With over 25 years in education, Amy Mosquera has focused in the areas of second language acquisition and bilingual education with an emphasis in Dual Language/Two Way Immersion Programming. Her passion and commitment to best practice and effective delivery of instruction in grades Pre-K through 12th grade is her most compelling strength. Her extensive knowledge of biliteracy and second language acquisition strategies coupled with her dynamic facilitation and presentation skills will help guide and engage participants towards implementation of effective programming and instruction for all students learning a second language. Amy holds a master’s degree in Curriculum and Instruction with an emphasis on bilingual education and a master’s degree in Educational Leadership.
Mallory Fuessle is a learner, educator, instructional coach, and known as the “curriculum ninja” for Adelante. She is passionate about bilingual education and supporting teachers as they grow their instructional practices. One of Mallory’s strengths is her ability to help districts develop strong biliteracy units of study that integrate content, literacy, and social justice themes in both English and Spanish for grades K-8. Mallory has over 10 years of experience in bilingual education and holds a master’s degree in Differentiated Instruction.
With over a decade of experience in bilingual education, Muriel is a dedicated and knowledgeable Educational Consultant at Adelante Educational Specialists Group. She has a proven track record of consulting, developing, and coaching district and school leaders on dual language and EL/DLE program design, implementation, and evaluation, as well as culturally and linguistically responsive MTSS/RtI, bi-literacy instruction and second language acquisition.
Muriel is passionate about disrupting the status quo and creating an equitable, innovative, and engaging learning environment for multilingual learners. She holds multiple certifications and endorsements in bilingual and special education and is pursuing a Ph.D. in educational leadership at DePaul University. She is fluent in English and Spanish and has expertise in MTSS, assessment, teacher and leader mentoring, program design, and instruction. She collaborates with diverse teams, partners, and clients to deliver high-quality, impactful solutions promoting academic excellence and equity.
Hannah Harrold is an educator and instructional coach. She believes deeply in the power of biliteracy and strives to help districts create equitable learning experiences so all students in the classroom feel success. Hannah loves to foster spaces where teachers are supported and ready to take risks. One of her strengths is teaming with teachers to integrate effective multilingual strategies with trauma informed practices and engagement techniques. Hannah has over a decade of experience in Dual Language education, holds an undergraduate degree in Bilingual/Bicultural Elementary Education and is a Certified Professional Coach.
Amanda Montoya is an educator and instructional coach. She has over a decade of experience in Dual Language Education. Amanda has supported the roll-up of Dual Language Programs into the Middle School and supported Bilingual Resource Staff in their roles both in and outside of an immersion setting. She has also held positions in which she works with monolingual staff in how to support multilingual learners and build collaboration with bilingual staff to bridge students’ language repertoires. She holds an undergraduate degree in Bilingual/Bicultural Elementary Education with additional accreditation in Middle School ESL, Spanish, and Mathematics. She holds a masters as a Reading Specialist.
Through her work with Adelante and districts, she strives to elevate the capacities of multilingual learners through strategic curriculum design, development, and assessments. She supports staff as they work to accelerate student achievement through intentional instructional strategies and biliteracy units. Amanda is passionate about cultivating collective capacities of the educators so they can continue to refine their classrooms for engagement and biliteracy practices. It is her belief that authentic, professional learning and coaching should be customized for teachers and specialists.