Education Research Association Graduate Student Award for Excellence in SEL Research from the SEL Special Interest Group.

Dr. Martínez started her career as a special education teacher and administrator. A native of the Costa Brava in Spain, she currently lives in the San Francisco Bay Area with her husband and two daughters.

Leah Foster is a psychotherapist currently working with adult patients through Integrated Behavioral Health NOLA. She received a master’s degree in social work from Tulane University School of Social Work and a juris doctorate from the City University of New York School of Law where her focus was mediation and criminal justice reform. Prior to her current role she was the clinical director at the New Orleans Family Justice Center.

Dr. Shannon Vincent is a retired Superintendent on the Mississippi Gulf Coast, where she served for the past 7 and a half years.   A former principal, assistant principal,  and teacher, Dr. Vincent has also served as Adjunct Professor at the University of Southern Mississippi, Grand Canyon University, Mississippi State University, and Columbia University.  She has been a school administrator for more than the past 21 years and a high school teacher for the 5 years prior to that.  During her educational career, she has worked in many leadership capacities and uses all of those experiences to coach and mentor new and aspiring teachers, teacher leaders, and administrators.  

Some of her most significant accomplishments as Superintendent have been increasing the graduation rate from 66.8% in 2015 to 88.0% (MS state average) in 2022, improvement of all 4 schools by at least one letter grade according to the state accountability system, improvement of 2 of the 4 schools by at least two letter grades according to the state accountability system and retiring leaving the high school 5 points from an A rating according to the state accountability system.  Additionally, the District that was 1 point above an F in 2015 upon arrival was improved to a C+ rating in the 2022 Accountability cycle under Dr. Vincent’s leadership.  Finally, the academic improvements are significant as there has not been sustained academic improvement in the District in many of these areas in the past 2 decades.  

Over the years, Dr. Vincent has been entrusted to serve on the boards of trustees for several organizations, to include the Mississippi Association for Middle Level Education (MAMLE), Jackson County Court Appointed Special Advocates (CASA), the Gulf Coast Education Initiative Consortium (GCEIC) Board and the Executive Board of the Mississippi Association of School Superintendents (MASS), and is currently serving on the Singing River Federal Credit Union (SRFCU) Board.  Further, Dr. Vincent is a 25-year Diamond Life member of Delta Sigma Theta Sorority, Inc. Mississippi Gulf Coast Alumnae Chapter, and a charter member of the Gulf Coast (MS) Chapter of the Links, Incorporated, both community service organizations.  

Dr. Vincent enjoys presenting at state, regional, and national conferences, and participating in panel discussions on education where she focuses on topics such as:  leadership, dealing with difficult students, behavior interventions, and diversity issues in education.  

Dr. Shannon Vincent earned a Bachelor’s Degree in English from Xavier University of Louisiana.  Since then, she has earned a Master’s of Education in Educational Administration and Supervision, an Educational Specialist Degree in Educational Administration and Supervision, and a Ph.D. in Educational Leadership – Dissertation Topic:  African American Male Students at the Middle School Level and Related Disciplinary Infractions.

Dr. George Daniel Galindo was born and raised in Raymondville, Texas. After graduating Valedictorian from Raymondville High School in 2009, he enrolled at the University of Texas-Pan American (now known as The University of Texas Rio Grande Valley). In May 2012, he earned his BA in English with Secondary Teacher Certification Magna Cum Laude with Honors College Distinction. At UTPA, Dr.Galindo completed his undergraduate thesis on teacher leadership styles in the classroom and their impact on student achievement.

After earning his BA, Dr. Galindo began his educational career as a 2012 Teach For America Corp Member and the English I/II Pre-AP teacher at IDEA College Preparatory Donna. After successful completion of his Teach For America commitment, he transitioned to Mercedes Independent School District (MISD) and taught English II Pre-AP at Mercedes Early College Academy (MECA). While at MISD, he was named as the 2015 MECA Campus Teacher of the Year and the 2015 District Secondary Teacher of the Year.

In 2015, Dr. Galindo earned his MA in Public School Building Leadership from Teachers College, Columbia University and was named as a Secondary ELA Curriculum Manager for IDEA Public Schools. In this role, he was charged to design the district’s English Language Arts curriculum, assessments, and teacher/leader professional development for all Texas schools in operation. In 2019, he was named a Sr. Curriculum Manager for the district.

In 2021, he joined Great Minds and currently serves as an Implementation Leader for the southern region of the United States, partnering with urban, suburban, and rural school districts to ensure strong implementation of Great Minds curricula within all classrooms.

In 2022, Dr. Galindo earned his Doctorate of Education in Learning and Organizational Change from Baylor University.

Dr. Galindo’s research includes teacher, leader, and district curriculum adoption, internalization, and coaching around high-quality instructional materials and their impact on student achievement.

Cathlin Goulding, Ed.D., is a curriculum specialist and education researcher. She co-directs the YURI Education Project, an education design studio that develops resources for cultural institutions and PK-12 students. She has written educational materials for the WNET Group’s Mission U.S., American Masters, and It’s Lit! Series; Smithsonian's National Portrait Gallery; WETA’s The Asian Americans; Fred T. Korematsu Institute; Teachers College Inclusive Classrooms Project; Minor Collective; Mikva Challenge; David's Legacy Foundation; iPondr@Work; Little, Brown and Company Books; and Wing Luke Museum of the Asian Pacific American Experience.

