Our Team
Let our team of experienced educators go to work for you
Jennifer Bryan, 
Ph.D.
(she/her/hers)

Jennifer Bryan, PhD, is a psychologist, consultant, coach, speaker and author with over 35 years of experience working in educational and clinical settings. She earned her masters and doctorate in counseling psychology from Teachers College, Columbia University, a BA in creative writing from Princeton University and studied for a year at the Harvard Graduate School of Education. As founder and principal of Team Finch, Inc. she specializes in helping schools and organizations create inclusive communities by understanding and addressing gender and sexuality diversity.
 
She began her career teaching English and coaching at The Hotchkiss School, taught briefly at Northfield Mount Hermon School and was a graduate level instructor in Group Theory, Dynamics and Practice in the Counseling Psychology department at Teachers College, Columbia University and at the Smith College School for Social Work in Northampton, MA. Because she deeply understands the dynamics of PreK-12 school life, Jennifer is at home working with all constituents. A typical school consultation might include working with the Administrative Team, providing professional development for faculty and staff, conducting a parent education workshop, advising the Board of Trustees, facilitating a conversation with middle school students and reading aloud to second graders.
 
In addition, Jennifer conducts workshops for Division Directors, Department Chairs, Deans, and Student Life Personnel that focus on (a) leadership development, (b) effective communication skills, and (c) working with groups. She speaks at national and regional conferences, and her book From the Dress-Up Corner to the Senior Prom: Navigating Gender and Sexuality Diversity in PreK-12 Schools. (Rowman and Littlefield, 2012) is a go-to resource for educators and parents.
 
Jennifer also coaches individuals and groups who want to develop their leadership capacities, improve performance and deepen satisfaction in work well done.
 
In all aspects of her work, Jennifer uses psychological and pedagogical frameworks, skilled group facilitation, and a lively sense of humor to help administrators, teachers, staff, coaches, parents, trustees and students learn and grow. This is work she loves and is honored to do.

Keith Hinderlie, Ph.D.
(he/him/his)
Keith Hinderlie, Ph.D. is a licensed psychologist and educator with over 20 years of experience working with adults, youth and families in a variety of settings. His professional background includes a unique combination of knowledge about psychology, personal development, education, leadership, and cultural diversity.
Dr. Hinderlie has presented workshops across the country on diversity, inclusion, multicultural competence, and the social/emotional experiences of children. He has extensive experience working with African American and Multiracial youth.
Dr. Hinderlie served as Director of Programs for the SEED Foundation and helped develop a public boarding school model that is at the core of SEED Schools of Maryland, Miami and Washington, DC. 
Dr. Hinderlie is currently the inaugural Director of Equity and Inclusion at Choate Rosemary Hall. In this role, Dr. Hinderlie has implemented a best practice program model that has established Choate as a leader in inclusive programming.

Sally Mixsell
(she/her/hers)

Sally Mixsell (Mike’-sul) began her career in education as a French and English teacher, eventually moving into administrative roles, including class dean (grade 9), academic dean (gr 7-12), director of curriculum and instruction (gr PK-12), and head of school. Her work in education includes employment at two large PK-12 day schools, a co-ed pre-prep boarding and day school (gr 1-9), and two girls’ boarding and day schools (gr 9-12 and 7-12, IB), as well as a graduate program in education.
From 2001-2006 Sally helped design and run the summer intensive masters degree program in education administration, with a focus on private school leadership, at the Klingenstein Center, Teachers College, Columbia University. She was also a founding partner of an educational consulting firm focused on developing leadership capacity at schools. As a consultant she has mentored heads of school and senior administrators, facilitated strategic planning, run board workshops, developed teams, and helped design programs (e.g., public-private collaboration, faculty evaluation, and faculty professional development). Sally has broad knowledge of school models, thanks to her work at Columbia and as a consultant. While she continues to support school leadership, she has also been busy with executive searches since joining Educators Collaborative, LLC in 2019. She holds degrees from Wells College (BA) and Teachers College, Columbia University (MA).

