Click on a staff person’s name to view their biography.


Cierra Kaler-Jones, Education Anew Fellow
Rosalie Reyes, Coordinator of Teacher Engagement and Professional Development
Katie Orr, Communications Manager, Zinn Education Project

América Calderón, Parent Organizer, in memoriam


Deborah Menkart, Executive Director
Allison Acosta, Communications Coordinator
Mykella Palmer-McCalla, Creative Coordinator
Pat Corekin, Publications Specialist and Office Manager


Lauren Cooper, Howard Zinn Website Coordinator
Jesse Hagopian, Zinn Education Project, Writer and Organizer
Ana Rosado, Zinn Education Project, Researcher and Writer
Abby Saul, Zinn Education Project and Social Justice Books, Social Media
Ursula Wolfe-Rocca, Zinn Education Project, Writer and Organizer


Alison Kysia, Project Director, Islamophobia: A People’s History Teaching Guide
Enid Lee, Virtual Scholar
Jenice View, Civil Rights Movement, Senior Professional Development Specialist



 Staff Biographies


Allison Acosta, Communications Manager

Allison joined the Teaching for Change staff in 2015. She worked in the labor movement with Jobs with Justice doing communications for more than a decade. Allison earned a BA in Sociology with a concentration in Multicultural and Ethnic Studies from Bard College. A lifelong D.C. resident, she has been active in social justice movements since high school. Allison is active in her children’s school and in D.C. education issues. Her photographs of the D.C. punk scene have been published in books and newspapers, and you can find some of them at the D.C. Punk Archive.

Lauren Cooper, Howard Zinn Website Coordinator

Lauren Cooper manages the Howard Zinn archival website on behalf of Teaching for Change, a part time position. Previously, Lauren was project coordinator for the first 10 years of the Zinn Education Project. Lauren’s current full time position is as the project manager for the Colored Conventions Project, a student-faculty created project that publishes documents and other archival material from the 1800s when African Americans — some freed, some enslaved — were organizing at conventions across the country for social and political change. Lauren earned a BA in Visual Sociology: Film and Societal Issues at the Johnston Center for Integrative Studies, University of Redlands and in 2018, she completed an MLIS degree at the University of Maryland – College Park, specializing in archives and digital curation. Read more.

Jesse Hagopian, Zinn Education Project, Writer and Organizer

Jesse Hagopian teaches high school Ethnic Studies and English Language Arts in Seattle. Jesse is an editor for Rethinking Schools magazine and the director of the “Black Education Matters Student Activist Award.” Jesse is the co-editor of the books, Black Lives Matter At School: An Uprising for Educational Justice, and Teaching for Black Lives, and editor of the book More Than a Score: The New Uprising Against High Stakes Testing. Jesse is the recipient of the 2019 “Social Justice Teacher of the Year” award from Seattle Public School’s Department of Racial Equity, the Seattle NAACP Youth Coalition’s 2019 “Racial Justice Teacher of the Year” award winner, and the 2013 national “Secondary Teacher of the Year” award winner from the Academy of Arts and Sciences. He plays a lead role at the Zinn Education Project’s Teach the Black Freedom Struggle campaign. Read more at Jesse’s website, I Am An Educator. See Jesse’s articles and lessons at the Zinn Education Project site.

Cierra Kaler-Jones, Education Anew Fellow

Cierra Kaler-Jones comes to Teaching for Change as the Education Anew Fellow through Communities for Just Schools Fund. She is currently a Ph.D. student in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park studying minority and urban education. Her work examines how Black girls use arts-based practices (such as movement and music) as forms of expression, resistance, and identity development. As an educator, Cierra has worked with preschool students, K-12 students, and college students. She previously served as an intern and fellow at the White House Initiative on Educational Excellence for African Americans. Cierra is also an arts education advocate — she teaches dance classes for all ages, choreographs for local companies, and runs a program that offers culturally-sustaining arts-based programming and curriculum for girls. Her experiences teaching, running community-based art programs, crafting policy, and conducting research all shape her commitment to social justice and educational equity. She enjoys taking and teaching fitness classes, going on road trips, and writing. Cierra is excited to join Teaching for Change and Communities for Just Schools Fund to support their work in transforming education.

Alison Kysia, Project Director

Alison Kysia is the project director of “Islamophobia: a people’s history teaching guide” at Teaching for Change. Previously, she designed Islamic studies and anti-Islamophobia teaching modules for adult education audiences, including religious leaders, social justice activists, and teachers. She taught U.S., world, and Islamic history in an urban community college and English language to adult immigrants. Alison holds a B.A. in Race, Class, and Gender Studies and an M.A. in History. In addition to being an educator and curriculum developer, she is also an avid potter who is creating a three-part public art installation called “Islamophobia: A dhikr in clay.”


