Meet Your KEYNOTE & PRESENTERS
KEYNOTE
Dr. Eugenia Mora-Flores
Dr. Mora-Flores
Professor of Clinical Education and the Assistant Dean of Teacher Education in the Rossier School of Education at the University of Southern California (USC).
She teaches courses on first and second language acquisition, Latinx culture, and in literacy development for elementary and secondary students.
She began her work in education more than 25 years ago as a first grade, dual-language teacher and went on to teach a range of grade levels and instructional contexts.
PRESENTER
Kim Carlton
Kim Carlton
Kim Carlton currently serves as an Senior Academic Officer for Teacher Created Materials, where she works with teachers in a variety of areas, including balanced literacy and writing instruction to foster her passion for helping teachers infuse reading and writing instruction into their daily teaching. Ms. Carlton is a Gold-Level Abydos Writing Project Trainer, where she has conducted 15 summer writing institutes for teachers, and holds exclusive memberships with the Association of Texas Professional Educators (ATPE), the Association for Supervision and Curriculum Development (ASCD), and the National Council of Teachers of English (NCTE). Ms Carlton’s extensive background also includes being awarded Secondary Teacher of the Year, 2005 and published in Teacher Magazine "A La Carte".
PRESENTER
Jen Jump
Jen Jump
As an Academic Officer, Jen Jump provides professional development and training on TCM curriculum materials and Shell Education professional resources for districts, teachers, and educational trainers. She is a passionate educator who has spent 15 years in various roles dedicated to student achievement. Before joining TCM, she contributed curriculum and professional development support to the fastest-growing urban school district, the public school system in Washington D.C. She led the curriculum work, providing teachers with organized, content-rich, text set curriculum for ELA in grades K-5. She also provided professional learning for both large groups of teachers and individual teaching through coaching to improve the literacy outcomes in the district.