About Brattle Education
For nearly two decades, Brattle Education, a division of Brattle Publishing Group, has partnered with clients to deliver transformative, high‑impact global education projects. Our portfolio spans instructional design, curriculum development, and capacity‑building initiatives, producing tens of thousands of pages of multilingual content and pioneering blended learning models in language arts and mathematics. These efforts have trained thousands of educators worldwide, strengthened national education systems, and informed policy reforms that continue to shape classrooms worldwide.
Reimagining International Education Consulting
The international development landscape shifted dramatically, and like many, we were affected. In response, we convened our long‑trusted colleagues in October 2025 to rebuild and expand the international education portfolio, ensuring that the talent, insight, and institutional knowledge that define our work remain at the forefront of sector innovation.
We now operate with a strategic alliance of independent consultants, actively pursuing new partnerships and contracts with global funders. Our expertise spans education systems strengthening, education finance, AI in education, curriculum and assessment development and publishing, program evaluation, and advanced project management.
What sets us apart is our ability to mobilize top‑tier experts through a lean, cost‑efficient consultancy model that delivers world‑class quality and strategic insight, combined with local knowledge and contextual understanding from our extensive network of local consultants. Our approach ensures that our partners build capacity, secure ownership, and develop sustainable solutions long after our external support concludes. This approach not only maximizes impact but also guarantees that every investment yields lasting value at lower cost.
Our Services
- Instructional Design
- Editorial Services
- Graphic Design & Illustration
- Page Production
- Project Management
- Multilingual Development
- Product Solutions
- AI Prompt Engineering
Leadership
Mr. Lena is an entrepreneurial education executive and instructional designer with more than 30 years of experience leading digital innovation, product development, and strategic growth initiatives across K–12, higher education, and workforce learning. As a Founder of Brattle Publishing Group, he has directed cross-functional teams, built federal and industry partnerships, and delivered hybrid instructional solutions grounded in research-based practice and emerging technologies. His prior roles include managing a multimillion higher education portfolio at Cengage Learning and leading technology, editorial, and production teams at Houghton Mifflin Harcourt. There he advanced large-scale digital strategies and improved operational efficiency. He holds a Master of Education from the Harvard Graduate School of Education, a Bachelor of Science in Political Science, summa cum laude, from Suffolk University, and a certificate in AI Prompt Engineering from Vanderbilt University.
Ms. Korda Poole brings more than 20 years of experience leading global projects and delivering measurable impact. She has secured and directed projects ranging from $10-100M and provided strategic oversight for portfolio implementation, ensuring operational excellence, compliance, and long‑term sustainability. Ms. Korda Poole builds and mobilizes cross-functional teams, having supervised more than 25 staff including 13 direct reports, and consistently delivers results on high‑stakes initiatives across multiple regions. She holds a Master’s Degree in International Development Policy from Duke University. She also serves as Brattle’s Senior Project Director.
Advisors and Experts
Dr. Crouch brings more than three decades of global experience in education policy, finance, and reform. He has served as Vice President and Chief Technical Officer at RTI International’s International Development Group, as well as Lead Education Economist at the World Bank and Team Coordinator for the Global Partnership for Education’s Good Practices Group. Dr. Crouch is recognized internationally for his expertise in decentralized finance, political economy of reform, and education statistics, having advised governments in South Africa, Egypt, Peru, and Indonesia on funding formulas, decentralization, and large‑scale system change. His recent work has focused on early grade reading and early childhood development as key entry points to improving education quality, alongside pioneering approaches to evidence‑based policy dialogue and sustainable reform. Dr. Crouch holds a Ph.D. in economics and has contributed extensively to global research, publications, and advisory networks shaping education systems worldwide.
Mr. Cummiskey brings more than 16 years of experience in international education, health, and governance, with deep expertise in statistical operations, survey design, and evaluation. He has led global teams of statisticians and analysts, establishing gold‑standard processes for sampling, data collection, and statistical analysis across dozens of USAID‑funded initiatives. Known for his ability to increase efficiency, reduce costs, and minimize human error, he has developed more than 100 automation macros in Stata and SAS, trained more than 100 professionals in data analysis, and designed workshops on survey methodology and data monitoring in more than a dozen countries. Mr. Cummiskey holds a Master of Public Health in Biostatistics and a Bachelor of Science in Biological Chemistry from the University of North Carolina at Chapel Hill, and his work has been widely published and recognized with multiple awards for innovation and impact.
