Jonathan Molofsky is a product of the New York City public school system, kindergarten through high school. He received BA and M. Phil. degrees in Comparative Literature from the City University of New York, and an MA in Film from the University of Iowa. He has taught in NYC for more than 45 years, at the high school level as an English Language Arts teacher, and at the university level, as an undergraduate and graduate course instructor in Humanities and Education Departments. Mr. Molofsky has worked with the United Federation of Teachers Teacher Center to bring research-based strategies to districts and schools throughout New York City and New York State, and he has presented in numerous local, state and national venues.

Mr. Molofsky has also contributed to the development of the NYC Performance Standards ELA, Science and Mathematics manuals, and the UFT Curriculum Guides in English Language Arts and Mathematics. His work with the National Science Foundation’s Urban Systemic Initiative as an Associate Director has provided experience with the challenges of systemically “scaling up” curricular and instructional reform.

Juan Padilla is a youth leader with Voices of Youth in Chicago Education. Juan has worked with engaging young people through different issues such as Gender and Sexuality Acceptance, Immigration Reform, Youth Rights, and ending the School to Prison Pipeline. Juan has worked on developing young people’s leadership skills through different trainings including; understanding systems of oppression, one on one relationship building, effective facilitation skills, and many more. Throughout his journey, Juan has learned the importance of empowering youth voices while inspiring to create social concise in young people's lives.

Teaching English Language Arts in a Brooklyn high school while taking advantage of the many study groups, retreats and conferences provided by the UFT Teacher Center gave Karen an opportunity to learn how to infuse literacy skills and an understanding of diverse learning styles into traditional lesson plans and teaching methods.  Working with UFT Teacher Center has offered her a variety of professional experiences over the remainder of her career including providing ongoing onsite support to classroom teachers across the content area, planning and presenting at citywide institutes and conferences, and collaborating with the NYC DOE to implement a citywide mentoring program.

Ken Zarifis has spent 20 years in public education. His first 12 were as an 8th grade language arts teachers in Austin, Texas and the last eight as president of Education Austin, a merged local serving the employees of Austin ISD.

From personal voice through writing in his classroom to organizing students to take action on their social and political beliefs, student voice has been a focal point of Ken’s work for the last two decades.

Ken believes student voice and agency are too often approached from a paternalistic frame at best or a token requirement at worst. Before we figure out what is best for youth, his students taught him that asking them what is “best” is much more productive and honest than telling them.

Education Austin has worked closely with students over the last eight years to fight charters schools, anti-immigrant related issues, gun violence, and school closures. After fighting for and winning a pre-K through second grade ban on suspensions with Texas Appleseed and AISD after the CSI Institute two years ago, they successfully worked with Texas Appleseed, the Austin Police Department, local organizations, and youth to eliminate the daytime and nighttime student curfew.

In November, Education Austin endorsed Zach Price, a 19 year-old University of Texas junior, for the Austin ISD school board. While he didn’t win, his campaign spoke directly to the lack of authentic student voice in political spaces and the need for us to not only listen to their experiences, but to also include them in decision-making.

However, Ken understands most won’t run for political office, so believes it is our responsibility to open spaces across the spectrum to ensure youth voice is respected. If not, he has no doubt that they will simply take it themselves.

My name is Ketrina Hazell, I am 24 years old; I have a disability called Cerebral Palsy. I was diagnosed at 9 months old but that never stopped me from dreaming big, despite the hopeless future doctors and professionals expected for me as I grew up.

I am a currently working on becoming a certified medical administrative assistant through a training program called Opportunities for a Better Tomorrow.  I believe it's time for the education and health care systems, as well as businesses, to see the potential of people with disabilities even from a seated position. And hire us.  I want to also become a certified teacher's assistant and plan on starting my own non-profit organization. Hopefully by being in this program, I will accomplish my goals. During my time in college I majored in both liberal arts, disability studies and behavioral mental health.  As tough as this was, I hope to return back to college to earn my associates degree or even my bachelor’s degree. Note that if this does not happen, it does not mean my success story ends.   I’m a self-advocate for myself and others including families. I graduated from Partners in Policy Making in 2014 which makes me a well-trained advocate for people with developmental disabilities and their families. I am a proud alumna of Youth Power which is an organization that encourages youth voices between two systems, the disability and mental health systems. Youth Power encourages youth as well as their families to become advocates and for the families to teach their youth how to become advocates and for the families to encourage their youth to use their voices.

