Tracy-Elizabeth earned her B.A. from Stanford and is a magna cum laude graduate of Harvard Law School.  She began her legal career at the Hogan Lovells law firm in Washington D.C., and in 2001, transitioned out of private practice to join Teach For America’s national staff. In 2003, she launched the Greater Philadelphia region and serves as the founding executive director until 2006 before becoming the first full-time general counsel. In addition to serving as general counsel for TFA, Tracy-Elizabeth was also the general counsel for Teach for All from 2008-2011 and for Leadership for Educational Equity from 2009-2014. 

Tracy-Elizabeth lives with her parents and 8-year-old daughter in Oak Park, IL, the same community where she grew up. In her free time, she enjoys being active in community organizations, reading, camping with her daughter, tennis and theater.

“I really liked the cultural focus. It’s so important to know the history of the school-to-prison pipeline system, how literacy rates inform the likelihood of prison involvement and things like redlining. There are rules and policies that create these systems. It’s not just one simple thing. All these topics are interconnected and related and teaching this to educators is important because they may not get to have discourse about it. Freedom Schools allowed me to see all the parts. It’s not just about school. It opened me up to all the different aspects.”

“Freedom Schools being able to bring that African center is grounding everyone and that’s what I love so much about it. I’m Nigerian, and being able to do Harambee and some of the chants and cheers and say “Ase,” I’m like, wow!”

“Oppressed people, whatever their level of formal education, have the ability to understand and interpret the world around them, to see the world for what it is, and move to transform it.”

“The purpose of education, finally, is to create in a person the ability to look at the world for himself, to make his own decisions, to say to himself this is black or this is white, to decide for himself whether there is a God in heaven or not. To ask questions of the universe, and then learn to live with those questions, is the way he achieves his own identity.”

Joshua, a fervent educational activist, is always ready to be called to action when it has to do with the equity of treatment in the educational space. With eight years of professional expertise under his belt, he has always had a major passion towards aiding other communities in multiple capacities, from coworking collaborations, government affairs and, most recently, education-based nonprofit.

Within his existing role at the Center, he primarily oversees the production of the Center’s live weekly podcast, Building the Black Educator Pipeline, which features impactful conversations with many of our Black and Brown co-conspirators to meet the challenge of diversifying the teacher pipeline.

Additionally, Joshua aides in day-to-day operations, including HR and research support. Joshua attended Prince George’s Community College, majoring in mass communications while also studying CompTIA A+ and interning at DCTV in production/film.

“As you can see from our growth in the newspapers and fellowships in the schoolyard, this is a movement that we’ve got to be part of. It’s not just an African movement, but a community movement.”

Trevor is a Senior Partner at New Profit. He previously led New Profit’s Portfolio Investing activities and also sat on the organization’s Operating Council. Prior to that role, he was the lead Partner for the Personalized Learning Initiative.

Trevor is an experienced growth advisor that has worked both domestically and abroad in an array of industries and functional areas. He was a Partner at Next Street, where he advised business owners and nonprofits on growth strategies, operations, and organizational development priorities.

Prior to Next Street, Trevor worked at The Monitor Group, where he managed teams of consultants on strategic growth projects for Fortune 1000 clients. During his time at Monitor, Trevor also oversaw Monitor’s graduate, undergraduate, diversity and experienced-hire recruiting operations for the U.S. Trevor graduated from Tufts University with a BA in Economics and holds an MBA from the Darden School of Business at the University of Virginia.

Though originally from the Greater Hartford, CT, area, Trevor now lives in Miami, FL, with his wife, Marice, three children, Maria-Paz, Mariana, and Ian, and Goldendoodle Bacon.

Zahra earned an Arts Degree & Accounting Certificate from the Community College of Baltimore County. Zahra has 10 years of accounting experience working in non-for-profit organizations.

She brings her expertise to benefit CBED’s needs by successfully achieving an organizational agenda in the most challenging environments. Zahra pillars her success in continuing to support nonprofit and service organizations.

“Education and justice are democracy’s only life insurance.”

