Rebecca began work with TDP as a consultant in 2014 and became the Director in 2017. Rebecca has a BA in English from Goucher College and a master’s degree from the Johns Hopkins School of Education. Prior to TDP, Rebecca was the founder and director of a community arts organizations where she worked with young people to use media to advance a variety of social justice issues. She works to provide leadership and direction for staff and fellows, to support TDP’s vision of creating an education movement that is driven by teachers and parents and to create more equity in the system.
Education Policy Director
Antinnea, a Baltimore City born former City School teacher, joined TDP in 2017. She received her B.A. from Temple University and her M.S. from Johns Hopkins University. She brings diverse experiences in journalism, public relations, teaching and education policy work. Her experiences have given her insight into the challenges and opportunities of the public education system and a passion for improving it. She listens to and organizes teachers and community members in Baltimore around initiatives that improve transparency and educational equity for students and families in Baltimore.
Director of Democratic Decision Making in Schools.
Kim began work with TDP as a fellow in 2016 and joined us as the Director of Democratic Decision Making in Schools in 2017. She is a graduate of Western High school, holds a B.A. in Business Administration (summa cum laude) and is a graduate of the Defense Systems Management College. Kim, a semi-retired Navy Veteran, has advocated as an active citizen to strategically engage with government, business, non-profit and community leaders to achieve improvements in the development and delivery of high quality programs and services for our children and youth. She partners with parents and community members to strengthen and build parent organizing, capacity building and participation in school decision making.
Helen began work as the Executive Director for the Teachers’ Democracy Project in March 2014, after significant experience in education advocacy which includes work as a parent/community organizer, the director of the Resident Teacher Program, and as a teacher-leader for a new high school in Baltimore. She wrote her PhD at UMBC about her work in this teacher led school, created for students who were having problems in large city schools. She utilizes her background and experiences to provide insight and support on strategic direction and educational policy initiatives.