2026 TransformEd: Teaching & Learning Conference | Speakers

Jared Cooney Horvath, PhD, MEd is a neuroscientist, educator, and author of the best-selling book Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick.

Jared has conducted research and lectured at Harvard University, Harvard Medical School, the University of Melbourne, and over 1,000 schools internationally. He has published 6 books, over 50 research articles, and his work has been featured in publications like The New Yorker, The Atlantic, The Economist, HBR, and PBS’s NOVA.

Jared currently serves as the director of LME Global, a company dedicated to bringing the latest brain and behavioral research to teachers and students. To inquire about working with Jared, or to learn more about his international award-winning Science of Learning programs (The Learning Blueprint for Teachers & The Learning Blueprint for Students), visit his website.

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Dr. Catlin Tucker is an education expert, bestselling author, and international speaker with 24 years of experience in education. Named Sonoma County Teacher of the Year in 2010, she earned a Master’s in Education from the University of California, Santa Barbara, and a doctorate in learning technologies from Pepperdine University.

Dr. Tucker partners with schools and districts worldwide to reimagine instruction, shifting from traditional teacher-led models to Universal Design for Learning (UDL), blended learning, and student-led strategies. Her work focuses on actively engaging students, improving learning outcomes, and designing more sustainable, equitable instructional practices that empower both educators and learners.

Dr. Tucker has written more than 10 books on innovative approaches to teaching and learning. She also hosts the popular podcast “The Balance,” which explores strategies to make teaching and learning more sustainable and impactful.

Catlin is active on X @Catlin_Tucker and Instagram @CatlinTucker.

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Kristin Ahler is a first-grade lead teacher, global education coordinator, and faculty mentor/leader at Holy Innocents’ Episcopal School in Atlanta, GA. With 33 years of experience in education, she has dedicated her career to creating engaging, student-centered learning experiences that foster curiosity, independence, and a global perspective.

Kristin has been at the forefront of integrating technology in the classroom, guiding students to showcase their growth and voice through digital portfolios. As global education coordinator, she leads initiatives that connect learners to diverse cultures, and as a faculty mentor, she supports colleagues in professional growth and collaboration.

At this conference, Kristin will share her expertise on designing and implementing student digital portfolios, offering practical strategies that promote reflection, engagement, and authentic assessment.

Amanda Allen is a learning specialist at St. Anne’s-Belfield School in Charlottesville, VA. Over the course of her career, she has taught in both public and independent schools and brings a wide range of classroom experiences to her work with students. She has taught courses spanning fifth-grade math through Pre-Calculus. Alongside her K-12 experience, Amanda serves as an adjunct professor at the University of Virginia, where she currently teaches a course on Curriculum and Instruction and has previously taught Elementary Mathematics Methods, supporting future teachers as they prepare for their own classrooms. She loves teaching math because it allows her to see, in real time, the impact a teacher can have on a student’s confidence and sense of self-efficacy. In her current role, she focuses on equipping students with strategies, support, and encouragement that help them grow as learners and thrive both academically and personally.

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With over 22 years of experience in education, Maureen is a dedicated and passionate second-grade teacher committed to fostering a love of learning in every child. She currently teaches at Carolina Day School in Asheville. Believing that education should be engaging, meaningful, and student-centered, she strives to create an inclusive classroom where students develop their purpose, feel safe to “fail forward”, and where creativity abounds.

A strong advocate for Project-Based Learning (PBL) and differentiated instruction, Maureen designs dynamic lessons that cater to diverse learning styles, ensuring that each student receives the support and challenges they need to thrive. By integrating real-world experiences and hands-on learning opportunities, she inspires curiosity, critical thinking, and collaboration among students.

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Cindy Blackburn is a global educator, curriculum designer, and learning strategist with a passion for shaping the future of schools. She currently serves as director of learning and engagement at Toddle, where she leads professional learning for academic leaders and drives initiatives like the Academic Leaders Forum and Toddle 2.0.

Cindy’s career spans classrooms and leadership roles across five continents, where she has facilitated workshops for thousands of educators on curriculum design, assessment reform, and the integration of AI in learning. A former International Baccalaureate director of curriculum and learning, she specializes in building coherent, mission-aligned programs that empower teachers and students alike.

Cindy is also the host of “The School Leaders Project” podcast, where she explores leadership, innovation, and the future of education with thought leaders worldwide. She believes deeply in agency, equity, and the joy of learning as the cornerstones of thriving schools.

