National Teacher Leader Council

Carlotta Pope is a dedicated New York City educator, life-long learner, and advocate for change. A proud Brooklynite, she embodies the spirit of “Brooklyn we go hard!” Carlotta is committed to the three Pillars of ACE—Advocacy, Capacity Building, and Exploration. Currently pursuing a doctorate at St. John’s University, her research focuses on empowering students with authentic learning experiences and addressing systemic oppression in education.

Carlotta is known for her use of Culturally Responsive Pedagogy, which leverages students’ identities and passions to enhance literacy and lifelong skills. Often referred to as “The Radical Teacher,” she champions underrepresented voices and believes in meeting students where they are to help them harness their authentic voices. Her teaching philosophy centers on building capacity and fostering an inclusive environment for all scholars.

Genelle Faulkner is a high school biology educator in Boston, where she develops curriculum, delivers direct instruction, and fosters a deep understanding of science among her students. Growing up in a family of educators, she is deeply committed to improving outcomes for Black and Brown students by empowering Black and Brown teachers.

Genelle believes in the transformative power of educators and students to reshape the educational landscape. She has been featured on Boston EdTalks and received the Shell Grant Award for science educators. Outside of teaching, Genelle enjoys singing, writing poetry, and telling stories—often combining these passions with her work to inspire young minds.

Jennifer López teaches ethnic studies in Los Angeles Unified School School District. She has taught across grade levels, subject areas, and traditional and charter school settings, and has also served as a grade-level lead, coached girls’ soccer, created a student council program, and mentored new teachers.

In 2015, she contributed to Educators for Excellence (E4E)’s Teacher Policy Team, co-authoring “One School of Thought: Moving Towards the Common Core.” She was also part of E4E’s Teacher Advisory Group for its national teacher survey.

Jennifer holds a B.A. from the University of California, Los Angeles, an M.A.T. from Duke University, and an Ed.D. from the University of Southern California. In her free time, she enjoys hiking, running, and traveling the world.

Arthur Everett is a high school American history, government, economics, and support services teacher in Brooklyn, New York. He holds a BA in Organizational Behavior, African American Studies, and American Civilization from Brown University, as well as an MS Ed in Teaching Students in Urban Settings from Long Island University. Arthur has been teaching for 15 years and was awarded a New York Educator Voice Fellowship 2014-2016 from America Achieves to elevate teacher voice in the local, state, and national conversation around standards-based education and high stakes testing.

Arthur also achieved a 2016-2017 New York Educator Policy Fellowship where he wrote a policy paper to address the underrepresentation of male teachers of color in the teaching force across New York State by creating and supporting a pipeline for male teachers of color to enter the profession and remain for a minimum of seven years, and that he presented to the education committees of both the New York State Senate and New York State Assembly as well as to the New York State Black, Puerto Rican, Hispanic, and Asian Legislative Caucus.

Additionally, Arthur achieved a 2016-2017 Classroom Teacher Ambassador Fellowship with the US Department of Education, received the Empire State Excellence in Teaching Award from Governor Cuomo’s office in 2018, and is currently a 2019–2020 Understood Teacher Fellow with Understood.Org. Since joining E4E in 2016, Arthur has been a member of the 2017 DACA Teacher Action Team and the 2018 Teacher Policy Team that released the 2019 Report: Ready for Day One and Beyond. Currently, Arthur is a member of the Demand Diversity Conference Leadership focused on increasing teacher diversity.

Becky Trammell is a dedicated educator with two decades of experience. Currently teaching 4th and 5th graders, Becky is committed to elevating the teaching profession and serving her students. This mission has guided her through 20 years of educational service and her 10-year membership in the MFT.

Before becoming a special education teacher, Becky served as a Special Education Assistant for a decade. This experience emphasized the need for targeted support and inclusive learning environments. In 2024, Becky ran for union leadership and her campaign was driven by a belief in job security, better working conditions, and enhanced supports for teachers and students. 

