Our Staff

Dr. Carol Keirstead, Director

As director of the New England Comprehensive Center, Carol Keirstead designs and executes Center structures, initiatives, and procedures and oversees the work of RMC staff and the three partner organizations. Keirstead brings expertise in educational leadership, research, and technical assistance to her work supporting state efforts to use research-based strategies in improving teacher quality, designing systems of school support, and developing instructional leadership. With a bachelor's degree in art education, Keirstead has a master's degree in educational administration and a doctorate in school leadership.

Dr. Karen Laba, Deputy Director

Karen Laba is the NECC's deputy director and the Center's liaison to New Hampshire and Vermont. She earned a doctorate in education from the University of New Hampshire with a concentration in curriculum and instruction. Laba brings her expertise in school quality evaluation, science curriculum development, and teacher training to bear on NCLB implementation initiatives across the region.

Maria-Paz Avery, Education Development Center

Maria-Paz Avery serves on the NECC Senior Management Team and is the NECC liaison to Connecticut. Avery's expertise includes technical assistance and professional development at the state, district, and school levels in principal leadership; school improvement teams; educating English Language Learners and students from diverse cultural backgrounds; and the use of data for instructional improvement. She received her doctorate in sociology from Boston University, and has a bachelor's degree in early childhood education and a master's degree in psychology. Avery began her career as a kindergarten teacher.

Francine Collignon, The Education Alliance at Brown University

Fran Collignon is a member of the NECC's Senior Management Team, serves on the Regional Adolescent Literacy Initiative and is the liaison to the Rhode Island Department of Education. She holds a master's degree in ESL education and cross-cultural studies from Brown University and a Certificate of Advanced Graduate Studies in literacy from Rhode Island College. Collingnon brings extensive classroom teaching experience and technical assistance and training expertise to the Center's work.

Elizabeth Goldman, RMC Research

A published writer and college-level teacher, Liz provides broad writing and editorial support for the NECC website and a range of NECC publications. She also serves as a product manager, writer, and editor for RMC's Center on Instruction, a content center within USED's Comprehensive Center program. She has a master's degree in religious studies from Indiana University.

Kathy Dunne, Learning Innovations at WestEd

Kathy Dunne leads the New England Comprehensive Center's Teacher Quality and Scientifically Based Research Initiative. Dunne has more than 17 years of experience in providing technical assistance to the New England states in the areas of teacher quality, policy and standards, professional development, mentoring, coaching, and teacher induction, with an emphasis in mathematics and science education.

Fred E. Gross, Education Development Center

Fred Gross is serving as a math specialist for the NECC. He brings over 30 years of experience in education as a former math teacher, district level math coordinator, Mathematics and Equity Specialist for the Eisenhower Regional Alliance and as a designer of math curriculum (in print and electronically). As a professional developer, Gross has presented nationally and internationally on topics related to mathematics education.

Steve Hamilton, Learning Innovations at WestEd

Steve Hamilton is a member of the NECC's Senior Management Team and NECC liaison to Massachusetts. Coordinator of the Regional Initiative on Formative Assessment Systems and a technical assistance provider to NCLB initiatives in the region, Hamilton draws on his experience in assessment and accountability practices, data use to inform practice, and professional development and training in leadership to support school improvement. He has worked as an elementary teacher, elementary principal, and NSF Project Evaluator, has served on local school committees in both Vermont and Massachusetts, and currently directs District and School Services for Learning Innovations. Hamilton earned a master's degree in educational administration from the University of Vermont.

Nick Hardy, Learning Innovations at WestEd

Nick Hardy is using his expertise in school administration, school improvement, and data-driven decision-making to support the NCLB implementation initiatives across the region, specifically working with state education agencies to define criteria and standards for high quality comprehensive district and local assessment systems. Hardy co-chairs the NECC Statewide Systems of Support regional initiative and is working with the New Hampshire Department of Education to develop their School Support System. He earned a Certificate of Advanced Graduate Studies in educational administration from Northeastern University.

