The HILL Team
Our Experts in the field
Shira M. Cohen-Goldberg , Ed.M.
Director of Product Development
- Getting Students Closer to Text: What Are the Elements of A Close Reading Lesson? Primer: A Calendar of Exemplary Literacy Practices. Cohen-Goldberg, Shira M., and Leslie Laud. (2014). Massachusetts Reading Association. V 43, No 1, p41.
Tera B. Dunn, M.Ed., CAGS
Tera B. Dunn, M.Ed., CAGS is a HILL facilitator who works primarily with our Connecticut K-3 Literacy Initiative. She has a B.A. in Communication Sciences from the University of Connecticut, an M.S. in Elementary Education from the University of Hartford, and a Sixth Year Degree in Educational Leadership from Southern Connecticut State University. Previously she’s worked as a Teacher, Literacy Interventionist, Paraeducator, and Director of Curriculum Development. She’s also the co-author of three children’s books and the accompanying interdisciplinary lessons.
Kaitlin M. Leonard, PhD
Research Project Coordinator, Facilitator
Kaitlin M. Leonard, Ph.D. received a BA in elementary education and special education from Providence College. She also received a Masters of Education from Fitchburg State University. Currently, she is serving as an external literacy coach for Connecticut Kindergarten through grade 3 Literacy Initiative (CK3LI). The initiative is part of the CT Education Reform that supports schools in implementing research-grounded practices to improve the reading abilities of children in kindergarten through third grade. In addition, Kaitlin served as an expert literacy coach for an IES Grant, Enhancing Core Reading Instruction, for the University of Oregon. She is presently one of the HILL trainers for the Enhanced Core Reading Instruction Workshop. Previously, Kaitlin worked as a special education teacher and classroom teacher in a school district that served as a model for RTI and the Scott Foresman Reading Street Program. She was also involved in the HILL school-wide literacy change first-hand as a teacher and witnessed the benefits. Her interests include aiding schools to implement effective core literacy programs and instruction, and facilitating a school-wide literacy change.
Diana Malkin, M.Ed., CAGS
Diana Malkin, M.Ed., CAGS has worked in public education for over 20 years, with experience at all levels, from Kindergarten through Post-secondary settings. She earned a BA in Visual Arts from UC San Diego, an M.Ed. in Bilingual Special Education with a concentration in Learning Disabilities from the University of Texas at Austin, and an M.Ed./CAGS in School Psychology from Worcester State University. She has been a general educator, special educator, school leader, and school psychologist at various grade levels. Diana has taught graduate level courses in Literacy and Assessment. For many years, Diana led a team of educators that designed implementation models, provided PD to teachers and administrators, and monitored the implementation of schoolwide programs in special education and student support for urban, suburban, and rural school change projects across the country and in the UK. She also worked with school systems in MA, CT, and NY to design, execute, and sustain research-based models of continuous literacy improvement through a multi-tiered system of support. She is also a Nationally Certified School Psychologist. Diana currently resides in MA with her husband and two children.
Nancy McDonald, M.Ed, CAGS
Cynthia Pirani-McGurl, Ph.D., NCSP
Kelly Soule, MA, CAGS
Eleni Steadman, M.S., CCC-SLP
Director of Professional Development & Outreach
Lisa Ziobron, M.A.
Darci Burns, Ph.D.
- Implementing MTSS in Beginning Reading: Tools and Systems to Support Schools and Teachers. Leonard, K., Coyne,M. D., Oldham, A., Burns, D., & Gillis, M. In Learning Disabilities Research & Practice, 00(0), 1–8. The Division for Learning Disabilities of the Council for Exceptional Children, 2019.
- Delving into the Details: Implementing Multitiered K-3 Reading Supports in High-Priority Schools. Coyne,M. D., Oldham, A., Leonard, K., Burns, D., & Gage,N. (2016). In B. Foorman (Ed.), Challenges to implementing effective reading intervention in schools. New Directions for Child and Adolescent Development, 154, 67–85.
- Leading Literacy Change – Strategies and Tools for Administrators, Teachers, and Coaches. Jones, Sandra, Burns, Darci, and Pirri, Catherine. Longmont, CO: Cambium Learning Sopris West, 2010.
- Effective Teaching Strategies that Accommodate Diverse Learners, 4th Edition. Coyne, Michael D., Carnine, Douglas W., and Kame’enui, Edward J. Upper Saddle River, NJ: Pearson Education, 2011. Darci Burns, Ph.D., was a contributor to the Chapter 1 Introduction.
MarcyKate Connolly is an author and nonprofit administrator, currently the Marketing Director at HILL for Literacy. She has a B.A. from Hampshire College in Music & Literature, and a M.S. in Arts Administration from Boston University. Her past experience includes marketing roles at the Phoenix Symphony, ArtsEmerson, and the Palace Theatre, and as executive director of Opera NH. MarcyKate is also a New York Times bestselling childrens’ book author of middle grade and young adult fantasy novels. You can learn more on her website, MarcyKate.com.
Tech Support Specialist & Research Coordinator
Megan Lanoue is the Tech Support Specialist & Research Coordinator at the HILL and manages research project logistics and provides support to state, district, and school projects. She has BA in Social Communications from the University of Massachusetts Amherst. Prior to coming to the HILL, she worked in the for-profit sector in the areas of logistics and operations management and customer support.
Wendy Buckley, M.S.
Carol Dissen, M.S.
Devin Kearns, Ph.D.
Ashley Oldham, Ph.D.