Dorinda Carter Andrews is a professor and chairperson of the Department of Teacher Education at Michigan State University. She earned a B.S.I.E. from Georgia Tech, M.Ed. from Vanderbilt University, and an Ed.M. and Ed.D. from Harvard University. Her research is broadly focused on Black education and racial equity and justice in P-20 learning environments. She utilizes critical racial and Black feminist/womanist frameworks and methodologies to examine issues of race, culture, and power in schools.

Dr. Carter Andrews works with school districts, universities, municipalities, corporations, and civic organizations on how to develop and maintain culturally responsive, inclusive, and equitable learning and work environments. She is a former industrial engineer, high school math teacher, and kindergarten teacher and has teaching experience in suburban, urban, charter, and independent schools.

In addition to numerous honors, Dr. Carter Andrews has given two TEDx talks on education – one entitled, “The Consciousness Gap in Education: An Equity Imperative” and another entitled, “Teach Kids to Be Eagles: Overcoming Educational Storms.” Her insights on racial equity in education have appeared in the New York Times, Education Week, and on WKAR, NPR, CNN, and other media outlets. Dr. Carter Andrews’s research and scholarship has also been published in several top-tier academic journals.

“There must come a change…which shall force upon this nation…that course with providence seems wisely to be directing  for the mutual benefit of [all] peoples.”

“Freedom School Literacy Academy really taps into what being Black is and embracing your blackness. Making sure we get more Black teachers into the education system is what stuck with me the most and what made me want to come to this program.”

“I believe unconditionally in the ability of people to respond when they are told the truth. We need to be taught to study rather than believe, to inquire rather than to affirm.”

Brionna is a fundraising professional who sees building better relations as the ongoing theme of her career and equitable educational access as the ongoing philanthropic priority. With eight years of development experience, Brionna continues to be active in her community, working to bridge education and environmental gaps. A writer at heart, she enjoys connecting with the community through the written world of fundraising – inspired by the late James Baldwin’s words, “Not everything that is faced can be changed; but nothing can be changed until it is faced.”

Brionna graduated from Kentucky State University with a bachelor’s in English and holds a Graduate Certificate in Philanthropic Studies from Indiana University, Lilly School of Philanthropy. She is a member of the Grants Professional Association and the Association of Fundraising Professionals.

“We might as well expect to grow trees from leaves as hope to build up a civilization or a manhood without taking into consideration our women and the home life made by them, which must be the root and ground of the whole matter.

Let our girls feel that we expect something more of them than that they merely look pretty and appear well in society. Teach them that there is a race with special needs which they and only they can help; that the world needs and is already asking for their trained, efficient forces.”

Born, raised, and educated in Philadelphia, Jaz Council is a passionate educator, leader, and advocate. She pursued higher education at Penn State University Abington campus where she earned a bachelor’s degree in Psychological and Social Sciences. She continued her academic journey at Temple University, earning a master’s degree in Urban Education, honing her skills in creating learning environments grounded in love, justice, accountability, and success.

Jaz has experienced public education on all sides, as a student, a teacher, and a leader. As a site lead with EducationWorks, she was able to focus on building school and community partnerships. As a 7th and 8th grade Social Studies teacher, Jaz helped her students develop and build critical consciousness through project based learning and social and historical analysis. Her passion for creating safe and joyful school culture led her to become a Climate and Culture Coach and MTSS specialist at the School District of Philadelphia. In this capacity, she collaborated with and coached educators and administrators to implement evidence-based interventions, restorative practices, and equitable school cultures where all students were seen, heard, and valued. Jaz more recently served in the role as a Middle School Dean of students at a STEM and performing arts charter school. Under her leadership, students and staff experienced unparalleled support, coaching, and leadership development.

In her current role at the Center for Black Educator Development as a Program Manager, Jaz supports virtual FSLA programming and BTPF, along with all of CBED’S teaching pathway programs, to continue the great work of bolstering Black student and teacher success.

“A system of education is not one thing, nor does it have a single definite object, nor is it a mere matter of schools. Education is that whole system of human training within and without the school house walls, which molds and develops men.”

