The Conscious Vigilance consultant family brings an unequaled talent and experience pool to a project or collaboration.  Each consultant is steeped in the Conscious Vigilance philosophy that teaching and learning is a live, dynamic experience that has the power to transform lives. CVEC consultants arrive with a solutions-based mentality and prove largely disinterested in the fiction of quick fixes or the arrogant notion that schools can be “fixed.”

The team includes experience and expertise in:

  • K-12 teaching
  • University teaching
  • K-12 school-based administration
  • K-12 central office administration
  • STEM education
  • Gifted/Talented student populations
  • Rigorous academic standards
  • Teacher and student efficacy
  • Aligned assessment
  • Quantitative and qualitative research
  • Education policy
  • Authentic professional development

Kenyatta Dorey Graves

Mr. Graves is an education policy, curriculum, administrative coaching, and systems improvement consultant.

He is the author of standards-based, student-centered, and learning-focused curriculum resources that make concrete a vigilant position that all students deserve a rich and rigorous education. He helped to develop elements of the College Board’s SpringBoard English/Language Arts curriculum framework and is the author of “Animating Student Writing,” the College Board’s professional development workshop to support teaching in preparation for the Writing Exam of the SAT. He has written language arts curriculum for multiple districts in several states, many under the explicit charge to ensure that reform efforts extend to the daily classroom experience.

Kenyatta’s workshops for teachers and school administrators have been presented to urban and suburban school districts in more than twenty-five states. Recently, he consulted on the revision of English/Language Arts standards for the state of Texas and Achieve, Inc.’s “American Diploma Project” benchmarks, drafting specific standards. He is a member of the English/Language Arts Content Technical Working Group for the Partnership for Assessment of Readiness for College and Careers (PARCC). A former teacher in Baltimore County, MD, a teacher and administrator in Washington DC Public Schools, Kenyatta has also taught courses at George Mason University and the University of Maryland, College Park.

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Anika Spratley Burtin, PhD

Anika Spratley Burtin holds a BA from Spelman College, an MA from Teachers College, Columbia University and a Ph.D. in Learning Sciences from Northwestern University. She previously taught as an Assistant Professor at Johns Hopkins University’s School of Education. In addition, she has worked as an educational consultant, curriculum writer, and professional development facilitator for schools in Washington, DC, Baltimore, and Chicago. Currently she works as an Assistant Professor at the Center for Urban Education, which is housed at the University of the District of Columbia.

Dr. Burtin began her career as a high school English teacher and served as an administrator in both public and charter schools in Prince Georges County, MD, Washington, DC and Chicago, IL. She has presented her research in adolescent literacy and teacher education at national conferences including the National Council of Teachers of English (NCTE), the American Educational Research Association (AERA), and the International Literacy Coaching Summit.

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D. Bruce Campbell, Jr. PhD

Dr. Bruce Campbell was appointed Assistant Professor and Coordinator of the Educational Leadership Program at Arcadia University in 2011. In the prior 15 years, he held a variety of positions in the education field, most recently serving as a “Distinguished Educator” for the Pennsylvania Department of Education. In that position, he consulted with school districts throughout the Commonwealth of Pennsylvania, including those in Allentown, Bethlehem, Chester Upland and North Penn, with a focus on school improvement. Dr. Campbell also worked at education research and non-profits, Research For Better Schools, and the Philadelphia Education Fund, conducting research and program evaluations for various school districts and organizations in the Northeastern region of the United States. His international experience includes service at the University of Nicaragua, Centro Cultural Nicaraguense Norteamericano, in Managua, Nicaragua, as a visiting professor.

Dr. Campbell’s work and research centers on school improvement and creating standards-aligned systems that target clear standards, fair assessments, curriculum framework, differentiated instruction, resources and interventions practices in schools. He also is interested in creating resources for schools to foster a sense of resiliency among students, parents, and staff. Dr. Campbell aims to continue to work towards collaborative processes to improve the success of all students, as well as that of the administrators and staff who contribute to the experiences of those students.

Dr. Campbell has his doctorate from Drexel University in Educational Leadership and Learning Technologies, a master’s degree in Urban Education from Temple University, and a bachelor’s degree in Administration of Justice from Pennsylvania State University.

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John Harkless, PhD

Dr. John A.W. Harkless is an award-winning Associate Professor of chemistry at Howard University. Prior to his position at Howard, he enjoyed a postdoctoral appointment at the National Institute of Standards and Technology (NIST) from 2001 to 2002. Dr. Harkless actively pursues research in quantum mechanics using high-accuracy computational techniques learned from his graduate studies at the University of California, Berkeley. He was inducted to Phi Beta Kappa at Morehouse College in 1993, before earning a Bachelor or Science degree in Mathematics and Chemistry in 1995.

Throughout his academic career, Dr. Harkless has balanced his academic research with a focus on combining instruction and advocacy in STEM and minority education. Much of this is expressed in providing ground-level opportunities for enrichment in science education to students in the Washington, DC, metropolitan area. This is strongly influenced by a belief in education as a public good, as evidenced by his upbringing in Mississippi as a child of educators. Dr. Harkless has over a decade of experience in the development, implementation, and evaluation of instructing a diverse population of students in the rigors of chemical sciences at all levels. This experience confers the practical ability to infuse the human element in STEM, so that all may have a personal understanding of the phenomena of the universe.

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Barbara A. Johnson, EdD

Dr. Johnson’s bio is coming soon.

