Maria Báez Cruz is a doctoral student in the Education Research, Measurement, and Evaluation program in the Lynch School of Education at Boston College, where she works on the Two-Way Immersion Network for Catholic Schools (TWIN-CS). Prior to arriving at Boston College, Maria obtained a Ed.M in International Education Policy from Harvard University and a Master’s in Public Policy from the Paris School of Economics. Maria has experience in program evaluation, survey development and data analysis from working as a Research Manager at the Poverty Action Lab (J-PAL) in Chile.
Mary Bridget began her work with Two-Way Immersion Network for Catholic Schools and the Roche Center in 2012 and returned as the Assistant Director for TWIN in September of 2017. Prior to returning, Mary Bridget was the inaugural Managing Editor for the Journal of Professional Capital and Community. She has taught undergraduates at Boston College's Lynch School of Education, at Cisco Junior College (Texas), and at the Juhász Gyula Teachers College at the University of Szeged. She has also taught elementary school in Texas, along with classroom time in Florida, Massachusetts, and Ohio. Mary Bridget has published research on the TWIN schools and publications on American inclusion models and social studies education. She conducted research on minority education and the training of teachers in Hungary for her Master's thesis through a Fulbright Grantee to Hungary, where she was also an English instructor at the Teachers College. Mary Bridget received her Bachelor's degree in English from Northwestern University, her Master's in the Arts of Teaching from Miami University of Ohio, and earned her Doctorate in Curriculum and Instruction from Boston College.
Dr. Corso is chair of the theology department at Catholic Memorial School in Boston. He has a doctorate in Theology and Education from Boston College and has been an educator for over 30 years. Dr. Corso has taught at every grade level kindergarten through graduate school. He has brought new approaches in pedagogy to CM—including interdisciplinary classes and team teaching. He also works with other school leaders to ensure mission-driven professional development. His return to the high school classroom was preceded by a 15-year role as Chief Academic Officer for the Quaglia Institute for School Voice and Aspirations. In that role, he surveyed millions of students and talked with thousands of students and hundreds of teachers in focus groups. He is deeply committed to the belief that students are the agents of their own learning. Dr. Corso has worked throughout his career to improve teaching and learning through teacher training and education and by preparing students and teachers to have a voice in their schools.
William Daily serves as the Principal of St. Mary Magdalen School, which in 2013 became the first dual language Catholic school in Texas, and is now the only dual language Catholic school in San Antonio. In July 2012, when Daily became Principal, enrollment had dropped to 98 students. This year, enrollment exceeds 440 students (over 100 of which are in the early childhood program), and the school maintains key partnerships with Boston College, UTSA, University of Notre Dame, University of the Incarnate Word, Pre-K 4 SA, and the Jesuit Volunteer Corps. Daily graduated magna cum laude from Boston College in 2000, after which he served in the Jesuit Volunteer Corps as a counselor at a drug and alcohol rehabilitation clinic for parolees in Portland, Oregon. He then worked for two years at a Jesuit mission in Quito, Ecuador, where he taught and was taught by children and adults living in extreme poverty. In 2003, Daily returned to his native Milwaukee, Wisconsin, where he taught 4th grade at a dual language charter school and then taught middle school at a Nativity school, both on the city’s south side. While teaching, Daily earned an MA in Education from Mount Mary University and an MA in International Affairs from Marquette University. In 2010, Daily graduated from the University of Wisconsin Law School, where he was an Executive Editor on the Law Review and a coach on Moot Court. He then worked as a civil rights attorney in Madison and as an educational policy staff attorney at Texas Appleseed in Austin until 2012. Daily lives in San Antonio with his wife, Iliana, and three children, Kathleen, Finnegan and Joaquin.