Prior to establishing  the Center, Sharif served as the U.S. Department of Education Principal Ambassador Fellow under the Obama administration and principal of Mastery Charter Shoemaker. During his principalship, Shoemaker received the prestigious EPIC award for three consecutive years as one of the top three schools in the country for accelerating student achievement levels. 

In 2014, Sharif founded The Fellowship: Black Male Educators for Social Justice, an organization dedicated to recruiting, retaining and developing Black male teachers. In 2019, he left his principal post to devote his full time to rebuilding the national Black teacher pipeline. 

Sharif is a blogger on Phillys7thWard and a founding member of the 8 Black Hands podcast. He also serves on several boards and committees focused on racial justice and educational equity.

Celeste brings over a decade of experience across various educational sectors, encompassing teaching, program evaluation, instructional coaching, curriculum design, program management, educational consulting and facilitation. She holds a Master of Science in Reading from Florida International University and a Bachelor of Science in Elementary Education and Psychology from the City College of New York. Additionally, Celeste earned a graduate certificate in Applied Behavior Analysis from UMass Global and has earned a Women’s Entrepreneurship Certificate from Cornell University, underscoring her commitment to ongoing learning and multifaceted expertise.

Celeste’s dedication to CBED’s mission is palpable from her previous role as Virtual Program Manager, Interim Program Director and Project Manager. She brings invaluable institutional knowledge and a fervent commitment to empowering Black educators.

A serial entrepreneur with a heart for the Black community, Celeste is the Miami Chapter President of The Black Girl Social Club., where she actively works to promote social connectivity and empowerment among Black women. With her strong leadership skills, extensive educational background, and unwavering dedication to excellence, Celeste is committed to make a lasting impact as the Managing Director of Training and Implementation.

Ann has more than a decade of successful experience in accounting, specializing in working with not-for-profit organizations. She is a co-founder of QBOF2, a consulting and accounting company that helps community based nonprofit entities create a standard of high fiscal responsibility and transparency while being agents of change, addressing socio-economic community concerns. A strong believer in the power of social and human services organization, Ann regularly volunteers, as well.

She earned a bachelor’s degree in accounting at the State University of New York, has several certifications in various software applications, and continuously participates in CPEs for Accounting. She is a member of Black Women with Nonprofits (BWWN), Nonprofit Network International and Nonprofit Executive Network.

“The long, dark night of the Past, with all its sorrows and its fears, was forgotten; and for the Future—the eyes of these freed children see no clouds in it. It is full of sunlight, they think, and they trust in it, perfectly.”

“What’s special about this camp is honestly the uplifting and emphasis on Black culture: how they want to embed into these children that you are Black, you are beautiful. You are Black and intelligent.”

“I remember in middle school feeling like no one believed in my capabilities. No one realized this young black boy from southwest Philly had a passion for learning, and my education was compromised. Maybe if I’d had a mentor in the classroom sooner, someone who looked like me, I’d have realized my passion for education sooner.”

“Ever since I was small, the people who were working in this program and in this space really saw me for who I was–the fullness of who I am–and I think that is something that not a lot of young people get to experience. They are stigmatized a lot; and unfortunately not a lot of Black students are pushed in ways that are going to help to make them stronger.” 

A former teacher, Ansharaye oversees the Liberation Academy at the Center, a multi-year program that provides high school students with an intellectually rigorous, collaborative environment designed to foster a love for educating, personal and professional character development, and a strong foundation for pursuing long-term careers in education.

As a result of the formative instruction, mentorship, and leadership opportunities gained through her years with Philadelphia Freedom Schools, Ansharaye has internalized the significance and impact of educational spaces that center the objectives, development, and intellectual genealogy of people of African descent. Her research and academic expertise focus on Africana history and experience, educational institution building and resistance in Black Philadelphia, and Africana educational philosophy and curriculum.

She received a bachelor’s degree in Afro-American Studies and a bachelor’s in English from Howard University, as well as a master’s degree in education, culture and society from the University of Pennsylvania.

Dr. Mahalia A. Hines is currently the Board President of the Common Ground Foundation, a non-profit organization dedicated to the empowerment and development of urban youth in the United States. The organization was founded by Academy Award winning artist Common and herself over twenty years ago.