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Odis Johnson, Jr., PhD

Odis Johnson, Jr., an Associate Professor in the College of Behavioral and Social Sciences at the University of Maryland is the recipient of the 2013 Outstanding Review of Research Award from the American Educational Research Association, the leading professional association of education research.

He is Interim Chair of the Dept. of African American Studies in which he offers courses in program evaluation, policy analysis, and urban/community studies. With funding from the National Academies Ford Foundation Fellowship Program, National Science Foundation, American Educational Research Association, and the Spencer Foundation, Dr. Johnson has explored neighborhood influences on racial differences in children’s achievement, and linkages between neighborhood role modeling opportunities and adolescents’ masculine dispositions toward education. He has published widely within peer-review journals, and serves on the editorial boards of the Review of Educational Research and the Urban Review. Dr. Johnson frequently advises private and governmental agencies in the evaluation of social programs, collection and analysis of data, and budget allocations.

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Letishia Seabrook Jones

Letishia Seabrook Jones is a veteran education professional whose expertise includes adult learning and professional development, curriculum design, and college readiness strategies. She has teaching experience on the secondary and collegiate levels; expertise as a designer, implementer, and an evaluator of education professional development; and extensive practice advising schools, districts, and states on quality educational programs and college readiness infrastructures. Because of her personal and professional experiences in education, she is attracted to work that focuses on equitable access to rigorous curriculum for all students, instruction, assessment, professional development, and teacher recruitment and retention.

A native of Columbia, South Carolina, Letishia is currently the Director of Strategic Consulting at the Georgia Leadership Institute for School Improvement (GLISI), where she is responsible for developing, supporting, and delivering GLISI’s full suite of educational leadership development products and services. Letishia joined GLISI after a thirteen-year tenure with the College Board. There, she worked as an educational manager where she consulted with schools, school systems, and state departments of education in ten southern states to implement deliverables included in partnership agreements with the College Board. She also worked on a transformation initiative called EXCELerator that implemented a diagnostic process to analyze the college readiness infrastructure in urban school districts. In that role, she consulted with urban school superintendents and senior staff members.

Letishia began her career in education as a high school teacher in Charlotte, North Carolina where she was honored with the TimeWarner Crystal Apple National Teacher Award. Letishia has a B. A. degree in History from Wake Forest University, an Ed. M. in Curriculum and Instruction from Harvard University, and is currently pursuing her Ph. D.

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Barbara C. Merriweather

Barbara C. Merriweather holds a B.S. in Education from Cheyney University, an M.A.H. from Beaver College/Arcadia University and a Principal’s Certification from Cheyney University. She also has +60 graduate credits in education from various universities. She worked in the Philadelphia School District for 33 years, as a classroom teacher, academic coach K-12 and a Supervisor of Teaching and Learning and Effective Instructional Practices.

Ms. Merriweather has been an adjunct professor at Holy Family University, Cheyney University and Chestnut Hill College since 2000. Over her distinguished career, she has supervised over 50 student teachers. She has written and published curriculum for the National Archives, Harcourt Brace and for several school districts including the School District of Philadelphia. Ms. Merriweather has directed and coordinated professional development for principals and teachers in numerous school districts around the tri-state area. She has served on numerous committees on curriculum and instruction around the state. In 1990, she received the Rose Lindenbaum Teacher of the Year Award and she is listed in the Who’s Who Among America’s Teachers and Who’s Who in Black America.

She was a Fellow at the Institute for Learning in Pittsburg, PA and the winner of a 1988 NAH Fellowship for Independent Studies and a 1998 “Phila-Nipponica” grant for an 18-day study in Japan.

Since 2006, Ms. Merriweather has worked as a Distinguished Educator for PDE supporting school districts in meeting their AYP goals. For the past three years she has primarily worked with high schools around the state.

She is currently an adjunct professor at Chestnut Hill College where she serves as the Middle Level Coordinator for NCATE and chairs the Adjunct Faculty Committee and the Leadership Advisory Board.

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Carol A. Wright, PhD

Carol Wright graduated high school in 1988 from the United Nations International School (UNIS) in New York City. She holds a BA from Lafayette College, an MA from Teachers College, Columbia University, and a Ph.D. in Educational Policy Studies from the University of Wisconsin–Madison.

Carol was a Postdoctoral Fellow at TERC, a not-for-profit education research organization in Cambridge, MA where her scholarly interests focused on the schooling of African American students in urban and suburban educational environments. At TERC, Carol also worked on “Inside the Double Bind” – an NSF-funded project that synthesized extant research about women of color in science, technology, engineering, and mathematics (STEM) fields and identified most promising practices to broaden participation of women of color on STEM faculties. As a Visiting Scholar and Research Associate at MIT, she conducted research the Institute’s Race Initiative Team on the experiences of underrepresented faculty of color at MIT and played a leading role in the collection, analysis and presentation of the findings.

Dr. Wright has also taught at Bowdoin College, Wesleyan University and served as an Advising Dean at the University of Wisconsin–Madison. She recently managed and completed a two-year research and communications effort on CUNY and Race for the Professional Staff Congress (AFT Local 2334). The project documents existing practices in recruiting, hiring, retaining, mentoring and promoting faculty and professional staff while addressing barriers to increase diversity and inclusiveness. Currently, Carol is the Associate Director of the Perry and Associates, Inc. office in New York City where her current research includes a mixed-method study about Special Education Reform Implementation in New York City public schools.

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