Joan Sedita
Joan Sedita is the founding partner of Keys to Literacy. She is an experienced educator, nationally recognized speaker and teacher trainer. She has worked for over 30 years in the literacy education field, and has presented to thousands of teachers and related professionals at schools, colleges, clinics, and professional conferences. Joan specializes in developing curriculum, teaching materials, and professional development programs that address grade 4 through 12 literacy. She received her Masters in Reading Education from Harvard University in 1980, and her B.A. from Boston College in 1975.
Joan worked at the Landmark School in Massachusetts from 1975 until 1998 as a teacher, diagnostician, supervisor of tutorials, and high school principal. She was also the founder and director of the Landmark College Preparation Program, and director of the Landmark Outreach Teacher Training Program.
Joan was one of three Lead Trainers in Massachusetts for the Reading First Initiative and consultant to the state's Secondary Reading Initiative. She is currently a national LETRS trainer (Language Essentials for Teachers of Reading and Spelling), ETS Praxis National Reading Advisory Committee, and a member of the LD Worldwide Board of Directors. Joan is also an adjunct instructor at Fitchburg State College.
Joan has authored a number of books and articles, including the "Landmark Study Skills Guide" (1st ed. 1989), "Study Skills: A Teaching Guide" (2nd ed. 2001), "Active Learning and Study Strategies Using Kurzweil 3000" (2003), and "Writing: the Road to Reading Comprehension" Module 11 of the LETRS reading training series (2004). She is also the author of the Keys to Literacy professional development books, including "The Key Comprehension Routine", "The Key Vocabulary Routine", "Keys to Literacy: School Wide Literacy Planning", and "The Key Notebook Routine".
Brad comes to the field of literacy after spending 28 years as an executive and entrepreneur. As a father of four and the parent of a struggling reader, Brad has a first hand understanding of the literacy issues and challenges facing both educators and their students. His involvement in his child's literacy struggles sparked an interest in education that led him to reconnect with Joan Sedita. Joan and Brad are high school friends from their hometown of Oakland, New Jersey.
Brad is committed to building on the excellent reputation Joan has established in the field of literacy training. His goal is to make Keys to Literacy an organization that provides the best available professional development for educators in the field of literacy. He believes that every teacher deserves the tools and training needed to unlock literacy barriers for students in grades 4 through 12.
Brad's business and education background make him ideally suited to ensure that Keys to Literacy achieves its mission. After working at MCI and Epsilon in general management for 15+ years, Brad founded a company called BeNOW, a database management firm. Forrester, a nationally recognized industry analyst, awarded BeNOW the #3 ranking in the nation for Strategy, Quality, and Customer Satisfaction. BeNOW earned this prestigious honor two years in a row while serving customers such as Four Seasons Hotels, Six Flags, Sirius Satellite Radio, Met Life, General Motors, and Border's Books. Brad's education background includes a B.A. from George Washington University and an M.B.A. from Boston University.
Elissa Arndt, Ph.D.
Elissa is a speech-language pathologist and reading specialist with experience providing instruction and intervention in language and literacy to students Prek-8th grade in Massachusetts. She received her bachelor's degree from Gordon College, her master's degree from MGH Institute of Health Professions and her doctorate degree in Reading and Language Arts from Florida State University. Prior to working at Keys to Literacy, Elissa was a curriculum and intervention specialist at the Florida Center for Reading Research (FCRR) at Florida State University. While at FCRR, Elissa provided support to districts in their implementation of Reading First, reviewed reading programs as part of the FCRR reports to help districts select research-based instructional programs, and assisted in the development and implementation of the Florida Assessments for Instruction in Reading (FAIR) which is a K-12 literacy assessment designed to assist Florida teachers in their instruction and progress monitoring of student learning. Elissa also provided technical support to the FL Department of Education on literacy initiatives, grant reviews, and professional development. She serves as an adjunct faculty member in the graduate education department at Gordon College teaching graduate classes on reading foundations, adolescent literacy, instruction, assessment, and intervention.
Stephanie Brady
As a professional educator for over twelve years, Stephanie has built her career around a passion for facilitating students' personal academic success. She earned her M.Ed. in Literacy Curriculum and Instruction from Lesley University, and went on to serve students in grades 3-9 as a reading specialist at Foxborough Regional Charter School in Massachusetts. This role enabled her to empower students, educate teachers in research-based best practices, and implement curricular and programmatic initiatives that enhanced reading and writing instruction, school-wide. Stephanie has enjoyed teaching every subject at schools in both California and Massachusetts. Currently, she works as an ELL Category Trainer of Teachers for the DESE, a public school consultant and designer of differentiated programs, and as a Literacy Teacher Trainer for KTL. Stephanie believes that building a student’s success in literacy positively impacts their life forever.