In 2017, Dr. Hines was appointed to the Board of Directors for the President Obama Foundation and is currently a serving member. In 2011, Chicago Mayor Rahm Emanuel appointed Dr. Hinesto the Chicago Board of Education where she served for 8 years and retired in June, 2019. 

Dr. Hines has worked in the educational field for over 35 years as a teacher and principal. During her fifteen-year stint as a principal, she serviced grade levels from elementary through high school in Chicago’s underserved communities. Additionally, she has worked as coach and mentor for first-year, current, and prospective school leaders in Chicago and other parts of the country. 

Since retiring from the principalship, her involvement with children – which is her passion – has not diminished. In addition to her work with the Common Ground Foundation, she continues to work with school leaders of the public and charter schools in urban areas throughout the country.

She is committed to developing effective school leaders who will guide others to provide the best possible education for the children least likely to receive it. Dr. Hines received a PhD from the University of Illinois, MBA from Northeastern University and BA from Central State University.

“Freedom Schools Literacy Academy helped solidify my passion for teaching and has expanded my capacity for intellectual work. My goal is to make the world a better place, secure the future for younger generations and to help mold the minds of future brilliant thinkers who can continue to improve the world.”

Dominque Howse is an award-winning social innovator, intrapreneur, communications strategist and equity-driven change-maker dedicated to generating social impact through highlighting the relationship between People Power and policy change. Howse holds an Executive MBA from Fisher College of Business at The Ohio State University, a M.S. in Urban Policy Analysis and Management from The New School, and a B.A. in Mass Communication from Jackson State University.

With a professional background spanning across the United States and the Global South (Costa Rica, Colombia, El Salvador, Honduras, Kuwait, Uganda…) her highlighted experience includes notable work in both public and private sectors; in strategic communications; education policy and practice; executive leadership; youth development; social entrepreneurship; women’s empowerment; print and digital media; marketing and promotions; partnerships; re-entry and juvenile justice; and international community development. A former licensed professional principal (PK-12), Howse served as Deputy Chief of School Culture & Community Innovation during the first CEO-led public school district turnaround in the State of Ohio, which led to an invitation to a national policy conversation at The White House under the Obama Administration. In 2020, Howse served as Senior Director of Communications for Collegiate Academies during the height of the COVD-19 crisis, and racial unrest.

In April 2018, Howse became Founder and Chief Impact Officer at the Howse of Innovation where she incorporated IDEO’s human-centered design, design strategy and communications strategy in efforts to merge people, planet and profit through collaboration consultancy. In 2022, Howse joined AMCorps International as Senior Consultant, Innovation and Strategic Communications, and in 2023 served as the Statewide Director of Communications at Florida Rising, the largest independent political organization in the state of Florida.

In her current role as the Director of Communications, Dominque supports the Center for Black Educator Development with curating thoughtful, compelling and strategic communications to help reach our internal and external audiences. 

Dr. Hudson has 15 years of education management, professional development, relationship/account management, and human resources management experience focused on leading instructional design and program assessment.

She began her career in human resources and evolved into teaching and found a love for educational innovation which led her to working as an Executive Director, Online Learning, and Chief Learning Officer overseeing professional development, mentoring, coaching, and setting the strategic direction for creating career development pathways for K-12 and higher-education professionals.

Dr. Hudson brings to her role a wealth of experience in professional development and leadership; instructional design for online learning; and best practices in education administration, continuing education, academic operations and enrollment management.

“I am  always sorry to hear that such and such a person is going to school to be educated. This is a great mistake. If the person is to get the benefit of what we call education, he must educate himself under the direction of the teacher.”

This Academy makes me realize that I am going to have a huge impact on these students’ lives. The  experience provides these students with tools and skills that they are going to end up using in the real world. It’s also going to help improve the skills that the students already know.”

A teacher in Frankford, LeCount was Philly’s Rosa Parks 100 years before the Montgomery bus boycott, defiantly riding street cars and filing petitions to have a law against black riders repealed.

