Brad Ermeling, Cofounder
Dr. Brad Ermeling has supported schoolwide systems for collaborative inquiry and instructional improvement across 15 states and over 30 school districts, including three state departments of education. He was corecipient of the Best Research Award from Learning Forward for his contributions to research on instructional improvement through inquiry teams. He is coauthor of Teaching Better: Igniting and Sustaining Instructional Improvement. He was also coauthor for the article titled “Learning to Learn from Teaching: A Firsthand Account of Lesson Study in Japan,” which was named Outstanding Paper of the Year by Emerald Publishing and the World Association of Lesson Studies. Brad spent seven years as an educator in Japan, developing firsthand knowledge and expertise with Japanese lesson study. He taught high school English, special education, and directed professional learning programs in both the US and Japan before shifting his attention to educational research and consulting. After completing his doctoral studies at UCLA, he served as both Executive Director and Director of Business Development at Pearson Education where he led nationwide programs for school leadership development and professional learning teams. Brad has also served as principal investigator for multiple research projects on virtual assistance models for school leaders, collaborative teacher research, and STEM learning studios. His 40+ published articles cover topics such as lesson study and collaborative inquiry, facilitation practices that promote productive struggle, virtual learning communities, and digital technologies that support the study of teaching.
Genevieve Graff-Ermeling, Cofounder
Dr. Genevieve Graff-Ermeling is a career educator, researcher, and administrator with 25 years of experience in the US and diverse international contexts. She spent seven years as an international educator in Japan, where she developed a comprehensive EFL curriculum and coordinated international exchange programs for both students and faculty. During the second phase of her career she spent over 10 years working as a teacher, assessment coordinator, and Chief Academic Officer, where she built a schoolwide benchmarking assessment program, collaborated with a teacher think tank to design and implement an innovative continuous improvement model for professional growth and supported schoolwide curriculum articulation. Most recently, Genevieve served as Assistant Head of School at Concordia International School in Shanghai, where she was responsible for leading strategic work and managing programs, initiatives, and staff across four school divisions (P-12). In addition to her leadership roles, Genevieve has served as a non-profit board member, professional learning consultant, and coach for teachers and leaders at public and private schools. She completed her doctoral studies at the University of Southern California where her research focused on leveraging sponsorship to expand access to leadership opportunities for underrepresented groups. She is coauthor of both Teaching Better: Igniting and Sustaining Instructional Improvement and the award-winning article, “Learning to Learn from Teaching: A Firsthand Account of Lesson Study in Japan.” She was also a professional track athlete and NAIA national champion. She competed in the 5000 meters at the 2004 US Olympic trials.
Ron Gallimore, Chief Scientist
Dr. Ron Gallimore is Distinguished Professor Emeritus, Department of Psychiatry & Biobehavioral Sciences, University of California, Los Angeles & Affiliated Professor, Departments of Psychology & Education, University of Delaware. He received the 1993 Grawemeyer Award in Education for his research and development as Co-Founder of the Kamehameha Elementary Education Project, a laboratory and demonstration school for Native Hawaiian children. His research focuses on culture & behavior change, and the improvement of teaching, training, and coaching. He has published more than 140 journal articles and book chapters based on research conducted in U.S. public schools and also international studies of teaching and learning. He observed and analyzed the teaching practices of UCLA Coach John Wooden, the results of which were published in 4 articles and the book You Haven't Taught Until They've Learned.