ICS is honored to be able to call on a team of distinguished education researchers and policy advocates for advice and guidance in developing our program.
Douglas Fuchs, Ph.D. is among the leading researchers in the nation regarding the instruction of students at risk for school failure because of disability or poverty.
He holds the Nicholas Hobbs Endowed Chair in Special Education and Human Development at Peabody College of Vanderbilt University, where he is also co-director of the Vanderbilt Kennedy Center Reading Clinic. Doug has led over 50 federally-sponsored research grants including the National Research Center on Learning Disabilities and the Accelerating Academic Achievement Research Center. His work is focused on the development of pre-referral interventions, peer-assisted learning strategies in reading and math, curriculum-based measurement procedures, and methods of reintegrating students with high-incidence disabilities into mainstream settings.
During his career Doug has taught first graders with serious emotional problems in a special school in Baltimore; taught in a fourth-grade classroom in Pennsylvania; and was staff psychologist for the Minneapolis public schools’ special education preschool program. He has also been a consultant to the New York City Department of Education.
Among the most highly cited social scientists in America in the last decade, Doug was named Joe B. Wyatt Distinguished University Professor in 2001. Doug received his Ph.D. from the University of Minnesota in educational psychology with an emphasis in special education and school psychology.
Jonathan Gyurko, Ph.D. is a co-founder of Leeds Global Partners where he helps to improve schools and bring new opportunities to children in the United States, the Middle East, southern Africa, and Haiti.
Prior to Leeds, Jonathan was Director of Charter Schools for the New York City Department of Education, leading efforts to expand and improve the city’s charter sector. He was responsible for the oversight and support of 32 schools educating over 8,000 students and authored, with New York University, a key study of charter school funding and finances. During his tenure, landmark steps were taken to expand the number, quality, and accountability of charter schools across the city.
Following this role Jonathan served as senior advisor to the President of the United Federation of Teachers, where he co-founded the Green Dot Charter School in the South Bronx.
Jonathan was a Morehead Scholar at the University of North Carolina at Chapel Hill. He earned his Ph.D. in Politics and Education at Teachers College, Columbia University. He started his career as a teacher at Tiger Kloof School.
Hung-Hsi Wu, Ph. D. is Professor Emeritus of Mathematics at the University of California at Berkeley where he taught from 1965 to 2009.
Wu was drawn into mathematics education in 1992 after noting problems in school mathematics curriculum, textbooks, assessment, and professional development. He worked with the State of California from 1997 to 2005 to improve mathematics education.
Since 2000, Wu has led annual summer professional development institutes for teachers in elementary and middle schools within the U.S. and abroad. He was on NAEP’s Mathematics Steering Committee, 2000-2001, that contributed to the revision of the NAEP Framework, the National Research Council Mathematics Study Panel that wrote the volume Adding It Up, the National Mathematics Advisory Panel in 2006-2008, the writing team of the Common Core Mathematics Standards, and the TIMSS 2011 Science and Mathematics Item Review Committee.
Wu is the author of the volume Understanding Numbers in Elementary School Mathematics (2011), and is completing several textbooks for teachers in middle and high schools to help with the implementation of the Common Core Standards.
Daniel Willingham, Ph.D. is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Dan’s initial research focused on the brain basis of learning and memory, but in the last decade he has concerned himself with the application of cognitive psychology to K-16 education.
Apart from teaching, Dan writes the “Ask the Cognitive Scientist” column for a American Educator magazine, and is an Associate Editor of Mind, Brain, and Education. He is also the author of Why Don’t Students Like School? and When Can YouTrust the Experts? His writing on education has been translated into eleven languages, and he is a frequent speaker at conferences on
Married to a Montessori teacher, and the father of three school-aged children, Dan earned his B.A. from Duke University in 1983 and his Ph.D.in Cognitive Psychology from Harvard University in 1990.
Robert Pondiscio is a Senior Fellow at the Thomas B. Fordham Institute as well as an advisor to the Democracy Prep Charter Schools. He left a career in journalism at BusinessWeek magazine in 2002 to teach fifth grade in a struggling South Bronx elementary school. Following five years in the classroom, he worked as an independent consultant offering strategic communications counsel and advocating on behalf of education nonprofits. Robert served as Vice President for Communications at the Core Knowledge Foundation until December 2012. Robert’s daughter attends an independent school in Brooklyn.