The People

Celia Oyler is Founding Co-Director of the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classrooms Project and is a Full Professor of Education at Teachers College, where she coordinates the Inclusive Education Programs. Celia has her B.S. in Special Education from Southern Connecticut State College, M.Ed. from the University of Vermont in their Consulting Teacher/Learning Specialist Program, and Ph.D. in Curriculum and Instruction from the University of Illinois. She is the author of three books: Actions Speak Louder than Words: Community Activism as Curriculum, Making Room for Students: Sharing Teacher Authority in Room 104, and Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries (with the Preservice Inclusion Study Group).

 

 

Britt Hamre is Founding Co-Director of the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classrooms Project, and is also a full-time Lecturer in the Inclusive Education Programs at Teachers College where she teaches students who will be general and special educators. She received her Bachelor degree at the University of Wisconsin-Madison in Special Education in the area of Severe Cognitive Disabilities, a Masters degree at Mercer University in Early Childhood Education, and her Doctorate in Curriculum and Teaching at Teachers College, Columbia University. She is a contributing author in Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries (with the Preservice Inclusion Study Group).

 

 

Caitlin Levy is the Senior Manager of the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classrooms Project. She received her undergraduate degree from Penn State University in Psychology, her Masters degree from NYU in Spanish Language and Literatures, and her Masters degree from Teachers College, Columbia University in Psychology in Education. Caitlin joined TCICP after managing the Elementary Inclusive Education Program.

 

 

Kara Gustafson Hollins is a Senior Staff Developer for the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classroom Project. She earned a B.S. in Inclusive Elementary & Special Education and Fine Arts from Syracuse University, her M.A. in Curriculum and Literacy Studies from the University of North Carolina at Chapel Hill, and an Ed.D. in Curriculum and Teaching at Teachers College, Columbia University. Kara has taught throughout the elementary and middle school grades, and was a K-5 literacy coach. A former Teachers College Reading and Writing Project staff developer, Kara has supported schools in New York City and across the country with inclusive literacy practices. Kara currently teaches in the Preservice Elementary Inclusive Program at Teachers College, and has also taught the Literacy Specialist Program.

 

 

Erika Hughes Hooper is a Senior Staff Developer with the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classrooms Project. She received her undergraduate degree in Dance from Bard College. She has a Masters degree from Hunter College in Special Education with a concentration in Learning Disabilities. Prior to her work as a Staff Developer for the Inclusive Classrooms Project, Erika was a teacher in New York City public schools.

 

 

Anne Palmer is a Senior Staff Developer with the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classrooms Project. She attended Bard College as an undergraduate and has a B.A. in Dance. She has a Masters degree from Hunter College in Special Education with a concentration in Behavior Disorders. Prior to her work as a Staff Developer for the Inclusive Classrooms Project, Anne taught all grades K-5 in New York City public schools. She has a special interest in supporting students with challenging behavior, understanding their strengths, and helping them thrive in the least restrictive environment.

 

 

Katie Ledwell is a Staff Developer with the Teachers College Inclusive Classrooms Project and the Inclusive Classrooms Project LLC. She completed her B.A. at Barnard College, Columbia University, with a major in Anthrolopology and a minor in English, and earned her Masters degree in Teaching Childhood Education at Fordham University through the New York City Teaching Fellows. Before joining TCICP, she taught fourth grade for many years in Washington Heights and the Bronx. In addition to her work as a staff developer, she is currently an instructor and student teaching coordinator in the Elementary Inclusive Program at Teachers College.

 

 

Kass Minor is a Staff Developer for the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classroom Project.  She attended Kent State University as an undergrad and received her B.A. in Sociology with a concentration in Educational Inequities and has a Masters degree in Middle Childhood Special Education from Brooklyn College. Kass began her career in education working at the University of Chicago’s Neighborhood Schools Project as a Tutoring Project Supervisor before moving to NYC to pursue teaching. Kass has taught in both elementary and secondary schools in both ICT and 12:1 service models. Her work is inspired by the communities that surround her, and motivated by the idea that every adult can teach, and every student can learn.

 

 

Angel Acosta is pursuing a doctorate degree in Curriculum and Teaching at Teachers College, Columbia University. He studied anthropology and leadership at SUNY Plattsburgh. For the last ten years, he has worked in the field of college access preparing underserved youth for higher education through the nonprofit College for Every Student. His academic research focuses on mindfulness, critical pedagogy and youth leadership development. He is currently a graduate assistant for the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classrooms Project.

 

 

Dahlia Constantine is a research assistant with the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classrooms Project and a doctoral student at Teachers College in the department of Curriculum and Teaching. She is interested in studying classrooms that are engaged with the local community. Dahlia previously taught elementary school for over a decade in New York City, Los Angeles and most recently in Arlington, VA. Dahlia received her M.A. in Elementary Education from Teachers College and her B.A. in Legal Studies from the University of California, Berkeley.

 

 

Jenna Morvay is a doctoral student at Teachers College in the department of Curriculum and Teaching and is a research assistant for the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classroom Project. As a high school teacher in the New York City Public Schools, she participated in the TCICP Inquiry teams. Prior to her doctoral studies, Jenna received her masters degree from Teachers College in Teaching of English, her B.M. in music performance and B.A. in English from The Ohio State University.

 

 

Cathlin Goulding is a communications assistant and web editor for the Inclusive Classrooms Project LLC and the Teachers College Inclusive Classroom Project. She previously taught English and poetry at a public high school in the East San Francisco Bay Area. She holds a B.A. in Literature/Writing from the University of California, San Diego, an M.A. in Education from the University of California, Berkeley, and a doctorate in Curriculum and Teaching from Teachers College, Columbia University.