WE ARE THE
LEARNING
COLLECTIVE
SINCE 2003
THE LEARNING COLLECTIVE
The Learning Collective provides strategic planning, evaluation, technical assistance and board development services for educational institutions and non-profit organizations.
ABOUT US
Launched in 2003 and working in over 10 states, The Learning Collective’s clients past and present include Academy of the City, Beginning with Children Foundation, Bright Star Schools, CCCS independent study schools, Central Michigan University, Charter School of Inquiry, Charter Schools Institute of the State University of New York, Chicago Public Schools’ Office of Innovation and Incubation, Class Measures, College Board, Discovery Charter School, Education Achievement Authority of Michigan, E.L. Haynes Public Charter School, Indiana Charter School Board, Inglewood Unified School District, Jefferson Parrish Public School System, Ketchum, Kingsmead College, LA’s Promise, Mississippi Charter School Authorizer Board, NACSA, National Charter Schools Institute, Nevada Public Charter School Authority, New Jersey Department of Education, New Orleans Public Schools, New York State Education Department, Oakland Unified School District, Oklahoma Public School Resource Center, Palm Lane Elementary Charter School, Parent Revolution, Pomona Unified School District, PUC, Scholarship Prep, San Bernardino County Superintendent of Schools, SchoolWorks, The TASA Group, Tennessee State Board of Education, Texas Legislative Budget Board, Tiger Woods Learning Center, UCLA, Voices Academies, Washington State Charter School Commission, WISH Secondary and others.
OUR TEAM
ADAM ABERMAN
Founder, CEO
Adam is the CEO and Founder of The Learning Collective. Adam has a 20+ year track record in education and non-profit leadership. Adam has assessed over 250+ current, and 100+ proposed, charter schools across the country and worked with local and national organizations on strategic planning initiatives. Adam has many years of experience running non-profits and working on, and advising, non-profit boards. Adam has been the E.D. of two non-profits and served on three non-profit boards. Previously, Adam was the Director of Global Digital Strategy for Ashoka’s Youth Venture, which helps teams of youth internationally launch socially responsible businesses and organizations. Prior to Ashoka, Adam was the Executive Director and Founder (and currently Board Member Emeritus) of icouldbe, the non-profit Internet-based career mentoring program that has served over 25,000 teens and e-mentors nationwide. Before establishing icouldbe.org, Adam was a Regional Coordinator for the New York City Department of Education. Adam began his career in education as a Spanish bilingual public school teacher in Los Angeles. Adam received a B.A. from Vassar College and a Master in Public Policy from Harvard University’s Kennedy School of Government. A frequent speaker at conferences, Adam has also won numerous awards including Cause Marketing Silver Halo Award for Best Use of Social Media and International Computerworld Magazine Honors Finalist Award. Adam and his family are based in Los Angeles.
ERIN CONLEY
Erin has worked in a multitude of capacities in the education field and served in roles focused on survey development, data analytics and visualization, research, board development, compliance and policy analysis. Erin has a passion for ensuring all students are set up to reach their full potential and believes that this can only happen when leaders from all levels can continually evaluate systems and programs intended to foster student success. Erin worked with the State Board of Education in Tennessee on a then new legislative initiative to collect public feedback on the K-12 English and mathematics standards. This work ultimately led to the creation of a new set of standards implemented across the state. She went on to lead several similar projects in other states to adjust learning targets to meet student needs. Erin has held several roles in the charter sector in both Tennessee and Michigan. She has expertise in charter authorization and laws that impact charters and networks. Erin began her career teaching in the Chicago Public School district. She has a Bachelor of Arts in English and Secondary Education from Michigan State University and a Master in Public Policy from Vanderbilt University with a focus on K-12 education policy. Erin is currently based in Chicago.
CHERIE GOINS, PHD
Dr. Cherie Goins is widely recognized for her work supporting and developing exceptional teachers, support staff, and school and district leaders. Her research and expertise encompass a diverse range of topics, from innovative instructional methodologies to inclusive educational practices, and from reflective curriculum design to fostering transformative development in students of all ages. Recognizing the importance of inclusion and empowerment, she has collaboratively designed and delivered dynamic training programs that not only equip educators with the latest pedagogical tools but also empower them to become agents of change within their respective communities. As a facilitator of transformative development, she has worked closely with schools and districts to implement progressive frameworks that elevate teaching and learning to unprecedented heights. Collaborating with educators and leaders nationwide, she has facilitated dialogue that promotes diversity, inclusivity and mutual understanding. Dr. Goins founded a 501(c)(3) organization that provides seed funding and direct support services to small businesses and nonprofits. Dr. Goins earned her Ph.D. in Education in 2018 from the University of New Orleans.
WANDA GUILLAUME
Wanda Guillaume, M.Ed., is a passionate educator with a wealth of experience in public education who began her career over 25 years ago as a second-grade teacher. She provides instruction and leadership coaching to schools and districts throughout the United States. She has evaluated charter school applications and submitted finalized reviews to boards of education. She was instrumental in developing and designing the Charter School Compact for the largest school district in Louisiana. Wanda is a strong advocate for high-quality teaching and learning. She has conducted needs assessments and school quality reviews to determine school effectiveness in the areas of academics and operations. Her work includes coaching Charter School grantees with the National Association of Charter School Authorizers (NACSA) and Goodwill Industries. She also facilitates professional learning in the areas of rigorous curriculum design, social and emotional learning, data teams and customized approaches to improving teacher and leader effectiveness. In addition, she develops and designs eLearning courses to support college and university advisors. Prior to becoming an education consultant and leadership coach, Wanda served as the Chief Academic Officer of the Louisiana Recovery School District where she was instrumental in creating an ecosystem for innovation and establishing high-quality standards to ensure the success of students, teachers, and school leaders. She is the author of the book “Lead with Compassion” and is currently working on a children’s book. Wanda holds a Bachelor of Science degree in Elementary Education from Loyola University, a Master of Education in Curriculum and Instruction, and plus thirty in Educational Administration from the University of New Orleans. She holds certifications in the areas of teaching, administration and district superintendent. Wanda is based in New Orleans.
