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Dr. Maria Estela BriskÌýis a Professor Emerita at the Lynch School of Education and Human Development. For decades, Maria Brisk’s work has focused on language and education—individually and where they intersect. Teaching since the mid 1960s, her expertise has centered on how literacy and bilingualism are developed. She uses systemic functional linguistics to teach writing and implement genre-based pedagogy, most recently and successfully at Russell Elementary School.

Her illustrious career includes dozens of books and scholarly journal publications, as well as speaking engagements around the world. Brisk has served as an expert witness on several court cases on desegregation and bilingual education. She is the recipient of numerous awards, including the AERA Bilingual Education Research SIG Lifetime Achievement award and the AERA Scholars of Color Distinguished Career Contribution Award.

Dr. Frank DanielloÌýbegan his educational career as an elementary school teacher and district literacy specialist. Frank's research interests presently focus on SFL-informed genre-based pedagogy in elementary classrooms, teacher leadership and school change, and teachers’ critical reflection about instruction. A theme that unites his scholarship is that teachers are the single greatest influence on children’s development in schools.Ìý

Dr. Tracy Hodgson-DrysdaleÌýhas taught in various capacities over a twenty-year period, including five years working as an elementary generalist, six as a reading specialist, and thirteen as an instructor teaching both undergraduate and graduate courses in literacy, bilingualism, and systemic functional linguistics (SFL). She has worked with Dr. Maria Estela Brisk since 2008 as her teaching assistant and research assistant, and they also presented at conferences and collaborated on articles.Ìý

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Elizabeth MacDonaldÌýis a veteran educator and instructional coach within the Boston Public Schools and has served as an adjunct instructor in ɬÀï·¬ÏÂÔØ’s Lynch School of Education for close to twenty years. Her interests include urban education, reading and writing instruction, dual-language schools and the preparation of pre-service teachers. She has worked with Maria Estela Brisk onÌý the study of and implementation of the theory Systemic Functional Linguistics in the classroom. Additionally, as co-author of the first and second edition of The Mindful Teacher, she is committed to supporting and retaining urban educators.Ìý

Lisa PortadinÌýis a longtime educator in K-12 public school and university settings and currently works as a district coach for the Boston Public Schools. At BPS, Lisa has been a general and special educator and a school-based instructional coach. She is passionate about shaping and supporting teachers' evolving practices in the classroom. Lisa is currently a doctoral candidate at Northeastern University, researching the skills and knowledge needed to teach writing to.Ìý

Mariam Gorbea Ramy has a Bachelor's in Applied Psychology and a Master's in Elementary Education, with a Urban and Bilingual focus, from ɬÀï·¬ÏÂÔØ. She worked in BPS as a Spanish teacher in Dual Language schools. She now creates curriculum that integrates Puerto Rican experiences with STEM skills as Director of Curriculum and Programs in an NPO in Puerto Rico. Ms. Gorbea Ramy is a native speaker of English and Spanish, is proficient in French, and continues to learn Lebanese Arabic.