While Becky did not secure the leadership role, she is committed to holding district leaders accountable for financial decisions, ensuring resources benefit students’ learning experiences. She envisions a future where educators are empowered to focus on teaching.

Caroline Dowd is an early childhood educator with 10 years of experience teaching preschool in Hartford, CT. As a team leader at her school, she holds a MA in Child Development from Tufts University, specializing in neuropsychological development, evaluation, and educational therapy. With personal experience of ADHD and dyslexia, Caroline is passionate about supporting neurodiverse children and facilitating their smooth transition to elementary school.

Beyond teaching, Caroline is the president of her neighborhood association, campaign manager for the 2023 municipal election, and has run for local office. In her free time, she enjoys playing hockey, hiking and backpacking with her husband, and curling up with her dogs to read something Stephen King-approved.

Cory Cain is the Dean of Instruction at Pritzker College Prep, an esteemed member of Chicago’s Noble Schools network, ranked the #2 Charter High School in Illinois for 2023. In his role, Cory emphasizes communicative teacher-led professional development, cooperative learning, and data-driven instruction. He integrates innovative practices from Columbia University’s Teachers College to enhance educational outcomes for underprivileged youth.

With eight years of experience in educational advocacy, Cory works with organizations like the Black Male Educators Alliance and Educators for Excellence to improve school culture and ensure disadvantaged students have a voice in policy decisions. He holds a BS in Biology, a minor in Spanish, and an MBA in Marketing from the University of Miami; a Master’s in Organizational Leadership from Columbia University; and certificates in School Management & Leadership from Harvard Business School and School Discipline Reform from Loyola Law School. Cory recently completed his law degree at Northwestern University’s Pritzker School of Law.

Daniel Gannon is a dedicated public school history teacher and a staunch advocate for education. Raised by a single mother who worked multiple jobs but cherished her time as a teacher’s aide, Daniel learned early on the transformative power of education.

With 14 years of teaching experience, Daniel understands how education can be both a gateway to achieving goals and a burden that feels overwhelming. He strives to lead with empathy and enthusiasm, offering unwavering support to his students and colleagues. Outside of his advocacy work, Daniel enjoys reading and spending quality time with friends and family.

Eli Levine, a native New Yorker and product of NYC’s public schools, has dedicated the past 22 years to teaching physical education at P.S. 91 in the Bronx. After earning a Master’s Degree in Sports Psychology from Columbia University and graduating Magna Cum Laude from New York Law School, Eli realized that practicing law was unfulfilling. He joined the New York City Teaching Fellows program, a decision he describes as transformative.

As a teacher, Eli is committed to helping students grow physically, socially, and emotionally. His efforts include serving as a teacher representative on his School Leadership Team and working with Educators For Excellence to replace NYC’s “Zero Tolerance” policy with Social Justice and Restorative Practices. He is also certified in leading restorative circles and teaching yoga and wellness in schools.

Outside the classroom, Eli enjoys spending time with his wife and cat, playing sports, savoring good food, and exploring the world.

Michael Simmon, born and raised in the Bronx, NY, teaches 8th-grade Social Studies at IN-Tech Academy. He serves as the 8th-grade team leader, head of the Social Studies Department (6th-12th grade), Peer Collaborator Teacher, and head coach for the boys’ varsity basketball team. Michael recently developed and teaches an accredited elective on “The History of Hip-Hop Culture,” aligned with Next Generation Standards, for 11th and 12th graders.

A passionate and dedicated educator, Michael focuses on students from urban backgrounds, especially students of color. He aims to foster self-knowledge and self-reliance in his students to empower them to better serve their community.

Michael has been featured in the Wall Street Journal, The Riverdale Press, Educators For Excellence, The 74 Million, and Education Week. Outside of teaching, he enjoys bowling, deejaying parties, reading, and listening to smooth jazz.

Misti Kemmer is a National Board Certified 4th-grade teacher specializing in gifted education in urban Los Angeles. Awarded Los Angeles Unified School District Teacher of the Year in 2017, she is also a National Science Foundation Fellow with California State University, Dominguez Hills.