Dr. Liz Boyd holds a B.A. in English from Furman University, an M.A. in English from the University of Charleston, and an Ed.D. in Curriculum and Instruction from Liberty University. She currently serves as Head of Academics at Charleston Collegiate School, where she oversees curriculum development, leads professional growth initiatives, and supports teachers in delivering the school’s student-centered approach to teaching and learning.

With over two decades of classroom experience, Liz is especially passionate about project-based learning and enjoys sharing this approach with fellow educators. She has consulted with schools nationwide, including High Tech High (San Diego, CA), Okaloosa School (Iowa), Holy Innocents’ Episcopal School (Atlanta, GA), Spartanburg Day School (SC), and several North Carolina schools, including Cannon School, Gaston Day School, Bear Grass Charter School, and Dynamic Opportunities School.

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Jessica Catoggio is the director of professional learning for World Leadership School. She has deep experience coaching teachers around project-based and purpose learning. She is passionate about building communities and aims to connect with others through differences and similarities. Jess values innovation, inquiry, curiosity, and in-depth questioning and helps teachers create dynamic classroom communities where all students thrive.

Jess is a veteran teacher with 20 years experience in both public and independent schools, including 13 years as a lower school teacher at Collegiate School in Richmond, VA. While at Collegiate, Jess evolved her inquiry-based approach after taking multiple PBL trainings and receiving a coaching certificate from the University of Virginia’s Curry School of Education. She earned her Bachelor of Business Administration in Marketing from James Madison University in Harrisonburg, VA. She went on to receive a Master of Arts in Teaching from Johns Hopkins University in Baltimore, MD.

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Tim Coleman is the associate head of school at St. Timothy’s School in Raleigh, NC. Since joining St. Timothy’s in 2014, he has held several leadership roles, including acting head of school and head of middle school. In these positions, Tim has focused on faculty development, student experience, and building strong school culture through strategic initiatives.

With more than 20 years in education, Tim is passionate about creating thriving learning communities grounded in social-emotional learning and research-based instructional practices. Beyond his work on campus, he serves the independent school community as as a SAIS Accreditation Team Chair. In 2013, he was recognized as a NAIS Teacher of the Future. Tim earned an M.A. in English Literature from Hunter College and a B.A. from The College of William and Mary.

Melissa Fast is a seasoned education leader currently serving as head of school success at Folio Collaborative. With nearly two decades of experience in the field, she has held roles as an education consultant, mathematics and MSP consultant at the Kansas State Department of Education, adjunct college instructor, and classroom teacher.

Melissa has a proven track record of providing effective professional development in areas such as mathematics, curriculum implementation, effective feedback conversations and processes, technology integration, growth mindset, and pedagogy. She has also played a key role in overseeing trainers of trainer sessions, state-level conferences, and district-requested trainings. Melissa’s commitment to the education community is evident in her previous service on the Kansas Association of Teachers of Mathematics board and her prior role as a reviewer for the National Council of Teachers of Mathematics conference.

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Liza Garonzik is the founder of R.E.A.L. Discussion, an organization that has worked with 80+ independent schools to teach, measure, and celebrate face-to-face discussion skills in a tech-centric world. A thought leader on the topic of discussion skills in today’s society, her work has been featured by the WSJ, NAIS, EMA, TABS, ICGS, Inspiring Schools, Toddle, and more.

Liza has served independent schools as a faculty member, advancement officer, alumni volunteer, and trustee. She holds degrees from Harvard College and Penn GSE and has completed fellowships at Klingenstein, Transcend, Blueprint, and Shady Hill Teacher Training Center.

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Gareth Griffith is an experienced educational leader with more than 25 years in independent schools. He currently serves as head of upper school at Charleston Collegiate School.

Before joining Charleston Collegiate in 2022, Gareth held several senior leadership roles, including upper learning principal at The Galloway School in Atlanta, head of upper school at Maumee Valley Country Day School in Toledo, and over a decade as a teacher at Greensboro Day School. He also brings entrepreneurial experience from his time as a licensed real estate agent with Keller Williams Realty in Atlanta.

Throughout his career, Gareth has been recognized for his expertise in strategic planning, communication, educational reform, and fostering student-centered learning environments.

He earned his B.A. in English and French (Wake Forest University), an M.A. in Art History (University of North Carolina at Chapel Hill), and a M.S. in Biomechanics (University of North Carolina Greensboro).