Julian Delgado-Figeroa is a 2019 graduate of St. John's Preparatory School in Danvers, Massachusetts. During his time at St. John's Prep, Julian was a member of the National Honor Society, a Catholic Scholarship Fund's Gerstner Scholar, and a recipient of merit based scholarships due to his excellent academic record. Julian will be matriculating at the College of the Holy Cross in Worcester, Massachusetts this fall. He will be on a pre-law track and plans to study political science with a minor in Latinx studies. He intends to join the Holy Cross dance team, Latinidad, also with two other organizations that celebrate Latino American and Caribbean students. Julian aspires to establish a career in international law, with a focus on US-Latin American relations. He would also like to open a non-profit in his hometown of Lawrence, Massachusetts to serve as a community center and school. Julian is the son of Jahaira Figeroa and brother of Matthew and Brandon Montoya-Figeroa.
Elizabeth R. Howard is an Associate Professor of Bilingual Education in the Neag School of Education at the University of Connecticut, where she teaches graduate courses on linguistic and cultural diversity and conducts research focusing on dual language education, biliteracy development, and the preparation of teachers to work with multilingual learners. She is currently a co-investigator of a federally funded research study investigating writing instruction and outcomes for Latino students. She has also recently served as Principal Investigator of two federally funded research studies focusing on the literacy attainment of Spanish-English bilingual students, as well as co-director of a faculty learning community designed to improve the capacity of teacher education faculty to help preservice teachers work effectively with English language learners. She is the lead author of Guiding Principles for Dual Language Education and Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms as well as co-editor of Preparing Classroom Teachers to Succeed with Second Language Learners. Previously, she worked as a Senior Research Associate at the Center for Applied Linguistics and as a bilingual teacher in California and Costa Rica.
Angela López Velásquez is an Associate Professor in the Department of Special Education at Southern Connecticut State University. Her research and teaching interests include the bi/literacy development of bilingual learners, the preparation of teachers to effectively work with bilingual learners, and the needs of bilingual learners with disabilities. Her most recent work has appeared in the Bilingual Research Journal and in Reading and Writing: An Interdisciplinary Journal. Angela holds a BA in Teaching Foreign Languages from Universidad de Antioquia (Colombia), a MA in Teaching English to Speakers of Other Languages (TESOL) from the University of Illinois at Urbana-Champaign, and a Ph.D. in Elementary Education, Literacy, and Bilingual Education, also from the University of Illinois at Urbana-Champaign.
Dr. Corey Maslowski became interested in immersion programming as a teenager while working at Concordia Language Villages. He has a BA in Elementary Education and Spanish from Concordia College, an MA in Curriculum and Instruction, and an Ed.D. from the University of St. Thomas. He also holds Principal and School District Superintendent licenses. Maslowski student taught at Robbinsdale Spanish Immersion School in Minnesota, and his first teaching job was in a third grade Spanish Immersion classroom in Fairfax County, Virginia. Corey returned to Minnesota and began working at Park Spanish Immersion School in St. Louis Park, MN. He taught the inaugural fourth grade class, and he transitioned with the students to the middle school level teaching the immersion social studies classes. Dr. Maslowski worked with K-12 language teachers in St. Louis Park before becoming a school administrator in 2007. Since 2010, he has been the principal of Park Spanish Immersion Elementary School. Corey has also taught the world language methods course at the University of St. Thomas since 2008 and has been the mentor for Risen Christ Catholic School in Minneapolis since 2014.
Kristin Barstow Melley is Director of Professional Development for the Roche Center for Catholic Education and Ph.D. candidate in the Lynch School of Education at Boston College. She develops professional learning opportunities for Catholic educational leaders and teachers working in prek-12 schools. She directs the Two-Way Immersion Network for Catholic Schools (TWIN-CS) and the Emmaus Series: A Leadership Advancement Program for Catholic School Leaders. Her current projects include research on professional development cohorts, spiritual capital in Catholic schools, and global models of Catholic education. Kristin presents nationally on Faculty and Student Faith Formation, Catholic Identity, Managing School Change, School Board Development, Marketing Catholic Schools and Whole-school Teacher Collaboration. She serves on the national council of the National Standards and Benchmarks for Effective Catholic Schools (NSBECS) and creates implementation resources for schools adopting them. Formerly, Kristin served as Associate Superintendent of Catholic high schools in the Diocese of Worcester and as the Director of the National Catholic Center for Student Aspirations at Assumption College. She was a high school teacher and taught world religions, ethics, and writing at Endicott College. She received her bachelor’s degree from Wheaton College in Norton, MA, and a master's degree in Theology from Harvard University.