She started in the education field as an English Language Arts teacher at a public high school in the East San Francisco Bay Area. She trained as an education researcher at Teachers College, Columbia University. After completing her doctorate, she served as an Andrew W. Mellon postdoctoral research fellow at the 9/11 Memorial & Museum and a visiting scholar at New York University.

Her research and writings focus on place-based learning, public pedagogy, and the teaching of historical violence. As the daughter and granddaughter of Japanese Americans incarcerated during World War II, the concentration camp is a key area of inquiry.

In 2019, she co-founded YURI Education Project with Freda Lin. United in their goal to bring more Asian American stories to PK-12 students, they started their own education consulting project named after the civil rights activist, Yuri Kochiyama. They have developed youth-friendly curricula on documentary films, pop culture, rare archival sources, and museum exhibitions.

In addition to her work as a curriculum specialist, she teaches future public school teachers and instructional leaders at the City University of New York, San José State University, and Teachers College, Columbia University.

The founder and director of Magnolia Yoga Studio, the first Black-owned Yoga studio in Louisiana. A multilingual visionary, community change-maker, and wellness programming pioneer. Ajax was recently awarded a 2020 MindBodyVisionary award for her commitment to wellness, Accessibility, and Diversity.  She has acquired 20 years of collective work experience as an impresario, Yogaentrepreneur, educator, retreat leader, and producer of events such as the Afro-Beat Yoga Experience! Ajax is an international keynote speaker and preferred Yoga provider for various schools, businesses, world festivals, and city departments, including Columbia University, the Orleans Sheriff's Department, and the New Orleans VA Medical Center.  She has been featured in Yoga Journal, the Washington Post, and New York Magazine. Ajax also leads retreats to Mexico, Los Angeles, and Egypt. During the summer, she leads a Self-Awareness Program For Columbia University Teachers College and runs her own BIPOC Yoga 1,000 Teacher Training Program.

Dr. Chase McLaurin is an educational consultant, innovative leader, and author. He is the proud product of Louisiana Title I schools and a dyslexic learner with a unique educational perspective that has led him to become an award-winning educator and educational leader with an outstanding track record for improving school and student outcomes. Chase is a former U.S. Department of Education National Blue Ribbon School Award-winning principal, Model Dual Language Immersion School Principal, Elementary Principal of the Year, Founding Early College High School Principal, and charter network executive director. He specializes in building the capacity of future-focused organizations through strategic planning, academic structures, instructional coherence, adult learning, innovative programming, team building, and culture.

Jabari Mahiri is a Professor of Education and the William and Mary Jane Brinton Family Chair in Urban Teaching. He is Faculty Director of the Multicultural Urban Secondary English MA and Credential Program, Faculty Advisor and Principal Investigator of the Bay Area Writing Project, and a board member of the National Writing Project. He also was a board member of the American Educational Research Association from 2014 to 2017 and board chair of REALM middle and high schools in Berkeley, California from 2011 to 2017. Before coming to the UC Berkeley, he taught English in Chicago Public Schools for seven years.

Two of Dr. Mahiri’s seven academic books are Deconstructing Race: Multicultural Education Beyond the Color-Bind (2017) that received the 2018 PROSE Award for Educational Theory, Honorable Mention and Digital Tools in Urban Schools: Mediating a Remix of Learning (2011). He also is editor of The First Year of Teaching: Classroom Research to Improve Student Learning (2014) with Sarah Freedman and What They Don’t Learn in School: Literacy in the Lives of Urban Youth (2004). Additionally, he published a children’s book entitled The Day They Stole the Letter J. Dr. Mahiri also was guest editor for two special issues of Multicultural Education Review on the theme “Cyber-lives: Digital Media and Multicultural Education” published in 2017.

Sara Godchaux teaches Ethical and Legal Issues in Education Leadership in the SPA-NOLA program. Sara is an education attorney with the Loyola University New Orleans College of Law Stuart H. Smith Law Clinic, located in New Orleans, LA, where she provides free representation for students and families on school discipline and special education matters. She also works on issues of systemic reform in the areas of public education and juvenile justice through strategic impact litigation and policy advocacy on the local and state levels. At the Loyola Law Clinic, Sara also co-teaches the Youth Justice Clinic and supervises 3L law student practitioner work on education cases. Prior to joining the Loyola Law Clinic, Sara worked as a civil rights attorney at the Southern Poverty Law Center (SPLC) in New Orleans for four and half years, primarily focusing on children’s education and access to mental health care issues. At SPLC, Sara also worked on behalf of Louisiana’s immigrant community and filed litigation to protect the voting rights of naturalized U.S. citizens.

Sara is a native New Orleanian and a graduate of Vanderbilt University (B.A. Political Science and French, magna cum laude) and Loyola University New Orleans College of Law (J.D., summa cum laude), where she graduated top of her class and received the Spirit of Ignatius Award for her demonstrated commitment to community service and high academic achievement.