With her fiancé Octavius Catto, she kept up the fight even after the law was changed: When a conductor refused to stop for her, LeCount—just 21 at the time—filed a complaint with the police, eventually forcing the driver to pay a $100 fine.

She also pushed for the rights of African-American teachers and students, standing up to the school board of the Wilmot Colored School to insist a black colleague become principal because “colored children should be taught by their own,” reports noted.

“We must remember that intelligence is not enough. Intelligence plus character—that is the goal of true education.

The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living.”

“We have a powerful potential in out youth, and we must have the courage to change old ideas and practices so that we may direct their power toward good ends.”

Camila was born in Argentina and was six years old when her father brought their family to the United States, seeking a better life for them all.

Despite experiencing poverty in various stages and degrees and often having to rely on the kindness of friends, family, and strangers, she saw her parents work tirelessly within a system that seemed rigged against them. As their circumstances changed, her father and mother never stopped honoring their values and never stopped working to help others.

Growing up in New Jersey, Camila was exposed to the true melting pot of cultures and peoples, but unfortunately in turn saw the discrimination and suffering that is often faced by anyone considered an “outsider.”

Inspired by her parents’ hard work and determination and her sister’s formidable attitude, she worked her way up the corporate ladder to ensure a seat at the table for herself and those like her.

Camila is the current Program Operations Manager at the Center and hopes to use her corporate experience in the fight against injustices on every level.

“I see that the path of progress has never taken a straight line, but has always been a zigzag course amid the conflicting forces of right and wrong, truth and error, justice and injustice, cruelty and mercy.”

“During those long years in Oakland public schools, I did not have one teacher who taught me anything relevant to my own life or experience.

Not one instructor ever awoke in me a desire to learn more or to question or to explore the worlds of literature, science, and history. All they did was try to rob me of the sense of my own uniqueness and worth, and in the process nearly killed my urge to inquire.”

Nancy Nezifort, a seasoned educator with a bachelor’s degree in Elementary Education accompanied by endorsements in ESOL and Reading, brings a wealth of experience and dedication to her role as a Program Manager. With her tenure in the classroom and leadership positions, Nancy has honed her skills in shaping young minds and coordinating educational initiatives. As a former Preschool Director, she further refined her administrative capabilities, ensuring efficient operations and team collaboration.

In her previous role as Communication & Media Manager at a nonprofit organization, Nancy demonstrated her prowess by spearheading communication strategies that significantly enhanced social media engagement. Her adept project management skills were evident in successfully launching the organization’s website, showcasing her proficiency in stakeholder communication and milestone tracking.

Last summer, Nancy had the privilege of serving as a Servant Leader Apprentice Coach at Mastery Prep, where she continued to refine her coaching and leadership abilities. Beyond her professional endeavors, Nancy serves as a devoted board member for the Black Girls Leadership Academy, where she actively fosters self-confidence and leadership skills among Black girls.

Excited about the opportunity to further contribute to The Center’s mission, Nancy looks forward to leveraging her diverse skill set and experiences to empower current and future Black educators.

Jeanne Laveta Noble was born on July 18, 1926 in West Palm Beach, Florida, the first of four children of Floyd and Aurelia Noble. Floyd Noble left the family in the early 1930s, and Aurelia Noble moved the family to Albany, Georgia, where she operated a custom drapery business and taught drapery making at the Albany Area Vocational School. Aurelia Noble’s mother, Maggie Brown, played an important role in helping to raise the Noble children.

Jeanne Noble earned a B.A. in psychology and sociology from Howard University in 1946, then an M.A. from Columbia University in 1948. She fell in love with teaching during a two-year appointment (1948-50) at Albany State College, in Albany, Georgia. From 1950 to 1952, Noble was dean of women at Langston University in Langston, Oklahoma. She returned to Columbia in 1952 to continue graduate study in educational psychology and counseling psychology, earning her Ph.D. in 1955.

For her dissertation and first book, The Negro Woman College Graduate (published in 1956), Noble examined the lives of 1,000 African-American women graduates who had been out of college at least five years. An early nonfiction book written by an African-American woman about African-American women for a white audience, it was one of the first studies to consider gender in concert with race. The work won the Pi Lambda Theta, National Association for Women in Education Research Award.

