Janine is a writer, sociologist, and cultural strategist interested in liberation as a cultural project, a matter of (un)learning.  Her 2023 book Brave Community: Teaching for a Post-Racist Imagination, is a practice manual for anyone who wants to create empathetic and resilient conditions for learning about racism to intervene in it.  As a cultural strategist, she combines engaged pedagogy, the sociology of race and culture, and expertise adult learning to support individuals and organizations. Janine held academic positions at Harvard University (2017-2018) and the University of Delaware (2018-2022).  Before that, she was the Associate Director of Columbia University’s Center for the Core Curriculum. Janine was born and raised in Cabo Verde and currently resides in Philadelphia.

John Jacobs

John Jacobs is a senior technical assistance specialist with WestEd’s Culturally Responsive Systems team. John is a skilled facilitator in the areas related to culture and identity (e.g., race, ability, gender, social class) and delivers professional learning, technical assistance, and coaching to support state and local educational agencies and schools in creating culturally responsive and equitable systems, practices, dispositions, and environments. 

His work has included facilitating collaborative equity audits of school districts to identify and address inequitable outcomes and experiences, supporting the creation and launch of school-based equity teams, supporting state educational agencies in implementing culturally responsive teacher preparation standards throughout institutes of higher education, and other similar initiatives. Through all of his work, John works in collaboration with local leaders and educators to create professional learning, tools, and action plans that are responsive to the local context, centering the experiences and knowledge of those most impacted by inequities and familiar with the educational community.  

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Dr. Deirdra Joyner is a dedicated and visionary educational leader committed to fostering
innovative and creative solutions that promote success for all. With an extensive career
spanning roles as a teacher and school leader, Dr. Joyner serves as Deputy Superintendent in
the Christina School District in Newark, Delaware, Dr. Joyner has consistently championed
school improvement through dynamic leadership, data-driven decision-making, and
collaborative problem-solving.

A respected advocate for educational transformation, Dr. Joyner is known for leading schools
and leadership teams through inquiry and improvement cycles, leveraging data to drive
meaningful changes in student achievement and instructional practices. Her expertise has
helped create equitable learning environments where all students can thrive.

Dr. Joyner earned her doctoral degree in Educational Leadership from the University of
Delaware, and currently serves as the president of DASA (Delaware Association of School
Administrators) and DAAS (Delaware Association of Assistant Superintendents). Dr. Joyner is
also a member of the Wilmington Learning Collaborative Council and co-Chair for the Redding
Consortium Operations Committee. Recognized by many as a transformational leader and an
expert in adaptive challenges, she continuously empowers educators, school teams, and
leaders to think innovatively and design solutions focused on student achievement.

Passionate about leadership development, student achievement and parent engagement, Dr.
Joyner remains committed to shaping inclusive, data-informed, and student-centered learning
environments that prepare all learners for success in an evolving world.

David Lopez

David Lopez (he/him) brings a wealth of experience and a deep commitment to advancing educational equity. With over a decade of leadership and expertise in the field, he has honed his specialties in racial equity and intersectionality with a focus on race and ability, diversity, disproportionality, and culturally responsive and sustaining education. Lopez’s work is driven by the belief that every student deserves an educational system that recognizes and values their unique cultural identity. As the Director of Equitable Systems of the Culturally Responsive and Equitable Systems team, Lopez empowers state educational agencies, district leaders, and educators to dismantle systemic barriers and foster inclusive learning environments. By providing tailored technical assistance, developing evidence-based resources, and facilitating impactful training and professional learning sessions, he helps clients and partners create educational spaces where all students can thrive.

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Dr. Nathalie Princilus is a seasoned education professional with a proven record of leadership and impact. As the Supervisor of Grants and Unique Programs at the Christina School District, she spearheads the creation and submission of proposals that secure critical federal, state, and local funding—on average, totaling $20 million annually—to advance district- and school-level initiatives. In this capacity, she expertly manages the distribution and oversight of grant resources, all while championing equity-centered schooling as a core district priority.

Over the course of her career, Dr. Princilus has served in diverse roles—including assistant principal, special education program coordinator, transition specialist, inclusion coach, and classroom teacher—bringing a collaborative mindset, commitment to excellence, and unwavering student-focused approach to every project. Her dedication to educational leadership is underscored by her academic achievements: a bachelor’s degree in Psychology, a master’s in Special Education from Rutgers University, a doctorate in Educational Leadership from the University of Delaware, and post-doctoral certifications in equity-centered leadership.