Lauren Porosoff
(she/her/hers)

Lauren Porosoff has been an educator since 2000, most recently teaching middle school English at the Ethical Culture Fieldston School in New York. ​Her interest in how students can make their work meaningful led her to learn about evidence-based methods of values-guided behavior change. Informed by contextual behavioral research and practice, Lauren developed applications for K-12 teaching and learning, such as the strategies described in her books EMPOWER Your Students: Tools to Inspire a Meaningful School Experience (Solution Tree, 2018), Two-for-One Teaching: Connecting Instruction to Student Values (Solution Tree, 2020), Teach Meaningful: Tools to Design the Curriculum at Your Core (Rowman & Littlefield, 2020), and the upcoming The PD Gallery: Curating Peer-to-Peer Learning that Transforms Teacher Practice (ASCD, expected 2021). Lauren has written for AMLE Magazine, Independent School, Kappan, Rethinking Schools, and Teaching Tolerance about how students and teachers can clarify and commit to their values at school. She’s presented on these topics at conferences of various professional organizations, including Learning & the Brain, NCTE, NAESP, and ASCD; and she regularly offers longer workshops for regional associations of independent schools including ISACS, NJAIS, NCAIS, NWAIS, NYSAIS, and VAIS. Lauren received a bachelor’s degree in English from Wesleyan University and a law degree from George Washington University. She lives in New York with her co-everything Jonathan Weinstein, her two spectacular children, her extremely generous parents, and an allergenic but hilarious cat named Benedict.
Ricco Siasoco
(he/him/his)
Ricco Siasoco is an educator, writer, and activist with 20 years of school leadership experience. He is currently a Grade Dean at the Urban School of San Francisco. 
 
Prior to joining Urban, Ricco was the Director of Equity & Inclusion at the Chadwick School, where he served as a member of the senior leadership team and led the school’s K-12 efforts to foster an equitable community through policy, protocols, and best practices. He has also served in diversity and teaching roles at the Ethical Culture Fieldston School and at Prep for Prep, a leadership development program that supports the most able students of color. Ricco was a faculty member in the English department at Boston College for a decade, teaching undergraduate courses in writing, literature, and Asian American Studies. At Boston College, he also developed a federally-funded transition program for first-generation college students. 
 
Ricco has presented on topics ranging from educational access and hiring with intention to decolonizing curriculum and culturally responsive pedagogy at numerous conferences, including the NAIS People of Color Conference, NYSAIS Sex, Gender, and Sexuality Diversity Conference (with Jennifer Bryan), National Conference on Race and Education, National Partnership for Educational Access, and Associated Writing Programs Conference, among others. He has received fellowships from the National Endowment for the Humanities, Lambda Literary, and The Center for Fiction.
 
Ricco holds degrees from Boston University and Bennington College. He is completing his doctorate from Teachers College, Columbia University, where his research interests are anti-racist education, critical pedagogy, and Filipinx Studies. Ricco is a board member of Kundiman, a national literary organization dedicated to Asian American literature. He lives in San Francisco with his husband, Guy, and his passions are vegetarian cooking and writing. Ricco recently published a collection of short stories entitled The Foley Artist.

Liza Talusan, Ph.D.
(she/her/hers)

Dr. Liza Talusan is an educator, speaker, leader, writer, life/leadership coach and parent. With over 23 years of experience in PreK-20 education, Liza is an engaging facilitator in conversations about diversity, racism, bias, privilege and power and creates environments that allow for people to discuss these difficult topics openly. Through her direct work with students, teachers, and leaders, Liza empowers individuals to create a more inclusive organization, environment, community and team. 

Dr. Talusan has been invited to more than 130 schools and organizations across the country to deliver keynote addresses and facilitate dialogue groups, training workshops, to develop strategic planning, support change management, and empower faculty and staff. Certified as a Professional Coach by the Institute for Professional Education in Coaching (iPEC), Liza helps clients achieve their personal and professional goals by tapping into strengths and vision for a goal-centered life. Liza earned her Bachelor of Arts from Connecticut College, Master of Arts from New York University, and her Doctorate of Philosophy from the University of Massachusetts Boston. She has a number of published pieces in peer-reviewed journals and edited books, has been a featured guest on educational podcasts, and earned the Dissertation of the Year Award from the AERA-Research on the Education of Asian and Pacific Americans. Liza has presented over 60 peer-reviewed sessions at national and international conferences on identity, education, leadership, and equity. She currently teaches in the Masters/CAGS in Social Justice Education program and the Doctoral program in Higher Education at the University of Massachusetts Boston. 

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