Shauna received a M.Ed. in Reading Curriculum Development and Instruction from Boston College and a B.S. in Education from Framingham State College. Shauna is also a licensed reading specialist. She has taught at the upper elementary and middle school level and has been both a content-area teacher and a language arts/reading teacher. Shauna has collaborated with curriculum coordinators, administrators and special educators to design and implement various research-based curriculum initiatives at both a school-wide and district-wide level. Her recent teaching experiences have given her the opportunity to directly implement the Keys to Literacy programs across grades and content areas.
Becky DeSmith
Becky is an accomplished teacher, administrator and professional development workshop leader. She has worked in the field of literacy across a 30 year career and has direct experience in all aspects of secondary reading and writing literacy.
Throughout her career, Becky has been involved in many school-wide and district initiatives that address core literacy issues. She has also been a trainer for Teachers 21 delivering workshops at schools throughout New England, as well as graduate courses in literacy. Most recently, Becky served as a principal at Stony Hill Elementary School, Wilbraham, MA. Becky received an M.Ed. in Reading from Nazareth College and an M.A. in Educational Administration from SUNY Brockport. She received her B.S. in Secondary Education from SUNY Potsdam. Becky has been recognized as a Teacher of the Year by the International Reading Association.
Karen Eades
Karen has 38 years of experience and an M.Ed with a specific emphasis on literacy. Educational endorsements include Reading Specialist, ELL (English Language Learners) and Early Childhood. At the school and district level, Karen has worked in K-8th grades as a teacher, mentor, literacy coach, Reading First Assessment Coordinator and played a lead role in data analysis, professional development and instructional design. For 15 years, Karen worked as an adjunct professor for Arizona State University teaching various classes on the art and science of reading. Her next adventure included 5 years as a State Reading Specialist for the Arizona Department of Education traveling the four corners of Arizona working with Reading First Schools on the RTI Model for School Improvement and the Coach for Success T4S Observation Tool. Karen is a regional LETRS Trainer (Language Essentials for Teaching Reading and Spelling) a Trainer of Teachers for DIBELS Next, Six Traits of Writing and LETRS Foundations. Currently, Karen works as an educational consultant to K-12 principals and teachers to improve the quality of literacy instruction. Trained by ADE (Arizona Department of Education) as a Common Core Standards Trainer, she keeps busy helping schools implement the new standards and preparing teachers for the upcoming changes in assessment and instruction.
For over twenty years, Noel has worked in various capacities as an educator. Her commitment to literacy began during her experiences as a teacher and supervisor at Landmark School in Beverly, MA. She continued her passion for literacy skills during her work as a curriculum and educational software writer. She maintains her dedication to improving students' literacy skills in her work as a private tutor and professional development presenter. She is currently the Learning Specialist at Roxbury Latin School in West Roxbury, MA. Noel received her B.A. in Education/Special Education and her M.A. in American Studies from Boston College.
Jim is an experienced educator who began his career over 35 years ago at the Landmark School, a nationally recognized school for children and adolescents with language-based learning disabilities. In his 14 years as a special education teacher he worked as a literacy tutor, classroom teacher, team chairperson and school case manager. During this time he focused on reading and writing instruction, working with students at the elementary, middle and high school levels. Jim was Principal of the West Parish Elementary School in Gloucester, MA for 16 years where he was closely involved in a variety of school and district literacy programs and initiatives. In addition, he has presented workshops at state and national conferences. Jim was a panelist on effective school practices for MCAS, and each year he co-facilitates the induction program for new teachers for the Gloucester Public Schools. Jim received a B.A. in Growth and Development from the University of Wisconsin and his M.Ed. in special education as a Generic Consulting Teacher from Boston College.
Dr. Barbara King-Shaver has worked for more than thirty years as a classroom teacher, administrator, and consultant. In addition to her employment in public and private schools, Barbara taught for twenty-five years as an adjunct faculty member at Rutgers University Graduate School of Education. She also served as a trainer for the New Jersey State Department of Education and conducted professional development workshops for schools throughout the country. Barbara has published articles and books on teaching and learning, most recently Adolescent Literacy & Differentiated Instruction, co-authored with Alyce Hunter. Her other books include When Text Meets Text: Helping High School Readers Make Connections in Literature and Differentiated Instruction in the English Classroom, also co-authored with Alyce Hunter. Barbara is currently a literacy trainer with Keys to Literacy in Rowley, MA and is a member of the speaker’s bureau with Heinemann/Greenwood Publishing Company.
