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“The right question changes everything. Our next cure, our next technology, our next revolutionary change… will come from a question that has never been asked. Wonder changes the world.” - Jason Latimer
As a magician, Jason is the series champion of the BBC One’s The Magicians, the recipient of Siegfried & Roy’s Masters of the Impossible Award, and was bestowed with magic’s highest honor, “Grand Prix ‘Best Overall’ World Champion of Magic.” With his undefeated resume of championship wins, Jason is one of the judges with Penn & Teller on SyFy Channel’s magic competition Wizard Wars. In 2018, Jason joins David Copperfield and David Blaine as one of the few recipients of the prestigious and highly coveted Golden Grolla Award from the Masters of Magic.
As a scientist, Jason is the creator of “Impossible Science” the academic platform uniting magic and science to inspire wonder in education, which has now become a popular YouTube channel with millions of views. He is the curator of Impossible Science of the iconic Fleet Science Center in San Diego, CA., but his STEM program has expanded to science centers throughout Southern California. Recently, Engineering.com partnered with Jason to launch the Impossible Science Student Challenge, a competition drawing thousands of participating schools across the US and Canada. Jason also co-hosts the Science Channel series SciJinks with Big Bang Theory’s Johnny Galecki and Mythbusters: The Search’s Tamara Robertson.
As a keynote speaker and education futurist, Jason addresses the convergence of advanced technologies and transformative shifts in global industries accelerating the need for change in the P-12 education system. He actively looks for ways to reimagine teaching and learning to advance curiosity, creativity, and critical thinking and engage students in problem solving that has the potential to make a real-world impact. At Education First’s Global Leadership Summit, in both New York and Berlin, Jason followed previous keynote speakers Al Gore and Dr. Jane Goodall with his keynote address on The Influence of Technology on Society. While in Washington DC, at the largest science festival in the country, Jason gave the closing keynote of the USA Science and Engineering Festival on Education Through Curiosity.
Jason Latimer is not only changing education, he is on a mission to globally inspire wonder.
Princess Sarah Culberson was adopted one year after her first birthday by a loving, white West Virginia couple and raised in the United States with little knowledge of her ancestry. In 2004, Sarah took the journey to Sierra Leone to meet her birth father and family and discovered she was considered a Mahaloi, the child of a Paramount Chief, with the status of a princess. After spending time in Sierra Leone and witnessing the aftermath of an 11 year civil war she co-founded Sierra Leone Rising, a non-profit to support the community. Through this work, Princess Sarah and many others work to support education, public health, and female empowerment in Sierra Leone. Sarah shared her inspiring story in a book she co-authored titled, “A Princess Found.”
Her passion for education does not stop with Sierra Leone; as the Director of Outreach at the Oakwood School in Los Angeles, Sarah works daily with middle and high school students to help them understand and embody the strength of their culture and development of personal identity. Princess Sarah has over 10 years of experience creating programs that embody race, equity, diversity, and inclusion and presenting to both corporate and educational groups. She relates her real-life stories, from growing up in a bi-racial family to becoming a princess and understanding the various intersections of life and how they bring us together.
Princess Sarah Culberson’s story has been featured nationally and internationally in The Singapore News, LA Times, Chicago Tribune, BBC radio, NPR, “Oprah and Friends” radio show, and in magazines such as Reader’s Digest, Newsweek, People, and Glamour. She has also been featured in appearances on Good Morning America, CNN, Inside Edition, and more. Princess Sarah travels around the world speaking on the deep work of diversity and inclusion, maximizing growth through empowerment, and creating opportunities for developing global mindsets and innovative leadership. She focuses on transforming environments and culture in our schools and communities.
TIME’s First-Ever Kid of the Year; America’s Top Young Inventor
Gitanjali Rao was recognized as America's Top Young Scientist and received an EPA Presidential award for inventing her device "Tethys"—an early lead detection tool. Gitanjali is also the inventor of “Epione”—a device for early diagnosis of prescription opioid addiction using genetic engineering, and "Kindly"—an anti-cyberbullying service using AI and Natural Language processing. She was honored as Forbes “30 Under 30 in Science” in 2019 and TIME’s “Top Young Innovator” and "TIME Kid of the Year" in 2020 for her innovations and STEM workshops she conducts globally, which has inspired over 50,000 students in the last two years across six continents and 27 countries.