Since 2014, I began serving on a variety of committees such as the Youth Advisory Panel for Special Education and the Access A Ride Paratransit Committee, that is just to name a few things I am involved in. I was just recently appointed to the Developmental Disabilities Planning Council. My work is my life. It’s what I live for, giving youth the chances that they may not see within themselves, teaching them to be kind and be an ally to peers with differences, teaching youth with disabilities the importance of self-advocacy skills and educating employees on disability and give upcoming parents hope for children with disabilities.

I am a founder and president of my very own advocacy group called a Voice’s of Power. I am an educator, volunteer, mentor, friend, aunt and sibling. I hope to one day work for city council or an organization serving youth with and without disabilities in addition to finding my way into the medical field.  It's also possible I’ll become an intern for an advocacy group, the city council or youth organization.

I am also the current Ms. Wheelchair NY 2018 with a platform to bring self-advocacy into schools and build an inclusive environment within schools and local communities. In 2019, I’ll be working with a local school district to roll out this.

Laurie A. Kingsberry has dedicated over 30 years to the New York City Department of Education in the area of Mathematics. Her tenure includes roles as a Middle Level Mathematics Teacher, Mathematics Coach, Curriculum Writer, New Teacher Mentor and Graduate Instructor. She currently serves as a Mathematics Content Specialist for the United Federation of Teachers Teacher Center at UFT Headquarters in Manhattan. In this role her responsibilities include: supporting assigned Brooklyn schools with effective research-based practices necessary to increase student achievement, promote positive school culture and discipline.  She is an active member of the National Council Teachers of Mathematics.

She is the recipient of several educational & civic awards: 2012 City Council Citation, 2010 District 17 Leadership Award, 2009 UFT Mary McLeod Bethune Award and the 1995 Children’s Choice Award.   “The Learning is in the Struggle” is the motto significant to her life.

Michael Meyer has been a Restorative Justice Practitioner since 2012 when he worked at Roca in as a Music Therapy Student Intern, wherein he produced Roca’s first ever CD featuring music by Roca Youth.  There, he was impacted by the way Circle transformed conflicts and difficult situations. Then, at Alternatives Inc., Michael worked with CPS teachers and schools, particularly in Englewood from 2013 until 2018, when Michael joined the team of Professional Development Facilitators at the Children Teachers Foundation.

Michelle Enos is a teacher on assignment at the Palm Beach County Classroom Teachers Association and serves as the Professional Development Coordinator. She has worked with the School District of Palm Beach County for 30 years.

Monica Solomon brings a wealth of experience to the Schlechty Center in working with states, districts, and schools in the areas of educational policy, public affairs, teacher and parent engagement, and district and school improvement. At the Schlechty Center, she supports and enhances the capacity of districts, schools, unions, and other nonprofit organizations to launch and sustain transformation efforts through the development and refinement of tools, resources, and materials that center around the Schlechty Center’s frameworks and core business. Prior to joining the Schlechty Center, Monica served as managing director of state and district services for New American Schools. Her district experience includes serving as director of public affairs for Cincinnati (Ohio) Public Schools where she was a member of the superintendent’s cabinet. She has been a keynote speaker at national conferences and forums and has worked as a consultant for educational organizations throughout the country. (E-mail: [email protected])

Mrs. Rosalind LaRocque is an associate director at the American Federation of Teachers. She designs professional development experiences for all educators. She graduated with honors from the University of the West Indies, Cave Hill, Barbados and began her teaching career preparing students for the external General Certificate Exam set by Cambridge.  She later served as an examiner for the Caribbean Examinations Council.  She has herMA in Education from the University of the Virgin Islands and Ph.D. from Madison University.  