Mr. DeStefano brings more than three decades of experience advancing education reform, governance, and system strengthening worldwide. Recently retired after 15 years as Senior Director for Policy, Systems, and Governance at RTI International, he has led multimillion‑dollar USAID initiatives across Asia, Africa, and the Middle East, providing technical leadership in teacher professional development, school finance, decentralization, and large‑scale reform. Known for his expertise in policy analysis, institutional capacity development, and evidence‑based evaluation, he has advised ministries of education in more than 25 countries, authored influential studies on early-grade learning and education system finance, and contributed to global dialogues on scaling innovation and reform. Mr. DeStefano holds a Master of Education in Administration, Planning, and Social Policy from Harvard University and a Bachelor of Science in Education from Adelphi University, grounding his leadership in both academic rigor and practical experience.
Dr. Dubeck brings more than two decades of experience advancing foundational literacy and numeracy across Sub‑Saharan Africa, Asia, and Latin America. She has provided technical leadership on multimillion‑dollar USAID and Gates Foundation initiatives, including large‑scale early-grade reading programs in Kenya and multi-country studies on gender differences in learning outcomes. Known for her expertise in instructional design, teacher professional development, and assessment innovation, she has contributed to the development and refinement of tools such as the Early Grade Reading Assessment (EGRA) and authored influential studies on structured pedagogy, language of instruction, and effective teacher support. Dr. Dubeck holds a Ph.D. from the University of Virginia and has published extensively through RTI Press and international journals, shaping global dialogue on evidence‑based approaches to improving literacy outcomes at scale.
Ms. Harden brings more than a decade of experience leading multilingual education and literacy initiatives across Africa and Asia. She has provided technical leadership for multimillion‑dollar programs funded by USAID and private foundations, guiding curriculum design, materials development, teacher training, and rigorous monitoring and evaluation. Known for her expertise in structured pedagogy, language of instruction, and evidence‑based approaches to literacy, she has overseen the creation of thousands of children’s books in more than a dozen languages, supported ministries of education in curriculum reform, and advanced innovative assessment tools, such as self‑administered EGRA and EGMA. Ms. Harden holds a Master of Science in Education (Curriculum and Instruction, Reading Education) from the University of Kansas and a Master of Arts in Linguistics (TESOL) from Indiana University, grounding her technical leadership in both research and practice.
Ms. Lucas (formerly Pouezevara) brings more than 25 years of experience applying innovative, inclusive, technology‑enabled approaches to education in low‑resource environments. She has led multimillion‑dollar initiatives, including the Philippines All Children Reading program, where she advised the government on their EdTech strategy, oversaw the development of interactive, digital textbooks by teachers in 13 languages, piloted AI‑driven literacy assessments, and produced more than 30 policy and research outputs. Known for her research and evaluation, instructional design and knowledge management skills, she has advanced foundational learning through the introduction of evidence-based, user-centered digital tools that can scale through local ecosystems. Ms. Lucas holds a Master of Arts in International Educational Development from Teachers College, Columbia University, a Graduate Certificate in Teaching Adult Learners from Portland State University, and a Bachelor of Arts in French and German from the University of Colorado, Denver.
Ms. Mejía brings nearly two decades of experience designing and leading foundational literacy and teacher professional development initiatives across Africa, Latin America, and Asia. She has directed and provided technical leadership for multimillion‑dollar programs, including USAID’s Tusome Early Grade Reading Activity in Kenya ($52M), the Literacy Achievement and Retention Activity in Uganda, and recent projects in the Dominican Republic, Honduras, Guatemala, and Uzbekistan. Known for her expertise in instructional design, curriculum development, and evidence‑based pedagogy, she has trained and supported thousands of teachers, authored structured pedagogy guides, and advanced national remediation strategies in collaboration with ministries of education. Ms. Mejía holds a Master of Education in Curriculum and Instruction from the University of Texas at Austin and a Bachelor of Arts in Psychology from Rice University, grounding her advisory work in both research and practice.
Ms. Melton brings more than a decade of experience managing multimillion‑dollar initiatives across education, health, and governance. She has directed operations for large‑scale USAID programs, including Tanzania’s Tusome Pamoja ($39M) and Cambodia’s All Children Reading ($14M), ensuring strategic alignment, operational efficiency, and measurable results. Known for her expertise in financial oversight, staffing and contracts management, and cross‑functional coordination, she consistently delivers high‑performing teams and streamlined operations. Ms. Melton holds dual master’s degrees in International Relations and Diplomacy and Strategic Negotiations and Diplomacy from universities in Paris, as well as a Bachelor of Arts in Political Science and English from the University of Vermont.