Gitanjali Rao is the author of the book "Young Innovator's Guide to STEM," which guides students and educators with a 5 step innovation process. She is 15 years old and is a 11th grader in Highlands Ranch, CO. She is currently conducting research at the University of Colorado, Denver in the department of Cell Biology to find a solution for prescription opioid addiction using the latest in genetic engineering and created a colorimetry-based app and device. This initiative received the recognition of a world finalist in a Technovation challenge and a Health Pillar award by TCS Ignite Innovation challenge nationally. She introduced the device in TEDtalks India.
Gitanjali is also an EPA Presidential award winner and is recognized as a Gloria Barron 'Young Hero' Honoree for community impact. Gitanjali has open-sourced her lead detector invention processor, her colorimetry-based algorithm for prescription opioid detection and app code for the community and it has been used for other applications. Gitanjali recently launched an anti-cyberbullying service based on AI/Machine Learning using Natural Language Processing in the community called "KINDLY" under the guidance of Microsoft. She was awarded an ecybermission STEM in Action grant to implement the
solution and has partnered with UNICEF to roll it out world-wide.
Gitanjali sits on the Board of Directors for an organization called Children’s Kindness Network that spreads an anti-bullying message and promotes the importance of kindness in all of us. She conducts workshops in elementary schools and hopes to educate children about kindness when they are still young. Gitanjali aspires to study genetics combined with computer science with product design. She hopes to keep writing, discovering, and sharing her knowledge in the future. She is an avid problem solver and thrives in collaborating with organizations that promote innovation and creativity.
Shawn Ginwright, PhD is one of the nation’s leading innovators, provocateurs, and thought leaders on African American youth, youth activism, and youth development. He is Professor of Education in the Africana Studies Department and a Senior Research Associate at San Francisco State University. His research examines the ways in which youth in urban communities navigate through the constraints of poverty and struggle to create equality and justice in their schools and communities.
Dr. Ginwright serves as the Founder and Chief Executive Officer of Flourish Agenda, Inc., a national nonprofit consulting firm, whose mission is to design strategies that unlock the power of healing and engage youth of color and adult allies in transforming their schools and communities. Dr. Ginwright and the Flourish team provide immersive learning experiences, detailed information and concrete actions that answer not just the “why” but also the “how” to create the best environment for youth and the professionals who serve them. Dr. Ginwright works to transform complex systems through healing centered engagement and outlines how social change can be enacted from within the individual and the community to restore a sense of hope and counteract the effects of poverty, violence, and hopelessness.
In 2011, Dr. Ginwright was awarded the prestigious Fulbright Senior Specialist award from the State Department for his outstanding research and work with urban youth. Dr. Ginwright is the author of “Hope and Healing in Urban Education: How Activists and Teachers are Reclaiming Matters of the Heart”, “Black in School- Afrocentric Reform, Black Youth and the Promise of Hip-Hop Culture” and co-editor of “Beyond Resistance!: Youth Resistance and Community Change: New Democratic Possibilities for Practice and Policy for America's Youth.” In 2010, he published “Black Youth Rising, Activism and Radical Healing in Urban America.” Through his publications, research, and consulting, Dr. Ginwright provides critical insight and hope for empowering young people and accelerating healing centered engagement to facilitate radical change.
Dr. Ginwright currently serves as Chairman of the Board for the California Endowment, with oversight of a $3 billion endowment to improve the health of California’s underserved communities. He also serves on the Advisory Board for the Center for Information & Research on Civic Learning at the Jonathan Tisch College of Citizenship and Public Service at Tuffs University.
Michael Fullan, O.C., is the Global Leadership Director, New Pedagogies for Deep Learning (NPDL) and a worldwide authority on educational reform with a mandate of helping to achieve the moral purpose of all children learning. He is the former Dean, and Professor Emeritus of the Ontario Institute for Studies in Education/University of Toronto. Michael Fullan is a worldwide authority on educational change and system transformation. Recognized as a worldwide authority on educational reform, he advises policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning. Michael Fullan received the Order of Canada in December, 2012. He holds honorary doctorates from several universities in North America and abroad.
