Ellie Gallagher has been an educator for over 20 years as a classroom teacher in elementary and secondary schools, a SIOP coach, an instructional coach and now she is the Wasatch District Dual Language Immersion Specialist including providing professional development and coaching for teachWaers and supporting implementation of the program in the district. She has a master’s degree in Curriculum and Instruction, and ESL, DLI and an administrative/supervisory endorsements. Her work has been published in, "Fulfilling the Promise of a Differentiated Classroom" authored by Carol Ann Tomlinson and her unit plans were published on the Differentiated Instruction website published by The University of Virginia and in the Understanding by Design exemplar unit database published by Jay McTighe. She coordinated the Spanish team--developing curriculum for the Utah Dual Language Immersion Programs and continues this collaboration supporting schools in the program. She provides workshops to support DLI nationwide and teaches ESL endorsement courses through BYU, SUU and UVU, and provides

Teresa Wootton, a Clincal Faculty Associate (CFA) with Brigham Young University/Public School Partnership supervises, mentors and evaluates preservice teachers. She taught elementary school for 14 years across a range of grades. She has worked and is working as a Teacher on Special Assignment (TSA), She has worked as instructional coach supporting interns and new teachers. She has provided and participated in professional development and has taught college mathematics, ELL, and literacy courses. She is currently becoming certified as a LETRS instructor of teachers. She is proud that she received the Educator of the year Award in 2012—an honor in which colleagues, parents, and students are involved in the nomination process.

Annela Teemant is Professor of Second Language Education (Ph.D., Ohio State University, 1997) at Indiana University-Purdue University Indianapolis. Her scholarship focuses on developing, implementing, and researching applications of critical sociocultural theory and practices to the preparation of K-12 teachers of English Language Learners. Specifically, she has collaboratively developed and researched the Six Standards Instructional Coaching Model and pedagogy. She has been awarded five U.S. Department of Education grants focused on ESL teacher quality. She has authored more than 30 multimedia teacher education curricula and video ethnographies of practice and published in Teaching and Teacher Education, Urban Education, Teachers College Record, and Language Teaching Research. Her work describes how to use pedagogical coaching to radically improve the conditions of learning needed for multilingual learners. She has also taught adult intensive English in the United States, Finland, and Hungary.

Mary Frances Rice is an assistant professor of literacy at the University of New Mexico. She teaches writing pedagogy and digital composition. Her scholarship uses interdisciplinary approaches to study the literacies and identities of online teachers and learners. Mary was a postdoctoral researcher at the University of Kansas Center on Online Learning and Students with Disabilities. She is also an Online Learning Consortium Emerging Scholar and a Michigan Virtual Learning Research Institute fellow. Mary taught junior high English language arts, ESL, and reading support classes. She was also a Teaching English Language Learner (TELL) program instructor.

A St. George native, Dr. Pinnegar graduated from Dixie College (now DSU) and Southern Utah State (now SUU). She taught on the Navajo Reservation then completed an M.A. in English at BYU. She taught for 5 years in Crawfordsville, Indiana. She then completed a PhD in Educational Psychology at the University of Arizona (1989). She was faculty at Western Michigan University in Kalamazoo, before coming to BYU. She helped develop and now directs the TELL program. She is Acting Dean of Invisible College for Research on Teaching, a research organization that meets yearly in conjunction with AERA. She is a specialty editor of Frontiers in Education's Teacher Education strand with Ramona Cutri. She is editor of the series Advancements in Research on Teaching published by Emerald Insight. She has received the Benjamin Cluff Jr. award for research and the Sponsored Research Award from ORCA at BYU. She is a founder of the Self-Study of Teacher Education Practices research methdology. She has published in the Journal of Teacher Education, Ed Researcher, Teachers and Teaching: Theory and Practice and has contributed to the handbook of narrative inquiry, two international handbooks of teacher education and two Self-Study of Teaching and Teacher Education Practices handbooks. She reviews for numerous journals and presents regularly at the American Educational Research Association, ISATT, and the Castle Conference sponsored by S-STTEP.

Amy Raty is an adjunct professor in the TELL program at BYU. She teaches classes on campus, supervises TELL student teachers/practicum students in the secondary schools, and has collaborated to update the Second Language Acquisition and Developing Literacy TELL courses. She has participated regulary in preparing other facilitators to teach TELL courses. She received her MEd in Curriculum and Instruction with an ESL focus from George Mason University. She has taught ESL to elementary, middle, and high school students as well as adults in an adult school district program and in a community college. She also spent time as a freelance writer writing for textbook companies, focusing on mainstream and ESL instruction.