TWIN-CS Design Team
Stephanie Margetts – TWIN-CS Program Director and Leadership Coach, Eastern Region
Stephanie Margetts serves as program director for TWIN-CS. Her career in education has taken her around the world through leadership positions in the Middle East, Mexico and Peru. Certified in English Language Learning as well as K-12 administration, she is fluent in Spanish and has worked successfully to steer the development of dual language schools, including two TWIN-CS schools: Sacred Heart in Washington, D.C., and Holy Rosary in Tacoma, Wash. Stephanie also has served as regional director of seven schools in Peru. Her educational leadership style blends close attention to multicultural issues with flexible integration of pedagogical frameworks, while prioritizing relationship-building and community connections. She sees the work of educational leadership as bridge-building, reaching inside and outside of structural hierarchies to enlist administrators, staff, teachers and students in the shared mission and values of Catholic education.
Gloria Gonzalez, Ed.D
Gloria Gonzalez, Ed.D – TWIN-CS Leadership Coach, Western Region
Gloria Ramos Gonzalez, Ed.D., serves as a leadership coach for TWIN-CS and is an educational consultant for the PDS Team with the California Association for Bilingual Education. She has been in the field of education since 1996. Over this time, she has been a bilingual classroom teacher across several school districts, a bilingual reading specialist, and consultant. She also has worked in academic language research. Gloria earned a doctorate from the University of Southern California and holds a master's of education degree in language and literacy from Harvard University with a reading specialist credential focused on second language acquisition. Her undergraduate work is in liberal studies and psychology from Mt. St. Mary’s University with a minor in Spanish from Universidad Autonoma de Guadalajara, Mexico. Gloria has presented her original research at the American Educational Research Association (AERA), and is currently working on publishing her first book on academic language development. She has her own consulting firm, www.gloriaramosgonzalez.com, that provides professional development workshops to school teams and helps districts develop their literacy and dual language programs. She has extensive experience developing dual language curriculum and has many years of literacy coaching experience in both Spanish and English settings.
Laura Hamman-Ortiz, Ph.D.
Laura Hamman-Ortiz, Ph.D. – TWIN-CS Leadership Coach, Midwestern Region
Laura Hamman-Ortiz, Ph.D., serves as a leadership coach for TWIN-CS. She currently is a postdoctoral research associate with the BUENO Center for Multicultural Education and the Department of Educational Equity and Cultural Diversity (EECD) in the School of Education at the University of Colorado, Boulder. Laura is an educational linguist whose research explores how to effectively and equitably support language and literacy learning in bilingual classrooms. In this role, she is collaborating with Dr. Millie Gort and Dr. Vanessa Schwarz on a three-year, design-based research study that explores the impact of a genre-based approach to writing instruction for emergent bilingual students. Laura is also part-time faculty with the English as a New Language (ENL) program within the Alliance for Catholic Education (ACE) at the University of Notre Dame. In this position, she teaches graduate-level courses on second language acquisition, supports two-way immersion program development at Holy Cross Elementary School (South Bend, Ind.), and leads professional development workshops on ENL methods for Catholic school teachers around the country.
Mariana Lima Becker
Mariana Lima Becker – Doctoral Student, Curriculum & Instruction
Mariana Lima Becker is a doctoral student in curriculum and instruction at Boston College. She has taught English as a foreign language for several years in Brazil and is a licensed English as a Second Language teacher in Massachusetts. Her research interests involve bilingual education, education and immigration, and second language literacy development from a sociocultural perspective.
Itzel Gallindo – Primary School Director of Notre Dame Academy, Milwaukee, Wis.
Itzel Gallindo is the primary school director of Notre Dame Academy in Milwaukee, Wis. Before joining Notre Dame, she spent three years at Next Door as the literacy coach and the kindergarten curriculum leader. Prior to Next Door, she was a bilingual teacher in the Milwaukee Public Schools at the high-performing La Escuela Fratney Elementary School. Itzel focused her thesis on dual language and is trained in the Danielson framework for coaching. She earned a bachelor's degree from Marquette University and master's degrees in literacy/English as a Second Language and educational leadership from Cardinal Stritch University.
Leticia Oseguera – Principal, Mater Dei Juan Diego Academy, San Diego, Calif.
Leticia Oseguera is the principal of Mater Dei Juan Diego Academy in San Diego, Calif., where she joined the faculty in 2017. She has 14 years of teaching experience at the high school level in public and Catholic schools. A product of bilingual education herself, Leticia migrated with her family from Michoacán, México, to the United States as an 8-year-old, and is committed to educating the next generation of bilingual, faith-filled global leaders. She has a master's degree in educational leadership and administration from St. Thomas University, a master's degree in education with an emphasis on second language acquisition from Claremont Graduate University, and a bachelor's degree in Spanish literature from the University of California, San Diego.
Martin Scanlan, Ph.D.
Martin Scanlan – Associate Professor, Educational Leadership & Higher Education
Martin Scanlan, Ph.D., is an associate professor in the Department of Educational Leadership and Higher Education in the Lynch School of Education and Human Development at Boston College. Before joining the academy, Scanlan spent more than 10 years as a teacher and administrator. He primarily worked in urban settings, in schools serving traditionally marginalized students in Washington, D.C., Berkeley, Calif., and Madison, Wis. This laid a foundation for his teaching and scholarship interests, which focus on how schools can be organized to more effectively welcome all. Scanlan’s research primarily focuses on the organizational routines and practices of adults in schools, including the policies and procedures that shape these. While attending to multiple dimensions of diversity, his work has looked most carefully at how schools across sectors—including Catholic schools and public schools—can better serve students who have diverse cultural and linguistic heritages, as well as students with special needs. Scanlan has an extensive record of scholarship in academic journals reporting this work. He earned a bachelor's degree from Catholic University of America, a master's degree from Trinity College, and a doctorate from the University of Wisconsin-Madison.