Heidi Larson, Education Development Center

Heidi Larson serves on the Technical Team for the New England and New York Comprehensive Centers and is working on the eLearning initiative for New York. Larson earned a Master of Education degree in technology, innovation, and education from the Harvard Graduate School of Education and has a background in professional development and distance learning, technology support and instruction, online course design and development, and Web design and development.

Mary Anne Mather, The Education Alliance at Brown University

Mary Anne Mather is focusing on developing, offering training in, and disseminating resources and research-based strategies through technology-supported environments for communication, collaboration, and professional development. Mather has extensive experience in a variety of K–12 school reform topics, including curriculum development, technology integration, and developing learning products and services for teachers.

Karen Mikkelsen, Learning Innovations at WestEd

Karen Mikkelsen is a member of NECC’s State Systems of Support Team and the liaison with the Vermont Department of Education. Her background includes consultation, training and technical assistance to state education agencies, particularly in the areas of early childhood care and education, personnel development, family/school/community collaboration, and teacher retention. She has also worked with federally funded technical assistance and training projects for special education and has a M.Ed. from the University of Massachusetts.

Cerelle Morrow, Education Development Center

Cerelle Morrow is a co-leader of the regional Adolescent Literacy Initiative and works to provide support and expertise to individual states in the area of adolescent literacy. Cerelle’s experience is in the field of professional development and technical assistance for programs geared towards large, urban school districts, focusing on intervention strategies and teaching methods meant to motivate and raise the academic achievement of secondary school students. She is a former middle school English as a Second Language (ESL) teacher and holds a M.Ed. in International Education Development, with a specialization in Teaching English as a Second Language (TESOL) from Teachers College, Columbia University. In addition, she is a returned Peace Corps Volunteer from the Philippines, where she served as an ESL teacher trainer.

Jan Phlegar, Learning Innovations at WestEd

Jan Phlegar is working on the NECC's Leadership Networks for Advancing Student Literacy and Numeracy (ASLaN) Initiative and serves as the liaison to the National Center on Teacher Quality. She has 20 years of experience in providing technical assistance to New England states on education policy and practice in school and district improvement, leadership development and educator quality initiatives, and the use of technology to support learning, among other areas of expertise. Her Master of Arts in Teaching degree from Emory University is in history.

Andrea Reade, RMC Research

Andrea Reade engages in the work of the New England Comprehensive Center through involvement on regional and state initiatives focused on literacy and school improvement. As co-leader of the regional Adolescent Literacy Initiative, she utilizes the expertise and knowledge derived from working as a curriculum and instruction administrator, middle school and high school English teacher, and instructor of students in the Graduate School of Education at the University of Massachusetts, Lowell to assist states in effectuating positive educational change through enhancing and refining their implementation of NCLB. Reade holds master's degrees in both the teaching of English and in educational curriculum and instruction. She is currently working on her doctoral dissertation at the University of Massachusetts, Lowell in completion of her Doctor of Education in leadership in schooling.

Adam Tanney, RMC Research

Adam Tanney provides service to the New England states individually and through the regional Statewide Systems of Support project. His expertise in education policy, school improvement models and group facilitation is a resource as states design, refine and assess their support of schools struggling to meet high standards. He brings knowledge of school design; instructional leadership; Distinguished Educators; processes for reviewing and revising state learning standards; and evidence-based practices in state, district, and school-level improvement efforts. He earned a Master of Education degree in school leadership from the Harvard Graduate School of Education. In addition to serving New England, he plays a substantive role in the New York Comprehensive Center.

Joe Trunk, RMC Research

Joe Trunk serves the New England Comprehensive Center as liaison to the Center on Innovation and Improvement and is a member of the NECC's Regional Adolescent Literacy Initiative. A former middle school principal, Trunk's expertise includes parent involvement, leadership for school improvement, and building states' capacity to assist districts and schools. He has a master's degree in educational administration from New York University.