The Scalesia Foundation has developed a strong network of educators dedicated to helping to strengthen the Tomás de Berlanga School and building outreach capacity. The following professionals share their time and experience with the foundation and have agreed to assist in the recruitment and mentoring of school and outreach staff:
Diego Roman-Assistant professor in Teaching and Learning, Southern Methodist University. Focus: Science education/English language teacher training. Diego, a former volunteer at the Charles Darwin Research Station, is originally from Quito, Ecuador. Before obtaining his PhD at Stanford University, Diego worked for several years as a science teacher in public and private schools in the US. Diego holds a B.S. from Zamorano, Honduras and a Masters’ degree in Curriculum and Instruction from the University of Wisconsin, Whitewater, and a Ph.D. from Stanford University. During 2011 he served on the external review team that evaluated and helped provide strategic direction to the Tomás de Berlanga School. In July 2014 he participated in the “listening process” to help design an island-wide education improvement program.
Susan Huss-Lederman-Associate Professor of Applied Linguistics & TESL in the Department of Languages and Literatures at the University of Wisconsin-Whitewater. Focus: English language teacher training. Susan has extensive experience in the area of best practices related to forming and strengthening the skills of teachers of English as a second language (TESL). She has developed university curriculum in this area, including on-site and distance-based graduate programs. She also designed and implemented a two-year, sustained professional development program for English teachers for a statewide, academic high school system in Oaxaca, Mexico. This program included on-site workshops in Oaxaca and a homestay experience for teachers in Wisconsin. For 13 years, Susan co-directed several federally funded projects to increase the number of bilingual and ESL-certified teachers in Wisconsin public schools and to offer professional development to all teachers working with English language learners. In July 2014 she participated in the “listening process” to help design an island-wide education improvement program.
Nick Cabot-Clinical Assistant Professor of Science Education at the University of North Carolina, Chapel Hill. Focus: Natural Science. Nick obtained his Ph.D. at the University of Washington following a 20-year career as a high school science and mathematics teacher and department chair. His research has focused on factors that affect the influence of professional development programs on changing teachers’ pedagogical content knowledge and classroom practice. His philosophy of teaching, especially in science, is that students learn science and science teachers learn to teach science by engaging in many of the same practices of professional scientists – observation, experimentation, model building and public debate. His professional experience includes consulting on elementary science curricula, development of classroom teaching tools connected to new curricula, and piloting computer-based science curricula. In July 2014 he participated in the “listening process” to help design an island-wide education improvement program.
Andrew Sherman-Director General of American School of Rio de Janeiro and former Director of Colegio Menor San Francisco de Quito. Focus: Educational leadership. Andrew holds advanced degrees in International Education from Harvard University and in Latin American Studies from the University of Arizona. Andrew is highly involved in school improvements throughout Latin America. He is Accreditation Consultant, Leader of Quality Assurance Review Teams, and Vice Chair of the Committee on International Schools of the Southern Association of Colleges and Schools. He has also served as board member of the Texas Alliance for Accredited Private Schools and has participated in a number of Mexico City based civic associations. Andrew is an important advisor to the Scalesia Foundation and the Tomás de Berlanga School.
Judith S. Zawojewski-Associate Professor Emerita, Illinois Institute of Technology and Senior Curriculum Developer, University of Chicago Center for Elementary Science and Mathematics Education. Judi taught middle school mathematics for 9 years, and has over 20 years of experience in teacher education, professional development, curriculum development and mathematics education research. As part of her position at Purdue University (1999-2002), she twice worked with the grades 4 to 6 teachers at Alison Bixby (a school in Honduras that is similar to the Tomás de Berlanga) on their teaching of mathematics. During 2011 she served on an external review team that evaluated and helped provide strategic direction to the Tomás de Berlanga School.
Nicole Ardoin-Assistant professor with a joint appointment in the Graduate School of Education and the Woods Institute for the Environment at Stanford University. Nicole’s research focuses on environmental behavior as influenced by environmental learning and motivated by place-based connections. In particular, she is interested in considerations of geographic scale, which is an understudied yet crucial aspect of people-place relationships in a rapidly globalizing, urbanizing world. Her doctoral dissertation used Galapagos as a case study for understanding such concepts. Nicole has current studies on the use of education, communications, and other social strategies in informal and community-based settings (including nature-based tourism programs) to engage individuals and communities in deliberate dialogue, environmental decision-making, and informed conservation behavior. She also researches the effectiveness of a range of environmental education and social science endeavors in achieving measurable and meaningful conservation results.
Nancy Chittenden Waldron-Independent Literacy Specialist based in San Jose, Costa Rica. Nancy has extensive experience in teaching, teacher training, and school administration in Honduras, Costa Rica, Ecuador, Colombia, Egypt and Nigeria. Nancy was the Director of the Alison Bixby Stone School—a model school in Honduras with an outreach program involving 15 rural schools—during a transformation process that led the school towards achieving its US accreditation. Her focus now is educating rural Costa Rican teachers on research based methods for teaching reading and writing. During 2011 she served on an external review team that evaluated and helped provide strategic direction to the Tomás de Berlanga School.