Beyond her professional endeavors, Dr. Princilus enjoys sharing her passion for education with her husband, also a public-school administrator, and nurturing the ambitions of their three spirited children. Eager to expand her professional network, she seeks collaborative opportunities that enhance student outcomes and foster lasting, positive change in education.

Rawlin Rosario, a dedicated and experienced program manager in Culturally Responsive Systems at WestEd, is a true product of his roots, born in the Dominican Republic and raised in the vibrant cultural tapestry of Harlem. These early experiences have profoundly shaped his educational lens and fueled his unwavering commitment to achieving educational equity.

He lends his expertise to technical assistance activities, meticulously crafts research-based tools and resources, and provides invaluable research and policy support to state, regional, and local educational agencies. Rosario’s primary mission revolves around advancing the crucial work of cultivating and sustaining a school system that is culturally responsive and affirms students’ racial, linguistic, cultural, and other forms of identity. Through his work on the Systemic Equity Review line of service, Rosario is the primary author of the Culturally Responsive School Building Walkthrough tool that is used for gathering data and developing district instructional rounds. This walkthrough tool has been adopted in four districts across the country.

Before joining WestEd, Rosario served as a teacher, instructional coach, and school leader in school systems across the country, delivering professional development on instruction and culturally responsive practices, restorative justice approaches, and supporting teachers through culturally responsive instruction. 

Rosario’s passion for education policy and systems change led to a Public Policy Fellowship at the New York State Education Department, where he developed the statewide CRSE Framework, co-led professional learning communities, and helped implement socioeconomic integration programs. 

Throughout his career, Rosario has demonstrated a commitment to excellence, innovation, and transformative education. He delivers professional development, provides critical instructional support, analyzes data, and coaches educators to elevate their instructional practices. 

Nancy Tiên (she/her) is a Program Associate in Division 1's Culturally Responsive Systems, providing training and technical assistance support with state, regional and local education agencies to advance educational equity and sustain a racially, linguistically diverse and culturally responsive educator workforce. With 7 years of experience as a classroom teacher and ed leader in Dallas, Tiên leverages her perspective as a former bilingual elementary teacher and education advocate and expertise in culturally responsive and sustaining education (CRSE), professional development for educators, stakeholder engagement, diversity, equity, and inclusion (DEI) training and education policy in her work. Tiên earned a BA in Applied Learning and Development in Bilingual Education (Spanish/English) at The University of Texas in Austin.

Kamilah Wilson is a Program Associate at WestEd in the Culturally Responsive Systems Team where over the past five years, she worked alongside schools, school districts, and state departments of education to design and facilitate professional learning, toolkits, strategic planning initiatives, and community engagement efforts that improve the well-being of educators and students.

Before coming to WestEd, Kamilah was a middle school business manager at a charter school, where some of her fondest memories include planning their first all-school awards ceremony in over 5 years; co-designing the students' first health, wellness, and culture day, and reactivating the PTA. Kamilah has a BA in sociology from Boston University.

Elizabeth Zagata is a former teacher and Office of Special Education Programs (OSEP) scholar with the National Center for Leadership in Intensive Intervention. Over her 15-year teaching career in both general and special education, Elizabeth taught in large and small districts in urban, suburban, and rural settings, covering every grade from preschool to high school. In her most recent teaching role, she provided district-wide training in the areas of dyslexia assessment, intervention, and awareness, and she maintains certification as a dyslexia interventionist. She has worked on state and federal policy issues as an OSEP intern, and she has also served as a panel peer reviewer for OSEP discretionary grants. She currently serves as adjunct faculty for courses on diagnostic assessment and special education law, policy, and ethics at both the University of Connecticut and Sacred Heart University. Her research focuses on the intersection of literacy and assessment with policy and special education law, and her dissertation examined the association between state-level dyslexia laws and rates of dispute resolution.

She completed her undergraduate degree in elementary and special education at SUNY Geneseo, her master’s degree in curriculum and teaching with a focus on giftedness at Columbia University’s Teachers College, and her PhD in educational psychology at the University of Connecticut. While at UConn, she also earned a certificate in program evaluation. Outside of work, she likes to read, hike, travel, cheer on the CT Sun, and spend time with family and friends.