Noble held various research assistant and administrative posts, including Assistant Dean of Students, at City College before joining the faculty at New York University around 1959, teaching first in the Department of Educational Sociology of the Center for Human Relations and later in the School of Education. In 1960 she and co-author Margaret Fisher published College Education as Personal Development, a book written to be used in college orientation courses by first-year college students.

Outside of the classroom, Noble served on many boards and commissions. From 1958 to 1963 she was national president of the sorority, Delta Sigma Theta, Inc., a public service organization she joined while an undergraduate at Howard University. Noble later served Delta as Chair of its Arts and Letters, and Rituals and Ceremonies Commissions.

From 1960 to 1963 Noble served on the Defense Advisory Committee of the U.S. Department of Defense. In 1962 she was part-time director of Training for the Harlem Domestic Peace Corps. She was appointed to the Committee on Federal Employment of the President’s Commission on the Status of Women in 1963. In 1964 Sargent Shriver asked Noble to serve on a committee to develop plans for a Girls’ Job Corps. She was also on the board of directors of the Urban League of Greater New York, the Girl Scouts of the U.S.A., and the National Social Welfare Assembly.

In the late 1960s Noble began work on the book Beautiful, Also, Are the Souls of My Black Sisters: A History of the Black Woman in America . Described by Noble as a “psycho-social look at black women,” the book was eventually published in 1978.

In 1972 Noble took a leave of absence from NYU to function as Executive Vice President of the National Council of Negro Women under a grant from the Ford Foundation and the Rockefeller Foundation.

Around 1975 Noble moved from NYU to Brooklyn College of the City College of New York where she taught in the education department, eventually becoming a professor of guidance and counseling in the graduate school.

Noble ventured into television, appearing on “The Learning Experience,” a weekly educational show broadcast in New York City in 1977 and served as co-host of “Straight Talk” in the summer of 1979.

In 1996 Noble helped to launch the Dorothy I. Height Leadership Institute of the National Council of Negro Women with funding from the W.K. Kellogg Foundation. The Institute was conceived to foster a cadre of young leaders to assist traditional African-American women’s organizations to meet the challenges of the 21st century. For a variety of reasons, the Institute was not able to sustain funding once its initial three-year grant was exhausted.

In addition to her teaching, Noble also had a small fashion design business and worked as an educational and organizational consultant.

Archie is an ambitious nonprofit professional with over five years of experience fostering personal and professional growth among staff and students. Her diverse background in human resources, project management, public health and youth development fuels her passion for promoting diversity, equity, and inclusion in education, in the workplace, and beyond.

Prior to working at the Center, she honed her multifaceted skillset through her work at other not-for-profit organizations like YWCA and Penn Medicine’s Abramson Cancer Center. Through her work, Archie strives to streamline operations and enhance organizational effectiveness for organizations that empower communities of color.

Archie holds a Master’s degree of Public Health from West Chester University and Bachelor’s degree of Psychology from Kean University with minors in Women’s Studies and Health Education.

Vanessa is a results-driven leader with a strong track record of accomplishments in both the private and public sectors. In her role at the Center, she supports the CEO on strategic planning, special projects, and executive coordination.

She began her career in the education sector with Charlotte-Mecklenburg Schools where she supported C-level leaders while also managing major strategic initiatives. Vanessa has also led a non-profit that provided apprenticeships to middle school students, consulted with school districts and charter management organizations to resolve complex issues, and facilitated professional development workshops to help school leaders improve their critical thinking and decision-making skills. She also worked for an education technology firm supporting personalized learning initiatives in client districts.

Before joining the education sector Vanessa worked in the financial services sector in a variety of roles.

Vanessa earned her bachelor’s degree in accounting from the University of Pittsburgh and her master’s in business administration from the Darden School of Business at the University of Virginia.

