As Deputy Director for NGLC, Andy Calkins helps to lead strategy development, organizational management, and program execution across all phases of the initiative. His 30 years of experience in K-12 reform complement the largely higher education-focused background of other NGLC staff and of EDUCAUSE, the non-profit organization managing NGLC. Prior to joining NGLC in April, 2011, Andy served as Senior Program Officer at the Stupski Foundation, Senior Vice President at the influential education reform group Mass Insight, Executive Director of Recruiting New Teachers, Inc. (the non-profit behind the national “Reach for the Power: Teach” campaign working to build a highly skilled, diverse teacher workforce), and as the editor of Electronic Learning magazine at Scholastic Inc. Andy holds a B.A. from Harvard College and was a Henry Fellow at Cambridge University in the UK. He is the lead author of The Careers in Teaching Handbook and The Turnaround Challenge, Mass Insight’s 2007 report on turning around the nation’s persistently underperforming schools.
In her position at NGLC, Dalia Hochman works to help define and accelerate adoption of next generation innovations and models across the K-12 sector. Before coming to NGLC, Dalia served as the Policy and Field Director for Mass Insight Education and Research Institute, a non-profit group focusing on school turnaround and school improvement in the nation’s lowest-performing schools. In this capacity, she provided consulting and policy services to school superintendents and state commissioners of education across the country. Dalia has also served as a senior administrator in the Los Angeles Unified School District, helping to develop and spearhead the Innovation Schools, a reform effort aimed at improving the District’s most struggling schools. Dalia began her career as a high school social studies teacher, teaching at the LaGuardia High School of Music and Art (the “Fame” school) in Manhattan as well as co-founding the Bronx Lab School as part of Chancellor Joel Klein’s High School Transformation effort. Dalia served as a peer reviewer for the U.S. Department of Education’s review of No Child Left Behind state waivers in 2011. She holds a Ph.D. in educational policy from Columbia University and a B.A. in history from Yale University.
As the Director of Postsecondary Model Development and Adoption, Holly Morris’s work focuses on facilitating the creation of networks of higher education institutions and leaders who are developing and implementing breakthrough models to advance affordability, access, quality and completion. To this work, she brings ten years of experience in leadership development coaching to both individual leaders and networks of education professionals. Prior to joining NGLC, Holly worked in the Center for Leadership and Professional Development at the University of Washington School of Law. Holly holds a Master’s in education policy from the University of Washington, a Juris Doctor from the University of California at Berkeley and a Bachelor of Arts from Northwestern University. She works from her home office in Seattle, Washington.
Kristen Vogt, knowledge management officer for NGLC, focuses on identifying lessons, strategies and outcomes from NGLC grantee projects and making them available to a wider audience. Kristen previously served as the assistant director for early college high school at the Woodrow Wilson Foundation in Princeton, NJ. In that role, she provided direct support to 20 partnerships between secondary schools and postsecondary institutions and managed the evaluation and documentation efforts of the initiative. Kristen also has past experience in student and academic affairs in higher education, in particular with first-year transition programs and student support. Kristen earned a B.S. in Mathematics from the University of Notre Dame, an M.A. in Higher Education from the University of Michigan, and a Ph.D. in College Student Personnel from the University of Maryland.
Kristi DePaul comes to NGLC after spending nearly a decade in the global education space. As a university faculty member, she developed and taught courses in business and intercultural communications. At Carnegie Mellon University, she worked for several years in educational marketing, media relations, advertising and recruitment. Kristi spent the next phase of her career at the education consulting firm iCarnegie Global Learning, where she led strategic initiatives and marketing communications across four continents, and for edtech leader Panopto, where she directed international marketing efforts in Latin America, the Middle East, Asia and Africa. As NGLC’s Knowledge Management Associate, she is responsible for influencer relations, content management, and knowledge building and sharing. Kristi holds a BA in journalism from Penn State and a master’s degree in nonprofit management from Carnegie Mellon University. She works from her home office in Pittsburgh, Pennsylvania.
Nancy Millichap, NGLC program officer, supports and advises those who have received grants through the initiative and helps prospective grantees develop their proposals, with a particular focus on grantees in higher education. Her prior positions have included assistant director of humanities computing at Dartmouth College, assistant director with the Indiana Higher Education Telecommunication System (IHETS), director of the Midwest Instructional Technology Center serving 26 Midwestern liberal arts colleges, and director of professional development programs with the National Institute for Technology in Liberal Education (NITLE). She received a B.S. in education at Shippensburg University and an M.A. in English at Middlebury College.
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Sarah Luchs directs K-12 grantmaking for NGLC and collaborates with other staff to maximize the impact of NGLC’s current grantees. Before coming to NGLC, Sarah served as Chief Learning Officer at eTech Ohio, where she oversaw investments in blended learning and mobile technologies. Working with the Governor's Office, Sarah was also instrumental in shaping Ohio's vision and nationally-recognized plan for digital learning. A trained evaluator, she has more than a decade experience in education policy, research, and strategic initiatives. While at the Department of Education, she helped pioneer Ohio's credit for competency provision and led key efforts in international education, college and career readiness, middle and high school transformation, dropout prevention and closing achievement gaps. Sarah has a B.A. from Denison University and an M.S. from The Ohio State University.
As Program Officer for NGLC, Stefanie helps to catalyze the development of personalized, competency-based, blended learning schools. She comes to NGLC with a deep background in digital learning, curriculum and assessment design and professional development with over 15 years of experience in public education. As director of curriculum for a regional district in Vermont, she facilitated curriculum and assessment development, analyzed data and supported teachers and administrators with ongoing professional development. In the early stages of her career, Stefanie served as a literacy specialist providing coaching and mentoring to classroom teachers, and she collaboratively designed systems to improve student achievement. Stefanie began her career as a classroom teacher, and is certified to be a principal. She has taught college level courses at the University of Vermont and St. Michael’s College, including Literacy Assessment: Exploring Individual Differences and several blended 21st Century Curriculum courses. Stefanie holds a MEd. from the University of Vermont.