Our Team
Partners























Richard A. Coleman
John W. Hodge, Ed.D.
Harvey W. Perkins, Ed.D.
Dr. Lori Fanello
Kathryn L. Kubic, Ph.D.
Patricia W. Leary, PhD.
Kim Richardson, Ed.D.
Anita Owens, Ed. D
Cathy Herbert, M. Ed.
Helen Mateosky
Heather Peterson, M.A.Ed.
Deran Whitney, Ed.D.
Dr. Diana Strohecker
Ms. Krystal L. Thompkins, M.Ed.
David Hundley
Kelly Kent Johnson, M.Ed.
Stacia Barreau, Ed.D.
Carlton Ashby, M.S.
Bobby Kipper
Kevin Wajek
Kevin Wajek has spent 20 years in public education as a teacher, assistant principal, coordinator, and director of instruction. He has led school-based and district initiatives focusing on instructional and curricular design, particularly in the field of mathematics education. As part of the Maryland Mathematics Task Force, he advocates for mathematics education that serves students as citizens. This work focuses on expanding the pathway offerings of mathematics and the access these pathways create for students as they enter higher education. Teaching educational administration course work has allowed Mr. Wajek to shape prospective administrators in the areas of curriculum, instruction, and assessment. As a member of the of ULLC team, Mr. Wajek serves as a coach, supporting onsite teacher and leadership team training, and resource development.
Dr. Kellie Katzenberger
Dr. Kellie Katzenberger has been supporting school leadership teams and principals in both Louisiana and Illinois as a specialized and lead coach for ULLC. She has more than 22 years of classroom teaching, school-based principal, and central office leadership experiences in one of the largest school districts in Maryland. Kellie’s passion for student-centered and data-driven improvement planning stems from the successes she has seen from implementing evidence-based initiatives, like Project Based Learning. She holds current educational credentials in Administration, Grades 1-8 Education, Special Education, as well as Project Management certification. She continuously strives to keep abreast of the latest educational technology trends and specialized in progress monitoring to document improvement efforts.
Tiffany Stewart Kline
Tiffany Stewart Kline is currently the Coordinator of Behavior Supports and Interventions for Anne Arundel County in Maryland. Tiffany graduated from Morgan State University and moved to Atlanta, Georgia for six years. While in Atlanta, Georgia she was a first-grade teacher for a short time and then moved into a middle school special education position in Fulton County, Georgia. While in Georgia, she also served as a high school basketball coach at Roswell High School. Tiffany returned to Maryland and served as Language Arts teacher and Department Chair in Prince Georges County, Maryland for several years. Tiffany came to Anne Arundel County 2007 as a Language teacher at Meade Middle School. While at Meade Middle, Tiffany also served as a social studies teacher and then later as an Alternative One teacher. While at Meade Middle School Tiffany helped to implement the Restorative Practices program. In addition to her role at Meade Middle School, Tiffany also was the Head Women’s Basketball Coach at Howard Community College for eight years. Tiffany created a mentor program that required her players to serve as a mentor to select students at Meade Middle School. Tiffany embraced the concept that her players are student athletes that have a responsibility to also serve their community. The Little Dragons Mentor program became a staple at Meade Middle School for several years. Tiffany served as an Alternative One teacher at J. Albert Adams and MacArthur Middle School. At both schools, Tiffany revised the Behavior Support team and PBIS Tier 1 structures as well as led the Restorative Practice team. Tiffany was appointed to an Assistant Principal position at Mary Moss @ J. Albert Adams Academy. While at MM @ JAA, Tiffany joined the county-wide Restorative Practices team and lead the expansion of the use of community building circles and responsive circles. Following her time at MM @ JAA, Tiffany served as an Assistant Principal at Brooklyn Park Middle School. During her stay at Brooklyn Park Middle and MM @ JAA, Tiffany served as the Equity Leader where she led several book studies, social experiments, and professional developments to support each staff on the equity journey.
Bobbi Pedrick
Bobbi Pedrick has been a leader in special education for 40 years and has served as a teacher, Behavior Specialist, Principal, Coordinator and Director of Special Education within two large school systems. She has designed and facilitated systemic change in instructional practices for both general education students and for those with special needs. Her experience in guiding innovative and research-based services, leading creatively in serving students recovering from trauma, poverty and a variety of disabilities has contributed to the successful delivery of services to students and families. Ms. Pedrick’s design and implementation of a statistically based feedback loop that stimulates growth in instructional and compliance practices that deliver improved student and teacher performance has been presented at state and national conferences and has been adopted by schools and systems across the United States as it has increased teacher and student performance in the classrooms she serves. Her ability to build positive and productive relationships with administrators, teachers, students, parents, lawyers, advocates and community partners through transparency and an open mind have contributed greatly to the success of her team and those she serves. Ms. Pedrick has led the development of multiple large educational conferences: Differentiated Instruction for 3600 statewide participants; an annual Teacher to Teacher Showcase for over 2000 participants; Effective Co-Teaching Across the Curriculum for 700 participants and the Consultancy Model for Problem Solving for 200 leaders across the state. She originated and implemented a twelve-year plan for building the capacity for over 4000 instructional staff to increase the use of differentiated instruction practices in their classrooms and to specially design instruction for struggling learners. This plan includes job embedded professional development, coaching, and a feedback loop that is based on data reflecting classroom visits and peer-to-peer classroom visits and coaching. Ms. Pedrick has been recognized with the Visionary Leadership Award and the Paul Harris award for her work in education. She has served as a judge at the National Military Ethics Bowl and as a Court Appointed Special Advocate.