Dr. Reynolds-Whitaker has more than three decades of experience in accounting, financial analysis, business management, and school administration. Prior to the Center, she served in roles as  Business Manager, Chief School Business Official and Assistant Director of Finance for various school districts and as a regional consultant for the Illinois State Board of Education. She has also worked as a project manager for OfficeMax, a cost accounting manager for Bankers Life & Casualty, and has also held various accounting/leadership positions for corporations such as: Sprint PCS, CB Richard Ellis, CNA Insurance and IBM.

In addition to her work at the Center, Dr. Reynolds-Whitaker is currently an Adjunct Faculty at Olivet Nazarene University and has enjoyed sharing the knowledge gained through these professional experiences with her students. She has spent the last 15 years working on education and career development initiatives in the community and is dedicated to diversity work in United States and the surrounding countries.

Jahdiya has nearly 15 years of charter school and nonprofit operations, finance and HR experience. Some of her previous roles include Director of Operations & HR, Senior Financial Consultant and Director of College and Career Readiness.

She is highly skilled in assembling, developing and empowering high-performing teams. Jahdiya has a proven history of partnering with cross-functional teams to ensure strong systems and processes are threaded across an organization.

Jahdiya holds a Master of Business Administration from Metropolitan College of New York and a Bachelor of Government and Politics from St. John’s University.

Dr. Spence is a seasoned learning and development leader with a decade-long track record of driving impactful initiatives from conception to execution. Specializing in aligning organizational goals with employee growth and skills enhancement, Dr. Spence’s expertise has consistently delivered positive outcomes. With a keen eye for identifying skill gaps and emerging learning trends, Dr. Spence excels in designing and implementing comprehensive programs that not only meet performance objectives but also foster a culture of continuous improvement.

Currently serving as a Program Manager at the Center for Black Educator Development, Dr. Spence leads the execution of programs aimed at empowering educators and fostering educational equity. By providing strategic oversight and leadership, Dr. Spence ensures the successful implementation of initiatives while closely collaborating with various departments to uphold the organization’s mission. This role builds upon previous experiences, such as serving as an Instructional Designer for a startup, where Dr. Spence spearheaded the development of accredited health equity education programs, resulting in significant contracts secured and high participant satisfaction scores.

With a Ph.D. in Education specializing in Educational Technology and Design from Walden University and a Master’s in Instructional Design and Development from the University of South Alabama, Dr. Spence brings a wealth of knowledge to her role. Proficient in a range of LMS and development tools, she is well-equipped to drive innovation and success for mission-focused organizations.

“The first need of a free people is to define their own terms.”

“In times of panic—times of impatience, frustration, racial slurs and hateful slights—we are called on more and more to pattern ourselves on the lives of first responders. What do you need most? How can I help you right now?”

“It is not the education of Black men and women that will achieve their liberation; it is the liberation of Black Americans that will assure their effective education.”

“If African American youth are to be educated away from their ‘antisocial’ proclivities and educated in ways that permit them to legitimately actualize their human potential and secure the biological and cultural survival of African peoples, they must be educated, especially during their impressionable years, by their own elders and equipped with an Afrocentric education.”

Mimi is an educator and educational justice advocate with more than eight years of experience working in the classroom and in the nonprofit sector. In her current role, she is responsible for developing and executing a highly strategic, innovative, and collaborative plan to engage a coalition of partner organizations to build a Black Teacher Pipeline model for Black students across the country.

Prior to working at the Center, Mimi was the Special Projects & Community Manager at The 74, a nonpartisan, nonprofit education media group. Mimi’s passion for education policy and advocacy stemmed from her Teach For America experience.

She is an alumna of American University where she earned her master’s degree in public administration and also holds a bachelor’s degree in political science with a minor in women’s studies from Texas Christian University.

“The lack of confidence of the African-American in himself and in his possibilities is what has kept him down. His mis-education has been a perfect success in this respect.”

“This crusade is much more important than the anti-lynching movement, because there would be no lynching if it did not start in the schoolroom.”

“Education is an important element in the struggle for human rights. It is the means to help our children and our people rediscover their identity and thereby increase their self respect.

Education is our passport to the future, for tomorrow belongs only to the people who prepare for it today.”