Todd A. Glover, Ph.D., Director of Professional Development, is a Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University. As the Principal Investigator (PI) or Co-PI of numerous large-scale grants focused on integrating student supports in schools, Dr. Glover is responsible for the conceptualization of the NJTSS-ER framework and implementation of multi-level professional development (including systems coaching) to build capacity for its implementation.

Sherry DuBoff, M.Ed., serves as the Early Literacy Specialist in the New Jersey Department of Education’s Office of Special Education. She has extensive teaching experience and holds certifications in Special Education, Elementary Education, English as a Second Language (ESL), Supervision, and Orton-Gillingham instruction. In her current role, she provides technical assistance, coaching, professional learning, and resource development to support educators, districts, and families in implementing evidence-based early literacy practices and improving literacy outcomes for students with disabilities.

Kathryn Tepedino

Dana Wilson, M.Ed., is a State-Level NJTSS-ER Trainer/Coach with extensive experience in early literacy. Her professional background includes roles as an elementary teacher, Orton-Gillingham certified teacher, and instructional supervisor of early literacy. In her current role, she supports districts by providing guidance and professional training in the implementation of tiered systems of support.

Erin Dewey, M.A., is a State-Level NJTSS-ER Trainer/Coach with a strong background in early childhood, elementary, and special education. Her professional experience includes roles as a teacher, Vice Principal, and Supervisor of Curriculum and Instruction. In her current role, she supports districts with the implementation of NJTSS-ER through consulting, collaboration, and capacity-building.

Carly Smith is a State-Level NJTSS-ER Trainer/Coach with a decade of early elementary teaching experience. She brings expertise in foundational literacy instruction, as well as experience on a data-driven instructional coaching model project. She is currently pursuing a master’s degree in MTSS. In her current role, she supports districts in implementing NJTSS-ER through training, coaching, and collaborative consultation focused on strengthening early literacy and building effective tiered systems of support.

Deborah Lynam, M.A., is a graduate assistant with extensive experience developing and providing training in early literacy instruction. Currently pursuing a graduate degree in Childhood Studies at Rutgers University-Camden, she works with the leadership support team to help conceptualize and develop online training courses for building capacity in NJTSS implementation.

Truc-Lan Vu, M.Ed., is a co-adjunct faculty member in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. In this role, she partners with the NJTSS-ER team to develop and implement communication and social media plans. She integrates her experience as an elementary school educator and administrator with her background in Communication Studies to support the internal and external communication goals of the project.