Meghan Shaughnessy is an Assistant Professor of Mathematics Education at Boston University Wheelock College of Education and Human Development. Before joining the faculty at BU, she was a researcher at the University of Michigan for over a decade. Her program of research focuses on the design and study of practice-intensive approaches to the professional training of teachers as well as approaches to assessing developing skills with teaching practice. She and colleagues have received over 7 million in funding from the National Science Foundation to support this work. The NSF-funded Assessing Teaching Practice (@Practice) Project focused on the design, use, and study of teaching simulations to assess preservice teachers’ skills with eliciting and interpreting student’s mathematical thinking as well as their mathematical knowledge for teaching. She is the PI of the NSF-funded Developing Equitable Discussion Practices Project. Her research is deeply rooted in her work as a teacher educator. Meghan has collaborated nationally and internationally with university-based teacher preparation programs seeking to become practice-based teacher education programs. Currently, Meghan serves as the Associate Vice President for Research for the Association of Mathematics Teacher Educators and as a Board Member for the Michigan Association of Mathematics Teacher Educators. In past work, she has studied the development of children’s mathematical thinking. She co-wrote the book Beyond Pizzas and Pies: 10 Essential Strategies for Supporting Fraction Sense, published by Math Solutions in 2010. She received a PhD in mathematics education from the University of California, Berkeley and a BA in mathematics and psychology from Wellesley College. 
Nicole Garcia focuses on the design, implementation, and study of practice-based approaches to the professional training of K-12 teachers. At TeachingWorks, she leads k-12 professional learning design and implementation. In addition, she directs the Elementary Mathematics Laboratory, including overseeing the design and enactment of practice-based professional development for teacher candidates, practicing teachers, and teacher educators. She works as a secondary mathematics teacher educator in the secondary teacher education program at the University of Michigan and has collaborated with university-based teacher preparation programs seeking to become practice-based teacher education programs. An experienced secondary mathematics teacher, Nicole brings expertise in working with students who have not been successful in school mathematics. She taught at an award-winning Middle/Early College that is highly successful in supporting the mathematics learning of such students. In past work, Nicole directed a regional mathematics and science center, provided professional development to K-12 mathematics teachers, and facilitated state-wide education projects. Nicole earned a B.S. and M.A. in mathematics education at the University of Michigan. 
Leslie Rupert Herrenkohl is Professor in The Learning Sciences and Science Education and the Combined Program in Education and Psychology at the University of Michigan. Prior to joining the faculty at the University of Michigan in 2018, she was a Professor in the Learning Sciences and Human Development and Elementary Teacher Education Programs at the University of Washington. She has been involved in many projects over the past three decades that have contributed to understanding children’s conceptual and epistemological reasoning in science as well as teachers’ pedagogical practices to support science learning. Her research centers educational equity and is conducted together with practitioners in diverse urban settings across the United States, with many racial, ethnic, and linguistic groups represented. In particular, her work examines how social dynamics and discourse practices in classrooms impact students’ science learning. Herrenkohl’s research has been funded by the National Science Foundation, the Spencer Foundation, the James S. McDonnell Foundation, among others. She serves on the editorial boards of the American Educational Research Journal, Cognition & Instruction, and Science Education and has participated on consensus panels for the National Academies and the National Science Teachers Association. From 2014-2018, she served on the Expanded Learning Opportunities Council, as outlined in Second Substitute Senate Bill 6163 for the State of Washington, to advise the Washington State Governor, Legislature, and Superintendent of Public Instruction regarding a comprehensive expanded learning opportunities system. 
Deborah Loewenberg Ball is the William H. Payne Collegiate Professor of education at the University of Michigan, an Arthur F. Thurnau Professor, a research professor in the Institute for Social Research, and the director of TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students every summer. Ball’s research focuses on the practice of teaching as the active work of building relationships with children to support their learning and flourishing. She uses elementary mathematics as a critical context for investigating the challenges of helping children develop agency and understanding, and of leveraging the power of teaching to disrupt racism, marginalization, and inequity. She focuses on what it is involved in working across difference, especially the relational, communicative, and content-understanding entailments of that work. Ball is an expert on teacher education, and her current work centers on ways to improve the quality of beginning teaching to advance justice.
Ball has authored or co-authored more than 150 publications and has lectured and made major presentations around the world. She has also developed distinctive collections of video records of practice that are broadly used to make practice visible and to study the work of teaching. Her research has been recognized with several awards and honors, and she has served on several national and international commissions and panels focused on policy initiatives and the improvement of education, including the National Mathematics Advisory Panel and the Commission on the Future of Undergraduate Education. She served as president of the American Educational Research Association from 2017 to 2018, as a member of the National Science Board from 2013 to 2018, and as dean of the University of Michigan School of Education from 2005 to 2016. Ball has been elected to the American Academy of Arts and Sciences and the National Academy of Education, and is a fellow of the American Mathematical Society and the American Educational Research Association.
Kyana S. Taylor is project manager for the Developing Equitable Discussion Practices project. Kyana also serves as project manager for TeachingWorks and is responsible for providing organizational supports across the myriad of sponsored projects, consulting engagements, and partnerships at TeachingWorks. Such support includes: budget creation, oversight and management; logistical support, organizing and communicating with external partners and collaborators. In addition to supporting the design and delivery of ambitious professional content, Kyana also serves on a number of special committees and projects within TeachingWorks. 
Aileen Kennison joined the staff at the University of Michigan School of Education in 2012 as the project manager of the Developing Teaching Expertise at Mathematics (Dev-TE@M) project. She currently manages the Teaching Reasoning and Inquiry Project in Social Studies (TRIPSS) , the Organizing to Learn Practice (O2LP) project, and the Simulations for Learning and Assessing in Teacher Education (SimulaTE) project and specializes in the logistics of data collection. Aileen also works with undergraduate students as a field instructor and lecturer in the Elementary Teacher Education program. From 2003-2012, Aileen worked as a school administrator and a high school history teacher in California. She has an M.S. in educational administration and a B.A. in history from the University of Wisconsin – Madison. 
Martha Curren-Preis works with administrators, teachers, caregivers, policymakers, teacher educators, and other stakeholders around professional development, remote and in-person learning experiences, content knowledge for teaching, curriculum design, and practice-based coaching strategies. She currently serves as an English Language Arts Research and Design Specialist at TeachingWorks, where she has been since 2013. Martha has also taught undergraduate and graduate levels in English language arts, teacher research, and classroom management. She is a former teacher herself, beginning her career as an elementary and middle school teacher in Philadelphia. Martha holds a Ph.D. in Teaching and Teacher Education from the University of Michigan, an M.S.Ed in Elementary Education with a concentration in Reading, Writing, and Literacy from the University of Pennsylvania, and a B.A. in English, History, and Philosophy from Wesleyan University. 
Nicole Farach has supported professional development, research, and program management in various institutions of higher learning and in partnership with social policy firms, centering issues of access, equity, and justice. Nicole’s work with adults draws heavily on her experiences teaching young children in the NYC area. She has been with TeachingWorks since 2016, where she is currently the Director of Mathematics. She holds an MA in Child Development from Sarah Lawrence College and a BA from Lehigh University in Sociology and Social Psychology.
Stephen Ratkovich is a research technician at the University of Michigan School of Education who supports several professional development and research projects. For the Developing Equitable Discussion Practices project, Stephen supports the development of multimedia resources for the professional development. He also supports the technical aspects of the data collection and data analysis efforts of the research project. He earned a B.A. in Communication Studies from the University of Michigan.