Nemo Castelli, S.J. is a Chilean Jesuit, philosopher and theologian who is studying for an STL degree at the School of Theology and Ministry at Boston College. He joined the Society of Jesus in 2002 after studying Civil Engineering. He has dedicated his first years in the priesthood to social work in youth led non-profit organizations that seek to overcome poverty in slums through the joint work of families, social leaders and college volunteers.
A member of the National Academy of Education, Dr. Sonia Nieto is Professor Emerita of Language, Literacy, and Culture at the University of Massachusetts, Amherst. Devoting her professional life to questions of diversity, equity, and social justice in education, her teaching has spanned early elementary through doctoral education and her research has focused on multicultural education, teacher education, and the education of students of culturally and linguistically diverse backgrounds, with a particular focus on Latinx students. The author or editor of 12 books and dozens of book chapters and journal articles, she is also the author of a memoir, Brooklyn Dreams: My Life in Public Education. The first edition (1992) of her classic text, Affirming Diversity: The Sociopolitical Context of Multicultural Education, was selected for the Museum of Education Readers’ Guide as “one of the 100 books that helped define the field of education in the 20th century.” Now in its 7th edition, the 5th through 7th editions were co-authored by her friend and colleague Dr. Patty Bode. Dr. Nieto has received numerous awards for her scholarly work, activism, and advocacy including 9 honorary doctorates.
Hosffman Ospino, PhD is an Associate Professor of Theology and Religious Education at Boston College, School of Theology and Ministry where he is also Director of Graduate Programs in Hispanic Ministry. He has served as the principal investigator for several national studies on the Hispanic Catholic experience. He is currently advancing a national study on Latino Catholic vocations and serves on the research team of the National Study on Spiritual Life and Practice of Young Adult and Hispanic Catholics in the United States. He has authored/edited 13 books and more than a hundred essays, academic and general. Dr. Ospino serves on the Board of Directors of the National Catholic Educational Association (NCEA) and is a consultant for several national and international organizations.
Dr. Ryan Pontier is Visiting Assistant Professor and Director of the Center for Multilingual and Multicultural Education in the School of Education & Human Development at Florida International University. He previously served as faculty at Miami Dade College, where he supported future teachers’ practice in the creation of linguistically and culturally appropriate contexts for emergent bilingual students of all ages. Dr. Pontier’s work has been presented at international, national, state, and local research- and practitioner-based conferences as well as published in a variety of peer-reviewed journals, including Bilingual Research Journal, International Multilingual Research Journal, and Language and Education. He began his education career with Teach For America in the Rio Grande Valley of Texas, where he taught 3rd grade in Spanish at a dual language elementary school one mile from the Rio Grande River. He and his wife are raising two bilingual daughters.
Dr. Rosen-Reynoso has worked as a Senior Research Associate for the Institute for Community Inclusion at the University of Massachusetts Boston for 18 years. In this capacity, she worked on a variety of federally funded projects focused on disability, rehabilitation, education, and access to care. She was the Principal Investigator of the National Center for Ease of Use of Community-Based Services funded by the Maternal and Child Health Bureau. For approximately 5 years, she lead the Peer-to-Mentorship Academy that is part of the Langston University Rehabilitation Research and Training Center to enhance research capacity of minority serving institutions to conduct vocational rehabilitation research in underserved communities. Prior to this effort, she lead OPT4College, a five-year study funded by the National Institute on Disability and Rehabilitation Research to examine the effectiveness of a transition-planning intervention for youth with a variety of disabilities. Additionally, she was the Child and Youth Readiness Cabinet Manager for the Commonwealth of Massachusetts during former Governor Deval Patrick’s Administration from 2014-2015. In this position, housed within the Executive Office of Education and Health and Human Services, she coordinated statewide inter-agency projects that were targeted on issues affecting the most vulnerable children and youth across the state. She received her doctorate degree from the Boston College School of Education in Applied Developmental Psychology and her masters degree from the Harvard University Graduate School of Education.