Deborah Menkart, Executive Director

Raised in D.C., Deborah’s activism began in junior high school when she protested D.C.’s “taxation without representation” and the “dresses-only” dress code for girls. The dress code changed, but D.C.’s colonial status continues. Her perspective on the world was shaped by being the first born in the U.S. of European immigrants on both sides of her family and being raised by a single mother who worked as a dressmaker. During the 1970s Deborah lived in San Diego, California, where she worked as a shipyard electrician and was active in the antiwar, women’s, international solidarity, and labor movements. Through all of these experiences she decided that for any social justice movement in the U.S. to succeed, a change in pre-K—12 education is essential. Since 1989 she has been pursuing that goal in her work at Teaching for Change.

Katie Orr, Zinn Education Project Communications Manager

Katie Orr is a public historian and history communicator who grew up in the Harpers Ferry area west of Washington, DC. Both inspired by the power of the First Amendment and disenchanted with American leadership after reading All the Presidents Men at 16, she tested for her GED and left home to earn a B.A. in journalism from Marshall University in Huntington, WV, and then a Masters in U.S. History from American University in 2011. Before joining the Zinn Education Project, Katie was a National Park Service Historian working to promote inclusive K-12 education at Parks and expanding the scope of narratives told by the National Park Service to emphasize underrepresented or marginalized perspectives. She is interested in national conversations about identity and geography, education policy, and the healing power of relevancy in history. Katie credits Joe Strummer of The Clash for her political awakening and aspires to be as thoughtful as bell hooks and as steely as Alice Paul. Off hours, she volunteers for social justice through her local Unitarian congregation, serves as a National History Day judge annually, and is always looking forward to the next camping trip in Shenandoah.


Mykella Palmer-McCalla, Creative Coordinator

Mykella Palmer is a graduate of the University of Maryland, College Park where she was a Banneker/Key Scholar and a member of the highly select, nationally acclaimed Hinman CEOs living-learning program. She has over 15 years of web and graphic design experience and manages the design of all things visual for Teaching for Change and the Zinn Education Project.

Rosalie Reyes, Coordinator of Teacher Engagement and Professional Development

A graduate of the University of Pennsylvania, Rosalie received her M.S.Ed., in education entrepreneurship from the Graduate School of Education and Wharton School of Business. Rosalie comes to Teaching for Change from the Smithsonian Early Enrichment Center, where she served as a museum educator, curriculum designer, and movement and mindfulness instructor for children with special needs. Focusing her research and practice of anti-bias education with support from the Early Childhood Education Initiative at the National Museum of African American History and Culture, Rosalie is passionate about educational equity and exploring race and representation in children’s literature.  Rosalie is a native to the Bronx, NY where she began her career as early childhood educator at a local HeadStart program. Rosalie enjoys yoga, reading poetry, and supporting her community’s farmer’s market.


Jenice View

Dr. Jenice L. View is an Assistant Professor in the Graduate School of Education at George Mason University. For more than 20 years, View has worked with a variety of educational and nongovernmental organizations, including a public charter school, the Just Transition Alliance, Rural Coalition, the Association for Community Based Education, and LISTEN, Inc. to create space for the voices that are often excluded from public policy considerations: women, people of color, poor urban and rural community residents, and especially youth. She has a BA from Syracuse University, an MPA-URP from Princeton, and a PhD from the Union Institute and University. View, a native of one of the last U.S. Colonies (Washington, D.C.), is the proud mother of two daughters, Ava and Leah. She hopes to pass on her inheritance of being a politically aware and socially active woman that she received from many including her paternal grandparents (among the first organizers in the Nation of Islam in the 1940s), and her parents (who have helped form and sustain many local D.C. community institutions).

Ursula Wolfe-Rocca, Zinn Education Project, Writer and Organizer

Ursula Wolfe-Rocca has taught high school social studies since 2000 in a public school in a suburb of Portland. Ursula is on the editorial board of Rethinking Schools magazine. She has written articles and lessons on voting rights, redlining, deportations, COINTELPRO, climate justice, Red Summer, the Cold War, and more. The era of U.S. history she finds most inspiring, humbling, and relevant is always the one she is currently unlearning, relearning, and building curriculum around. See Ursula’s articles and lessons at the Zinn Education Project site.

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