HILLARY JOHNSON, EDD
Dr. Hillary Johnson is a committed educator who began her career in education over 20 years ago via Teach For America as a Spanish-bilingual and Reading Recovery teacher. Most recently, Hillary served as the Chief Academic Officer/Chief Learning Officer for Citizens of the World Charter Schools, a national network of intentionally diverse charter schools. As the founding CAO, she crafted a compelling and inspiring academic vision while strengthening the network’s capacity for organizational learning. Following the start-up phase, she founded the Chief Learning Officer role, with a focus on teaching for understanding, social emotional learning and cultivation of a learning organization. Hillary has assessed over 65 current and proposed schools nationally (in California, Louisiana, New York, Ohio and Pennsylvania), including participating on many SUNY school visit renewal teams. She has evaluated the effectiveness of schools on issues including schools’ use of assessment data, curricular development and alignment, instructional leadership, classroom instruction, professional development, governance and parental involvement. Hillary earned her doctorate at the Harvard Graduate School of Education as a member of its Urban Superintendents Program. Hillary is based in Los Angeles.
AMBER LEAGE
Amber Leage, M.Ed,. provides strategic planning, program development, and writing services to schools throughout the United States and abroad. She has been an educator for 14 years, serving in various roles including consultant, school leader, IB coordinator, school evaluator, literacy specialist, and teacher. She has served as an educator and instructional leader in inner-city public, charter, bilingual, private, and international schools. Her work includes leading professional development, school reviews, and facilitating school improvement in South America, Central America, and the Middle East. As a school leader her work led to three schools adopting the International Baccalaureate model, establishing a university partnership, and consulted schools in creating school improvement plans, adopting of a new mission, establishing data-informed instructional programs, project-based learning, Reader and Writer’s workshops and the Common Core. She graduated from Santa Clara University with a Bachelor of Arts degree in English Literature. She has earned a Masters in Educational Leadership from Concordia University, and holds both a teaching credential and administrative credential. Amber is based in Oakland, CA.
Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away.
OUR WORK
SEL Evaluations and Innovative Solutions in Chicago
Technical Assistance for CMU
Charter Renewal, Board Development, Strategic Planning & Transition Planning
Board Strategic Planning
Application Evaluations in Louisiana
San Bernardino County Partnership
New & Renewal App Reviews in Mississippi
Indiana New School Application Reviews
PCSGP External Reviews
TLC Work in Washington
Acting as an Expert Witness
One-Day Remote Academic Review
SUNY Charter Schools Institute – TLC’s Client Since 2003
Evaluating Authorizers in Minnesota
New Oversight Processes, Renewal Visits and Application Reviews – NYSED CSO
Strategic Planning for TN State Board of Education
Texas School District Evaluation
Conference Presentation: Create a Strategic Plan
Michigan At-Risk Assessment Review
Evaluating Authorizers in Ohio
Oklahoma Authorizer Strategic Planning
Oakland OCS School Evaluations
Idaho Authorizer Evaluation
Florida Authorizer Strategic Planning
Strategic Planning for Coalition of Independent Charter Schools
School Turnaround South L.A.
Assessment Protocols for Creativity Curricula
Leading Review Teams in New Jersey
Moving the Needle in Alliance Schools
Teacher Evaluation Systems in Inglewood
FROM THE BLOG
5-Year Process for Successful Charter Renewal
The Learning Collective works with charter schools, including those in need of turnaround, to successfully renew their charters. In fact, all charter schools with which
Technical Assistance TLC Provides to Schools
The Learning Collective has been providing technical assistance to schools and non-profits for many years. Some of our work has been assistance with discrete instructional
Tips for Learning & Teaching Through AI
The Learning Collective attended this year’s SXSW EDU conference. We focused much of our time there on learning about the latest in AI. Though we
Lessons Learned from Culture & Climate Renewal Visits in Chicago
In late 2023, The Learning Collective led 23 in-person renewal visits of charter schools authorized by Chicago Public Schools. Most of those visits (18) focused
TLC’s 2023 Highlights
From evaluating schools’ social emotional learning programs to creating new academic accountability frameworks to supporting successful renewals of charter schools, The Learning Collective continued to
TLC Leads 5-Year Goal Setting for all Tennessee Public Schools
During the 2019-20 academic year, The Learning Collective worked with the Tennessee State Board of Education to lead its board and staff members in a strategic planning
Time for Charter Schools’ Strategic Planning
The academic aftershocks of the COVID-19 pandemic continue to affect students across the country. While the pandemic led to many students’ unfinished learning, it also
Large-Scale Charter Renewal Visits
In Fall 2022, Chicago Public Schools engaged The Learning Collective to lead the in-person renewal visits, and report writing on those visits, of 20 of its
University Supported Guide for 2022-23 School Planning
The Center for Charter Schools at Central Michigan University (CMU) teamed with The Learning Collective and Venn Education (Venn) to examine the impacts, changes and
Half-Day Strategic Planning Most Valuable
Through the California Department of Education’s Public Charter Schools Grant Program, The Learning Collective has conducted external reviews of 80 charter schools, 16 of which
Strategic School Turnaround
In a time where change is the only thing education can count on, schools are challenged to focus on high quality learning and teaching, some
Lessons Learned from New Orleans New School Application Evaluations
For four consecutive years, The Learning Collective has conducted the third-party evaluations of all applications for new schools submitted to New Orleans Public Schools (NOLA