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Caitlin Harris has twenty years of classroom experience teaching both Chinese and French. She earned a B.A. in English from Dartmouth College and a M.A. from Columbia University in East Asian Languages and Cultures. She established the first Chinese program for Metro Nashville Public Schools. Over time, as the Chinese teacher at Ensworth School in Nashville, Caitlin began writing curriculum that connected the Chinese classroom to her students’ other classes. For the past five years, Caitlin has chaired the World Language Department and, as interdisciplinary learning coordinator, worked with faculty to imagine, plan, and execute interdisciplinary units that provide students the opportunity to make connections across the curriculum. Interdisciplinary learning has quickly become her passion.

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Liz Helfant serves as associate head for academic affairs at Ravenscroft, drawing from over 25 years of educational leadership experience at MICDS. A Davidson College chemistry graduate, she began her career teaching chemistry, physics, and mathematics before transitioning into academic leadership.

Liz has dedicated considerable time to researching and exploring artificial intelligence applications in education, examining how emerging technologies can enhance learning outcomes. She regularly presents at national and international conferences including ISTE, ASCD, STLinATL, and NESA.

Her educational expertise encompasses assessment best practices, technology integration, brain research applications in classroom settings, and student-centered curriculum design. She specializes in design-thinking principles, STEM education advancement, and the implementation of professional development programs.

Beyond her school leadership role, Liz has served as an educational consultant for 15 years, supporting institutions in implementing innovative teaching strategies. She is a recipient of the ATLIS Pillar Award, recognizing her contributions to educational technology leadership.

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Sara is a middle school math educator and department chair at St. Anne’s-Belfield School in Charlottesville, VA. With more than 15 years of experience teaching mathematics in grades K-8, she brings a broad perspective on how students develop as mathematical thinkers across different stages. Her work emphasizes clarity of expectations, meaningful feedback, and fostering student ownership in the learning process.

As department chair, Sara supports faculty in curriculum design, differentiated instruction, and the development of effective and purposeful assessment practices. She has also served as a math instructional coach, guiding colleagues through collaborative lesson study, professional development, and reflective practice that align assessment with authentic learning goals and enduring student growth.

Sara has presented at state conferences on problem-solving, mathematical reasoning, and lesson study. She is dedicated to advancing instructional practices that promote equity, deepen understanding, and build a culture of reflection and growth for both students and teachers.

Kerry Ann Masoner has dedicated 29 years to education, with over a decade of experience in school leadership. Her career reflects a deep commitment to advancing student-centered learning, fostering strong school cultures, and leading curricular innovation. Kerry Ann has successfully guided faculty through significant curricular changes, always with a focus on aligning instruction to best practices while honoring the needs of students and teachers alike.

Her leadership philosophy centers on collaboration, clarity, and care. She believes that thriving school communities are built on strong relationships, clear systems, and a shared vision for student success. Throughout her career, Kerry Ann has worked to empower both teachers and students to grow, take risks, and find joy in learning.

As head of lower school at Ensworth, she continues to lead with vision and purpose, ensuring that every child is known, supported, and inspired to reach their fullest potential.

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Lynn Mittler currently serves as the JK-12 English department chair at MICDS. During her 30+ years in education, she has engaged in the evolution of the classroom and consistently seeks out ways to innovate to support students and faculty. Dedicated to design thinking and change management, Lynn believes in the power of individuals to constantly grow, learn and create. Focusing on human-centered design, she is eager to collaborate to build a better world both inside and outside of the classroom. She is currently teaching a senior English class that features nonfiction, social enterprise, design thinking, and documentary filmmaking.

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Sarah Peebles serves as a high school learning specialist at Wesleyan School in Peachtree Corners, GA, where she has been on faculty for eight years—five years in the Mathematics department and the past three years in the Academic Resource Center. With a decade of experience in education, she brings a deep understanding of relational capital, particularly with students who navigate learning challenges, and is passionate about fostering academic independence and confidence.

Sarah is currently pursuing a Ph.D. in Educational Theory and Practice at the University of Georgia with an emphasis in Teacher Education. Her dissertation research explores high school English teachers’ perspectives of classroom observations and the ways supervisory practices shape teacher growth. As an educator, she is passionate about strengthening students’ executive functioning, self-advocacy, and study skills while leveraging AI to foster personalized, reflective, and critical learning experiences for both students and teachers.

This is Alyssa P. Rooks’ eleventh year in education. Over the past decade, she has taught kindergarten through fourth grade, serving as both a homeroom teacher and a learning specialist. While teaching, she has also served in leadership roles serving communities through work in Diversity, Equity, and Inclusion at schools in Boston, Brooklyn, and Atlanta.

