Keynote speakers

Andratesha  Fritzgerald

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Andratesha Fritzgerald is an author,  international speaker, presenter, and facilitator who exhibits an audacious perseverance that calls organizations to evolve into inclusive antiracist safe zones for all learners. She has over twenty years in education as a teacher, curriculum specialist, administrator and director. 

As a Martha Holden Jennings Foundation Scholar, Fritzgerald exhibited audacity  in teaching and a strong commitment to radical inclusion from the very start of her career. She was featured in Education Week, a national publication, twice.  With a passion for Universal Design for Learning, Culturally Responsive Teaching and Antiracism, she has led collaborative initiatives to craft organizational implementation plans, design lab templates, professional development symposia and professional practice cadres -modeling expert learning while equipping  others to do the same.. 

 Tesha holds an Ed.S. in administration and a Master’s Degree in Urban Secondary Teaching, with an emphasis on language arts instruction both from Cleveland State University.  She has been a  presenter at the CAST International Symposium on Universal Design for Learning, Harvard Graduate School of Education, the Ireland National College and many other organizations and districts.  Her award winning book Antiracism and Universal Design for Learning: Building Expressways to Success , (CAST, 2020) has equipped schools, districts, colleges, universities and organizations begin the brave actions to view and address equity in education. 

Brian Harper

Dr. Brian E. Harper is an Associate Professor in the department of Curriculum and Foundations. A former classroom teacher in the Philadelphia , PA public school district, Dr. Harper completed his doctoral work at The Ohio State University in Educational Psychology. His research interests include African American racial identity development and motivational psychology, particularly as it applies to students in urban settings. His current work focuses on African American students and the factors that promote or inhibit academic self-regulation.

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