Dr. Scanlan is an Associate Professor in the Department of Educational Leadership and Higher Education Department in the Lynch School of Education at Boston College. In the 21st Century, elementary and secondary school communities are growing more pluralistic across multiple dimensions of diversity, such as race, ethnicity, language, religion, sexual orientation, and socioeconomic status (Taylor, 2014). While they are called upon to provide all students optimal opportunities to learn (Moss, Pullin, Gee, Haertel, & Young, 2008), schools in the United States have historically responded to dimensions of diversity by privileging some and marginalizing others. School leaders committed to social justice play a central role in ameliorating and eliminating such educational inequities. Dr. Scanlan’s scholarship explores this in three ways. First, he studies how leaders create culturally and linguistically responsive schools. Second, he examines social justice leadership in one sector: Catholic education. Third, He explores intersectionalities in social justice leadership. A common thread connecting these strands is how school leaders structure supports for students. Such supports range widely, from special education services for students with disabilities, to supplemental academic supports for acceleration or remediation, to counseling and nursing services for students’ mental and physical health, to language support for students whose mother tongues are not English. These support services exist within a service delivery system; social justice leadership creates inclusive and holistic service delivery systems.
Dr. Torres-Ardila holds a PhD in Mathematics from Boston University. He has experience designing teacher preparation curriculum to increase Mathematics teachers' support to English Language Learners within the Mathematics classroom. Currently, he is the associate director of the Mauricio Gastón Institute for Latino Community Development & Public Policy at the University of Massachusetts-Boston. As Associate Director, he draws on the strength and resources of the University of Massachusetts Boston to support the development of research focused on the Latino community across the state. At the institute, Dr. Torres-Ardila participates research that examines the current issues faced by Latino communities, such as Latino participation in the STEM pipeline and socio-linguistic factors present in K-12 education. As part of the institute's team, Dr. Torres-Ardila diligently works to ensure that the institute supports the development of Latino community leadership through partnerships with local groups.
Wan Wang has been teaching as a K-5 Mandarin teacher at Driscoll School in Brookline, MA for 7 years. Before joining Brookline Public Schools, she worked as a Mandarin Immersion teacher for two years. At Driscoll, she serves a language teacher hiring committee member and provides orientation training and mentoring for new language teachers. She has presented in ACTFL and MaFLA conferences, with a focus on promoting Mandarin literacy through communicative activities. Wan holds a BA in Pedagogy from Huazhong Normal University, and an M.Ed in Special Education from Boston College.
Patricia Weitzel-O'Neill, Ph. D., is the Executive Director of the Barbara and Patrick Roche Center for Catholic Education, Lynch School of Education, Boston College. She is responsible for the work of the Center, focusing on research, professional development, and advocacy, both locally and nationally. In particular, she serves on the leadership team for the Two-Way Immersion Network for Catholic Schools (TWIN-CS), and actively supports the work of this unique national program. Dr. Weitzel-O’Neill is a co-author with Dr. Hosffman Ospino of the report Catholic Schools in an Increasingly Hispanic Church (2016), based on the first National Survey of Catholic Schools Serving Hispanic families. Also, she is a co-editor of the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools (2102) (NSBECS) and with co-editor Dr. Lorraine Ozar, Loyola University Chicago, continues the work focusing on research and new resources. Most recently Dr. Weitzel-O’Neill with her colleague Dr. Ospino hosted the first ever National Summit on Catholic Schools and Hispanic Families, inviting 200 recognized thought leaders to engage in two days of focused conversations examining the critical challenges. As an advocate, she serves on multiple boards, including the Governing Board for the Journal of Catholic Education and is frequently invited to present at national and local conferences. Prior to Boston College, Dr. Weitzel-O'Neill served as Superintendent of Schools for the Archdiocese of Washington, and served Trinity Washington University as Vice President of Academic Affairs, Dean of the College of Arts and Sciences. She is a graduate of Wheeling Jesuit University and holds an M.A. and a Ph.D. in Sociology from St. Louis University.