A native of the Atlanta area, Alyssa earned her B.A. in English from Spelman College, an M.Ed. in Early and Elementary Education from Lesley University, and a second M.Ed. in Curriculum and Instruction from Columbia University’s Klingenstein Program at Teachers College.

Jason Shaffer is an author and trailblazer in creating progressive curriculum that equips and empowers middle and high school students with the necessary skills to compete in today’s innovation economy. Jason is currently an Innovation Institute instructor at Lake Highland Preparatory School, where he teaches two levels of Entrepreneurship as well as a Digital Communications course. Over the span of his 20 years in both public and private education, he and has taught thousands of students about themselves, the world, and their unique place within it.

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Deepjyot (Deep) Sidhu is a career educator and director of teaching and learning at Global Online Academy. She has taught in public, charter, and independent schools and now partners with schools worldwide to elevate pedagogy and design learning experiences that build curiosity, connection, and transferable skills for all students. She is committed to supporting educators and learning communities to sustain environments where learners feel affirmed in who they are and inspired to extend their learning beyond the classroom. Deep is a graduate of Bryn Mawr College (B.A.), University of Pennsylvania’s Graduate School of Education (M.S.Ed.), and Klingenstein Center at Teachers College, Columbia University (EdM).

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Sarah Stanley is an experienced educator and curriculum leader with more than a decade of work in independent schools. Currently serving as dean of curriculum at St. Timothy’s School in Raleigh, NC, she specializes in curriculum alignment, innovative program implementation, and faculty development. She has also held roles as technology integration coordinator and information literacy teacher, where she designed school-wide technology programs, digital citizenship curricula, and cross-disciplinary learning experiences. A frequent conference presenter and contributor to WRAL’s Go Ask Mom, Sarah brings expertise in creating engaging, skills-focused learning environments that empower both students and teachers.

Amy Underwood is the lower school director of curriculum and professional Development at Pace Academy in Atlanta, GA. She holds a Master of Science degree and has 25 years of experience in independent school education, specializing in professional development, curriculum design, and faculty support.

In her current role, Amy leads and collaborates with teachers to encourage professional reflection and growth, spearheading initiatives that involve culturally responsive teaching and learning, assessing current teaching practices, and providing professional development for faculty in pedagogical approaches that cultivate student success. Amy also serves as the lower school’s diversity and inclusion coordinator, where she leads education, professional development, programming, and community support. Through her work with Pace Academy’s Isdell Center for Global Leadership, she has traveled the world, bringing a global perspective back to her school community.

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Julia Walthall-Eisman is an 8th grade teacher of science and leadership and also serves as the middle school educational technologist at Charlotte Latin School. She has been teaching in independent schools for over 20 years, and has her Masters in Private School Leadership from Columbia University’s Teachers College. She is a native Charlottean who has also taught in New York, New Jersey, Maryland, and Northern Virginia.

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Connie White is a visionary educational leader and the director of learning and innovation at Woodward Academy in College Park, GA, where she has served since 2015. A former Physics, Chemistry, and Math teacher, she was one of the first technology and learning directors to launch a 1:1 program in the Southeast.

Connie specializes in innovation initiatives, strategic planning, curriculum design, assessment, brain-based learning strategies, and professional development. A nationally recognized speaker, she has led hundreds of workshops and seminars across the U.S. and internationally.

She currently serves as president of AATE and sits on advisory boards for the Association for Academic Leaders, The Academic Leaders Forum, Toddle, and R.E.A.L. Discussion. Her contributions to education have earned her multiple honors, including the ISTE ISEN Outstanding Educator Award, the ATLIS Pillar Award, and recognition as one of EdTech Digest’s Top 100 Influencers. Most recently, she received ERB’s national Data Innovator Award.

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Peyten Williams is the founder of Bowbend Consulting, a company dedicated to inspiring and equipping parents and communities to raise thriving children of character. At Bowbend, Peyten offers parent coaching, workshops for parents and schools, consulting for schools, and professional development for teachers. With a commitment to education, child development, and researched best practices, Peyten brings a wealth of experience to her mission.

Peyten’s career as an educator spans 16 years. Along with her role as middle and high school English teacher, she served until 2022 as the director of teaching and learning at The Westminster Schools in Atlanta, leading professional development and coaching teachers. An award-winning educator, Peyten has a passion for fostering character development and building community.

As a mother of three, Peyten understands the challenges and joys of parenting firsthand. Her insights into the needs of both parents and children are deeply informed by her personal experiences.

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