Michael Fullan works to promote whole systems transformation and foster deep learning so that all learners contribute to the common good, address global challenges and flourish in a complex world. Through research, advocacy, professional development and global partnerships, Fullan seeks to change the role of educators to that of activators of learning who design learning experiences that build on learner strengths and needs, create new knowledge using real-life problem solving and help all students identify their talents, purpose and passion.
Fullan is a prolific, award-winning author whose books have been published in many languages. His book Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward (formerly the National Staff Development Council), Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education, Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009, and Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward. His latest books are Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge (2012), Motion Leadership in Action: More Skinny on Becoming Change Savvy (2012), Professional Capital: Transforming Teaching in Every School (with Andy Hargreaves) (2012), Deep Learning (2017), Nuance (2018), and The Devil is in the Details (2020).
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Christian Paige is an Emmy nominated poet from Tacoma, Washington. He is a creative who is inspired by black voices who have changed the world. He believes in the importance of storytelling, oral tradition and the power of owning your own narrative. As a teaching artist, Paige uses renaissance poetry, hip-hop, spoken word and popular music to teach students literary tools and remind them of the importance of sharing their truths. As a performer, he has appeared on stages across the country, written commissioned pieces for traveling exhibits, and is in the process of releasing his first volume of poetry. If asked to describe himself Paige would say, “I am just a somebody who wants community to work for everybody”. Artistically, he lives by the words of the great Poet Maya Angelou, “They will forget what you said. They will forget what you did. But they will never forget how you made them feel.”
ALEXANDRA HUYNH is an 18-year-old
Vietnamese American poet from
Sacramento, CA. She is a 2021 Sacramento
Youth Poet Laureate, a program of
Sacramento Area Youth Speaks, and is a
Western Regional Ambassador and the 2021
National Youth Poet Laureate of the United
Alexandra began writing poetry in
elementary school in the form of song. She
gravitated towards poetry as a means to
express complex emotions, but she seldom
shared her work. When she competed in her
first poetry slam in high school, she landed a
spot on the Sacramento Area Youth Speaks
Slam Team, which would go on to compete
at the International Brave New Voices
Festival. Heartened by the warm and
visionary people she met, she has been
immersed in poetry ever since.
As a second-generation individual,
Alexandra employs poetry as a tool of
self-reclamation and social justice for
marginalized communities. She embodies
a radical pride in her Vietnamese
heritage, and seeks to write her story
outside of the context of whiteness.
Through poetry, she hopes to give
students a vocabulary to articulate their
lived experiences and empower them to
shape their future.
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Dr. Catlin Tucker is a bestselling author, international trainer, and keynote speaker. She was named Teacher of the Year in 2010 in Sonoma County, where she taught for 16 years. Catlin earned her doctorate in learning technologies from Pepperdine University. Currently, Catlin is working as a blended learning coach, education consultant, and professor in the Masters of Arts in Teaching program at Pepperdine University. Catlin has written a series of bestselling books on blended learning, which include UDL and Blended Learning, Balance With Blended Learning, Blended Learning In Action, Power Up Blended Learning, and Blended Learning In Grades 4-12. She is active on Twitter @Catlin_Tucker and writes an internationally ranked blog at CatlinTucker.com.
Doug Fisher is a Professor of Educational Leadership in the Department of Teacher Education at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer Award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe Award for excellence in teacher education. Doug Fisher has been the lead author on numerous books including Rebound, Leading the Rebound, The Distance Learning Playbook, The Teacher Clarity Playbook, Becoming an Assessment Capable Visible Learner, Visible Learning for Literacy, Teaching Literacy in the Visible Learning Classroom, and many others. In addition, Doug has published numerous articles on improving student achievement, reading and literacy, differentiated instruction, and curriculum design. He is a board member of the International Reading Association and a past board member of the Literacy Research Association.
Jerry Tello is an author, mental health practitioner, co-founder of the National Compadres Network. He comes from a family of Coahuiltecan, Mexican, Texan roots and was raised in Compton and South Central Los Angeles. He is an internationally-recognized expert in the areas of transformational-learning, family strengthening, culturally-based child development, storytelling, racial equity, community trauma, restorative practices, healing, peace, and mobilization. Over the last 40 forty years, Mr. Tello has dedicated his efforts to "La Cultura Cura", an ideology that is based on a belief that all individuals and families have culturally-based knowledge and wisdom, which can prevent and heal the pain that children and families face, and can serve as the motivation for the development of honorable, responsible, and successful students and families. He has shared these teachings by speaking to over half a million people and training thousands of facilitators across the nation in trauma-informed, healing-centered curricula to address these issues.