LaRocque taught in St. Croix, Virgin Islands, served as Language Arts Department Chair and later became a Master Teacher, under a union-district sponsored program.  By 1987, she became the local site coordinator for the AFT research-based program that brought researchers and practitioners together to develop professional development experiences for educators.  Mrs LaRocque has written several articles, and her first book Reform vs Dreams, Preventing Student Failure was released February, 2012

Tatiana Washington is 18 years old and is the executive director of 50 Miles More. After March for Our Lives events ended on March 24th, she, along with 39 other students from across Wisconsin, came together to march 50 Miles to Speaker of the House Paul Ryan’s hometown. Because the march grew bigger and got more attention than ever expected, her team knew the momentum had to continue. They decided to launch a two-pronged civic engagement strategy: #50More in #50States, a mass mobilization and activist training project that challenges youth leaders to coordinate 50 Mile More marches in their state; and to increase Gen-Z voter turnout by asking young people to “Walkout to Vote” on November 6th. Their goal is to change the culture around voting to ensure a safer and more inclusive future in this country. Tatiana is a senior in high school, an executive council member of Brady Campaign’s Team Enough, the Development Director of High School Democrats of Wisconsin, and enjoys planning community events to raise awareness of gun violence.

Theresa McSweeney is an Assistant in Research and Educational Services, New York State United Teachers (NYSUT).  At NYSUT, Theresa’s responsibilities include developing policy on a variety of educational issues, including New York State learning standards and assessments, Annual Professional Performance Review (APPR), Community Schools, Family Engagement, Restorative Practices and Safe Schools.  In addition, Research and Educational Services provides information and technical assistance and training to NYSUT members on a broad range of P-16 educational topics and issues.

She has been appointed to and served on many New York State Committees and Task Force, including the New York State Board of Regents Career and Technical Education (CTE) Content Advisory Panel, New York State Dignity for All Students Act Task Force, the NY State Education Department Math and Science Content Advisory Panels and the New York State SAFE School Task Force and many other state-wide committees.  Prior to joining NYSUT, Theresa was a math and science teacher at various grade levels with sixteen years of teaching experience and served as President of the Marcellus Faculty Association. She holds a B.S. in Secondary Education, with certifications in biology, general science and mathematics, and M.S. in Curriculum and Instruction.

Theo Harris, a retired educator, worked as a Career Counselor and Teacher in the School District of Palm Beach County for 34 years.  He spent his last 4 years as the President of the Palm Beach County Classroom Teachers Association where there were over 12,000 teachers and over 7,000 members. In 2014, Theo became the Executive Director of the Palm Beach County Classroom Teachers Association where he now serves.

Walter Taylor, NBCT (National Board Certified Teacher) is responsible for the strategic planning, development, and implementation of Chicago Teachers Union Foundation (CTUF) Quest Center’s Professional Development Division. Walter brings over 13 years of teaching science, language arts and special education in Chicago Public Schools, over 7 years of facilitating professional development (PD) for public education teachers through the CTUF’s Quest Center and over 21 years of curriculum development experience.

In addition to designing and teaching curricula to pre-service teachers and classroom teachers for the Golden Apple Foundation and the CTUF, Walter provides graduate-level PD to teachers. His signature PD offerings and programs include Restorative Practices, Differentiated Instruction, Questioning and Discussion Techniques, Cultural Competencies, Classroom Management, Critical Race Theory, Managing and Monitoring Student Learning and Student Engagement. Mr. Taylor has done extensive work with restorative practices. He works with the American Federation of Teachers (AFT) and the AFT Congressional Black Caucus in many capacities (esp., restorative practices) which has led him to travel many places both domestically and internationally. Walter has done restorative practices PD in Washington, D.C., Philadelphia, New York, Baltimore, Indianapolis, Denver, Trinidad and Tobago, and Mexico City – to name a few.