Confidence grows one strategy at a time.

Erica Levich

Inspiration does not change instruction. Implementation does.

I have spent 15+ years in K–12 education. Seven of those were in my own classroom, and seven more at AVID Center as a Program Manager, where I coached 85+ schools across more than 25 districts on the same instructional systems I had used to change my own practice. Part of that job was walking classrooms alongside site leaders to align instruction across a campus.

That is where Roster started. Doing walkthroughs after the pandemic, I kept noticing the same thing in room after room: teachers doing the academic work, students watching. I remember an English teacher introducing a poem with real passion, reading the first stanza aloud, telling students what to underline and explaining why it mattered, and then moving to the second stanza and doing it again. The lesson was well planned. The thinking all belonged to the adult.

I founded Your Classroom Academy to close that gap, and built The ARC Model, a schoolwide PD system now running in partner schools. My working belief is that whoever is doing the most work is doing the most learning. Every strategy in Roster exists to move that work back to students.

Angela Crawley

Great leadership is built on relationships first, and results follow.

I am a seasoned educational leader with 15 years of experience in California schools, including seven years as the sole administrator of a small high school. I know firsthand what it means to carry the full weight of school leadership: making hard decisions, navigating complex relationships, planning professional learning, supporting teachers, and showing up for students and families every single day. When you are the only administrator on a campus, there is no one down the hall to close the door with. That is a big part of why I coach.

As an educational leadership coach with Your Classroom Academy and Roster, I offer a confidential, judgment-free space to think out loud, work through challenges, and plan with confidence. Whether you need to prepare for a courageous conversation with a staff member, map out a professional learning session, or simply talk something through with someone who truly gets it, I am in your corner.

My coaching is rooted in real experience across the full spectrum of school leadership: accreditation, instructional planning, school culture, family engagement, teacher development, and everything in between. I do not offer theory. I offer the practical, relationship-centered guidance that comes from having lived the work.

Tamara Gresham

Every student belongs in their Least Restrictive Environment.

I knew I wanted to be a teacher at the ripe old age of five, right after meeting my Kindergarten teacher. My sister has Down syndrome, and I spent much of my childhood advocating for her and supporting her education, which shaped where I ended up.

I studied Special Education at Colorado Christian University and graduated with a double degree in Elementary Education (K–6) and Special Education (ages 6–21). I spent seven years as a Learning Specialist at a K–8 school in Lakewood, Colorado, working across every grade and age level before finding my niche with middle schoolers. I co-taught math and English, provided targeted instruction outside the classroom, ran executive functioning and study skills groups, and met one-on-one with students to keep them moving toward their goals. By my fourth year I was leading the special education team.

A few years in, I realized I felt ill equipped to teach my students how to read. So I went back to school for a Master’s in Reading Education. I spent five summers with a reading tutoring company as an Assistant Director and one-on-one tutor, training teachers, observing and giving feedback, and delivering intensive reading instruction to children with reading disabilities.

Lindsay Deacon

Coaching should never make teaching harder.

I have spent two decades in classrooms and coaching hallways, and if there is one thing I have learned, it is that teaching is hard, coaching should never make it harder, and nobody needs another framework thrown at them when what they really need is someone to listen. I trained under Dr. Jim Knight’s Instructional Coaching framework and served on Professor John Hattie’s Visible Learning team at Corwin Press, so my approach is grounded in solid research, but I promise I will never talk to you like a textbook.

I am also the co-author of The EduCoach Survival Guide and The Presenter Survival Guide, which grew out of real coaching relationships and translate research into strategies coaches and teachers can use immediately.

My approach favors concrete, actionable guidance over abstract theory. I believe effective coaching depends less on having every answer than on asking the right question at the right time, and actually listening to what a teacher needs, not what a framework says they should need. When you request a session with me, you can expect someone who has spent real time in classrooms and coaching relationships, not just in research literature.

Outside of my professional work, I ride horses and volunteer with the FBI Las Vegas Citizens Academy Alumni Association.

Jennie Bowers

The language demand changes. The cognitive demand does not.

I have spent more than 12 years supporting multilingual learners as a teacher, a coach, and a designer. I started as a dual language teacher in a two-way Spanish immersion school, then spent five years as an ESOL and ELD teacher, taking on instructional coaching along the way and supporting English language development for educators in grades 3 through 5. That work has spanned small suburban districts, large countywide systems, and urban schools across Illinois and Maryland.

Most recently I was the writer and designer for AVID Emerge Elementary and Secondary, a toolkit of instructional routines for multilingual learners at AVID Center, and I built the multi-day professional learning that goes with it. That work has reached thousands of educators across the United States and Australia.

I hold a B.A. in Elementary Education and an M.Ed. in Diverse Learning, and I am certified in English Language Development and Special Education. What I care about most is making sure a scaffold changes how a student accesses the language, not how hard they are being asked to think.