During Lisa's 15-year career as an educator, she has been a classroom teacher in private and public schools, a literacy trainer, and a Reading Specialist. She has held several positions in both urban and suburban schools in the Palm Beach County, Florida school system. Lisa is a literacy consultant providing guidance on both Reading and Writing curriculum. In addition, she also worked for a publishing company presenting teacher training for district-wide adoptions across the state of Florida. Lisa graduated from Rivier College with a M.Ed. in Reading and B.A. in Elementary Education and Special Education.
Lori is currently an Assistant Literacy Professor at American International College (AIC). In this role, she is responsible for teaching graduate courses in literacy, coaching and supporting adjunct professors, and assisting in updating course syllabi. Lori also received her doctoral degree in Education/Reading from AIC in 2012. After 38 years in public education, she recently retired from the role of Read First Literacy Coach in the Boston Public Schools. This position required her to plan and oversee the Read First program as well model lessons, coach teachers, and offer ongoing professional development. She has also offered professional development at the district and state levels in all aspects of reading.
Cerelle has over 15 years of experience providing professional development to primarily large, urban school districts, focusing on intervention and teaching strategies meant to motivate and raise the academic achievement of secondary school students. Most recently, she has worked as a project director at the Education Development Center, Inc. (EDC). At EDC, she co-leads the adolescent literacy strand for the New England Comprehensive Center, one of six federally funded comprehensive centers around the nation which provide professional development training and technical assistance to SEA staff and teams of state LEAs and districts. Cerelle is a former New York City ESL middle school teacher and has also taught adult ESL classes in the evenings. She holds a B.A. in English Education and a M.Ed. in International Education Development, with a specialization in Teaching English as a Second Language (TESOL) from Teachers College, Columbia University.
Maureen has been a teacher and administrator for 18 years. After receiving her Masters in School Leadership from Harvard University, Maureen worked as an Assistant Principal at the high school level. She received her Masters of Education in Special Needs from Lesley University, and her teaching experience has focused primarily on students with reading, learning and emotional challenges. Maureen taught at the Landmark School for students with reading and learning disabilities; the Newton, Billerica, and Lexington Public Schools in MA; and Bedford High School in NH. In addition to teaching and administration, Maureen has written a remedial study skills program, and developed a district-wide tutoring program.
Through her roles as a classroom teacher, special educator, reading coach and consultant, Colleen has developed a strong background in literacy, assessment, data analysis, and instructional design. She played a lead role in school improvement and reform, working on the planning and implementation of the Three Tier model and RTI at the William Allen School, and supporting these efforts throughout the Rochester, NH School District. As a faculty member at Granite State College, Colleen has worked with the undergraduate, post baccalaureate, and external programs teaching and developing courses in linguistics and reading. She has delivered workshops at the local, state and national levels on various literacy topics, data teams, Dibels training, and the delivery of LETRS modules. Colleen attended Notre Dame College, graduating with a BA in Education. She completed her MA in Curriculum and Instruction with a focus in Reading from Grand Canyon University and is currently working toward a CAGS in Instructional Leadership.
Debra worked for twenty-five years as a special education resource teacher incorporating multisensory, structured language into general classrooms for special education, general education, and ELL students. She was named an Outstanding Teacher of the Year, by the Council of Learning Disabilities. Currently, Deb provides professional development and coaching to teachers and administrators. She nationally instructs LANGUAGE!, and locally trains LETRS and DIBELS. She has been involved in Colorado Reading First, and a Colorado Rural Adolescent Literacy project. She acts as an extended studies instructor for Adams State College and presents multisensory, structured language games and activities at hands-on workshops. Debra holds B.A and M.A degrees in general education, special education, and learning disabilities from Adams State College. Through Sopris West Publishing, she co-authored, with Dr. Anne Whitney, Games and Activities for Readers and Spellers, 2000.
Debby worked for 30 years in Special Education as a resource teacher implementing multisensory, structured language. She was also a Special Education Literacy Staff Developer and Coach for preschool through 12th grade. For 26 years, Debby has had a private practice offering specialized educational therapy in literacy for children and adults. Debby serves on the executive board of the Council for Learning Disabilities and chair of the Colorado Odyssey Teacher Continuing Education Program. She also serves on the Rocky Mountain Branch of the IDA board. Debby has been part of Colorado Reading First and was awarded the 2000-2001 Outstanding Service Provider by the Colorado Council for Learning Disabilities. Debby consults with the Colorado Dept. of Education coordinating the Colorado Odyssey program, training and coaching teachers involved in the Rural Adolescent Literacy Project, and doing literacy training for Metro and Northeast BOCES. She is an area LANGUAGE!, LETRS and Multisensory Reading Trainer.