Jerry has appeared in Time, Newsweek, Latina, and Lowrider magazines and has received many major awards including Present Obama’s White House Champions of Change Award, The Maria Shriver Architect of Change Award, two California Governor’s Awards, The Ambassador of Peace Award, and The Presidential Crime Victims Service Award, presented by President Bill Clinton and Attorney General Janet Reno. He is the proud father of three children; Marcos, Renee, and Emilio, and grandfather of Amara and Naiya and Greyson Harrison and Vivienne.
Dr. Kaleb Rashad works with community leaders in the US/Canada, Spain, and Hong Kong to create learning ecosystems through Liberatory PBL. Kaleb supports the creation of new schools in 20+ priority cities around the country & he supports the redesign of existing neighborhood schools, at home and abroad--all focused on deeper learning, innovation & equity. Kaleb is the founding Creative Director at the Center for Love & Justice, at the High Tech High | Graduate School of Education (San Diego), where adults create the conditions for all students to engage in the deepest forms of learning, including:
Students learning to read their world, resist dominant narratives and reclaim the birthright of their ancestors:
to be here,
to feel and act,
to speak truth to power,
to love and know thyself, and
to have standing in the community.
Kaleb served as the Director of the Gary and Jerri-Ann Jacobs High Tech High and before High Tech High, he worked as a teacher and principal in traditional school settings. Kaleb is also the Cofounder of Unlocked, a non-profit design organization whose primary mission is to “Tend to the Soul of School.” See more at kalebrashad.com or connect on Twitter @kalebrashad.
Marisol Quevedo Rerucha serves as the Chief of Strategy and Partnerships for the National Parents Union. She is a proven leader who doesn't just talk about healing, equity, social justice, and disrupting generational trauma; she has both lived experience and a proven record of doing this work while leading change in education and non-profit systems. As a former teacher, principal, and district leader she uses her voice to challenge systems of oppression and more importantly amplifies the voices of others. The impact of her passion, experience, work, and voice is felt beyond her own community as she serves in the following ways as: Chair of UnidosUS National Institute for Latino School Leaders alumni council; Board Member of Youth
Empowerments Finest; Board Member and Treasurer for Gente Unida; and as a partner with organizations (nonprofit and for profit business) to provide comprehensive strategic Thereaction planning. Her book, Beyond the Surface of Restorative Practices: Building an Organizational Culture of Equity, Connection and Healing, was released March of 2021.
Matt J. Navo serves as the Executive Director for the California Collaborative for Educational Excellence (CCEE). Prior to his current role, Navo served as the Director of Systems Transformation with the Special Education Policy and Practice Division (SEPPD) at WestEd. He has experience working with districts and schools to guide systems transformation by developing strategies, structures, policies, and practices, aligned with the Multi-Tiered System of Support (MTSS) at the state, county, and local levels, to close the achievement gap for all students. Navo’s expertise lies in aligning systems, building capacity for continuous improvement, fostering collaborative cultures and collective efficacy among teams, and establishing coherent and efficient models for districts and schools.
Navo’s knowledge and expertise in systems improvement comes from over 25 years of experience as a K-12 educator and leader. Navo served as the Superintendent of Sanger Unified School District from 2013 to 2018. Before assuming the role of Superintendent, he was a special education teacher, secondary instructor, counselor, resource teacher, junior high learning director, high school assistant principal, elementary and alternative education principal, director of special education, and area administrator.
Navo has sat on various state-level committees, boards, and work groups. Navo has been a Governor appointee to the California State Board of Education (SBE) since 2019 and has served on the CCEE Governing Board, first as the Governor appointee from 2015 to 2017, and later as the Governing Board Chair from 2019 to 2021, appointed by the president of the State Board of Education. He also served on the California Practitioners Advisory Group (CPAG) and the Advisory Commission for Special Education, in which he served as committee chair for the California Special Education Task Force (Evidence-Based Practices). Navo has been a keynote speaker and trainer for systems improvement across the state, and has presented at over twenty different conferences on special education and school reform.