Misti is dedicated to mentoring early career teachers and is passionate about recruiting and retaining high-quality educators, particularly in high-need schools serving Black and Brown students. She has authored several op-eds and co-authored white papers on pressing educational issues. Outside of her advocacy work, Misti enjoys hiking in national parks with her family.

Nazalia Ramjan has been a dedicated educator for 20 years, currently teaching at Hillcrest High School in Jamaica, Queens. Over her career, she has played a pivotal role in founding a program for newcomer students and received a Gates Scholarship to become the Director of Learning Communities, where she successfully organized the school into nine learning communities.

For the past 15 years, Nazalia has served as Director, advocating for students and leading professional development on differentiated instruction. She is involved with the Muslim Club and works with the AP College Board on the Capstone Diploma and AP African American Studies programs. Currently, she is advocating for a program to better meet the needs of migrant students applying to the school.

Richard de Meij has been a language educator for 32 years, teaching seven languages across five countries. A polyglot fluent in eight languages, he is a linguist, speech pathologist, dancer, and educational technologist. In 2019, he was named Connecticut’s Language Teacher of the Year. Richard is also a passionate advocate for antiracism, social justice, and equity in education.

Richard combines his multicultural background, humor, and expertise in language acquisition and educational technologies to bring 21st-century skills and global awareness to his classroom and community. He champions equitable access to high-quality language education for all learners, believing that learning languages is a universal birthright.

Richard challenges racial and ethnic stereotypes about language learning with counter-narratives grounded in science and lived experiences. He is the founder of celebratelanguages.com and co-founder of the Northeast Festival of Languages. Born and raised in Aruba, Richard is a native speaker of Dutch and Papiamento and proficient in several other languages.

Susan Providence is a 3rd-grade special education teacher at Battle Creek Elementary in St. Paul, Minnesota, with 24 years of experience in education. She holds a Master’s in Education from St. Thomas University and certifications in Elementary and Special Education. Susan has had the privilege of teaching in both charter and public schools in St. Paul and Minneapolis.

Susan loves teaching and believes in creating a nurturing environment where every scholar feels valued for their uniqueness. She emphasizes the importance of children being surrounded by caring adults who take pride in their accomplishments and celebrates those achievements with her students.

Valerie Green Thomas is an Instructional Coach and Peer Collaborative Teacher Leader at MS 390 in the South Bronx. Her teaching career in this area has enabled her to participate in various fellowship programs and initiatives aimed at improving public education for the most vulnerable, including the Revive The Dream Fellowship, Bethune Fellows, Gates Teacher Leader Fellows, and Billion Oyster Project Fellows. She also teaches UFT CTLE courses to teachers and paraprofessionals.

Valerie holds a Diploma in Teaching, a Bachelor of Education from the College of Arts Science and Technology, two Master’s Degrees in Special Education and Middle School Science from City College, and a certification in Education Leadership from the College of Saint Rose. Passionate about education reform, particularly for teachers of color and disadvantaged students, Valerie believes that education is the backbone of any great nation. She has actively participated in advocacy initiatives for E4E, Change Agent Academy, and the BIPOC Affinity Group.

Dr. Winnie Williams-Hall, affectionately known as ‘Dr. Winnie,’ is an 8th-grade diverse learning educator with Chicago Public Schools. With over 20 years in education, she has held roles including lead teacher, restorative practice advocate, case manager, CFE grant recipient, and new teacher mentor.

Dr. Williams-Hall began her career in 1996 as a general education teacher before focusing on her passion for supporting students with learning disabilities. For the past twelve years, she has been a valued member of the Nicholson STEM Academy, where she has found her niche as a middle school educator.

Dedicated to continuous learning and professional development, Dr. Williams-Hall earned a doctoral degree in educational leadership to better support diverse learners. She is committed to student equity and ensuring that every student has a voice in their education. As John Dewey said, “Education is NOT preparation for life; Education is life itself.