Michael McDowell, Ed.D. is the Superintendent of the Ross School District. Most recently, he served as the Associate Superintendent of Instructional and Personnel Services at the Tamalpais Union High School District. During his tenure, the Tamalpais Union High School District was recognized by the Marzano Research Laboratories as one of the top highly reliable organizations in the United States, and schools within the district received recognitions by the US News and World Report, and honored with California Distinguished Schools accolades. Dr. McDowell is a national presenter, speaking on instruction, learning, leadership and innovation. He has provided professional development services to large school districts, State Departments of Education, and higher education. In addition, he was a former National Faculty member for the Buck Institute of Education and a key thought leader in the inception of their leadership
work in scaling innovation in instructional methodologies. His expertise in design and implementation is complimented by his scholarly approach to leadership, learning, and instruction.
Reyna Grande is the author of the bestselling memoir, The Distance Between Us, about her life before and after she arrived in the United States from Mexico as an undocumented child immigrant, and the much-anticipated sequel, A Dream Called Home. Her other works include the novels Across a Hundred Mountains and Dancing with Butterflies, which were published to critical acclaim. Her books have been adopted as the common read selection by schools, colleges and cities across the country. Her forthcoming book, A Ballad of Love and Glory (Atria, March 2022), is a novel set during the Mexican-American War. She is also co-editing an anthology by and about undocumented Americans called Somewhere We Are Human: Authentic Voices on Migration, Survival and New Beginnings (HarperVia, June 2022). Reyna has received an American Book Award and the El Premio Aztlán Literary Award. In 2012, she was a finalist for the National Book Critics Circle Awards, and in 2015 she was honored with a Luis Leal Award for Distinction in Chicano/Latino Literature. The young reader’s version of The Distance Between Us received a 2016 Eureka! Writing about immigration, family separation, language trauma, the price of the American Dream, and her writing journey, Reyna’s work has appeared in The New York Times, the Dallas Morning News, CNN, Buzzfeed, among others. In March 2020, she was a guest in Oprah’s Book Club.
Dr. Roxana Hadad serves as the Associate Director for the Computer Science Equity Project at University of California, Los Angeles. As a core team member of for CSforCA, Roxana works to implement a statewide strategy to build broad-based community partnerships and drive effective campaigns of public awareness in support of P-12 implementation of computer science in California’s schools. Roxana uses her skills as a researcher, instructor, curriculum developer, and instructional designer to scale up computer science curriculum and professional development programs and ensure its accessibility to low-income students of color. Roxana has a passion for increasing equity and inclusion in STEM fields and building systems to prepare all students with the skills and competencies necessary to succeed in college and career pathways and thrive in an increasingly diverse and digital world.
Tia Elena Martinez has over 25 years of experience doing social change work in low income communities and communities of color in the United States. Over the decades her work has spanned a wide range of issues including education reform, the HIV/AIDS epidemic, the war on drugs, homelessness, affordable housing, disconnected youth, and immigration. She is currently focusing on dismantling the school to prison pipeline and transforming life chances for boys and men of color. Prior to consulting, she was the Chief Equity Officer at the Stupski Foundation applying knowledge from the psychology and neuroscience to help low income students and students of color own and drive their learning and increase academic achievement. Tia came to the foundation from the Warren Institute on Race, Ethnicity and Diversity at UC Berkeley Law School, where she was acting director of education, leading a policy unit focused on issues related to education reform, teacher effectiveness, and racial justice. Prior to joining the Warren Institute, she served as strategic consultant to the Office for Civil Rights in the US Department of Education leading their strategic planning process and supporting rollout and implementation of the new strategy across 12 regional offices. Tia Martinez has a Master of Public Policy degree from the University of California, Berkeley and a JD from Stanford Law School.
Trent Hall helps organizations address equity and inclusion through his consultation and facilitation services related to empathy, communication, and conflict-management. For the past decade, Trent has developed as a master facilitator and facilitator trainer, centered in the realm of identity, with a focus on race, culture, and gender dynamics. Trent has guided the transformation of a wide-range of organizations, including P-12 schools, institutions of higher education, and international entities that promote democratic values. He provided services for a variety of groups including graduate and undergraduate students, local school systems, and the North Atlantic Treaty Organization (NATO) cadets preparing to work in conflict areas in numerous countries. Trent’s facilitation opportunities always support meaningful and worthwhile dialogue that address inclusion and equity by helping people critically explore things that are often felt and experienced but rarely spoken.
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