Mr. Rodd brings more than 30 years of experience in education program design, implementation, and evaluation, with long‑term management assignments in Tanzania, Haiti, Nigeria, and Uganda. He has directed and provided technical leadership for multimillion‑dollar USAID contracts, including Tanzania’s Jifunze Uelewe ($45M), Jordan’s Reading and Mathematics Project ($67M), and Nepal’s Early Grade Reading Program. Known for his expertise in teacher professional development systems, policy and governance reform, education decentralization, and EMIS development, he has advanced sustainable early-grade reading reforms and strengthened district‑level education support across multiple countries. Mr. Rodd holds a Master of Arts in Economics and African Studies from Johns Hopkins University’s School of Advanced International Studies and a Bachelor of Arts in Economics and Economic and Social History from Bristol University.
Ms. Scislowicz brings more than 20 years of experience directing complex, donor‑funded education programs across multiple regions. She has managed multimillion‑dollar initiatives, including a $67M early-grade reading project in Tanzania, overseeing operations, finance, HR, and compliance while leading teams of 40–100 staff. Known for her empathetic leadership and operational expertise, she consistently delivers measurable impact, strengthening systems and building cohesive, high‑performing teams in challenging contexts. Ms. Scislowicz holds a Master of Arts in Intercultural Service, Leadership & Management from SIT Graduate Institute and a Bachelor of Arts in French from Colorado College, grounding her leadership in both cross‑cultural fluency and academic rigor.
Dr. Sitabkhan brings more than a decade of global experience designing, implementing, and evaluating foundational mathematics programs across Sub‑Saharan Africa, Central America, and Central Asia. She has provided technical leadership for multimillion‑dollar initiatives, including the Gates Foundation’s Numeracy at Scale project and Kenya’s Tayari Preprimary Program, advising ministries of education on curriculum development, teacher training systems, and policy reform. Known for her expertise in early-grade mathematics pedagogy, differentiated instruction, and culturally responsive teaching, she has authored more than 20 peer‑reviewed studies, developed international frameworks for teacher knowledge and decision‑making, and served as an invited expert for USAID’s Global Proficiency Framework for Mathematics. Dr. Sitabkhan holds a Ph.D. in Education from the University of California, Berkeley, and her work continues to shape global dialogue on effective, equitable mathematics education.
Our Core Team
Mr. Fulton brings extensive experience in curriculum development, educational publishing, and digital content production, managing complex projects from conception through delivery at Brattle Publishing Group. He has overseen accessible print and digital materials, coordinated cross-functional teams, and ensured compliance with best practices in accessibility and instructional design. Beyond project management, Mr. Fulton co-hosts the widely-listened-to Secrets & Spies podcast, producing research-driven discussions on geopolitics and intelligence, and has contributed to student learning as a graduate teaching assistant and certified substitute teacher. His professional background spans international policy internships, individualized support for people with disabilities, and scholarly publication, reflecting a commitment to education, equity, and high-quality content development. Mr. Fulton holds a Master of Arts and Bachelor of Arts in English from Rutgers University–Camden.
Ms. Karton is a seasoned publishing leader with a distinguished record in the development of K–12 educational and children’s trade products. Over her career, she has directed the creation of dozens of comprehensive language arts and literature, social studies, and science programs for major national and international publishers, bringing strategic insight and editorial rigor to each initiative. A former sixth grade reading and language arts teacher, Ms. Karton authored a linguistics textbook adopted district-wide—a contribution that continues to inform her deep understanding of classroom realities and instructional needs. She holds a Bachelor of Arts in English from the University of Michigan, a Master of Arts in English from Northwestern University, and a certificate in AI Prompt Engineering from Vanderbilt University.
Mr. Wolff is a creative project director with 15 years of experience leading cross-functional teams to deliver high-quality educational products, public programs, and multimedia experiences. At Brattle Publishing Group, he oversees complex, multilingual content and production workflows, serving as a key liaison across design, content, and vendor teams while guiding projects from planning through delivery. His work spans scheduling and budget management, capacity-building training, translator coordination, and the development of instructional materials for K–12 programs in multiple national languages. Prior to Brattle, Mr. Wolff directed exhibitions, events, and organizational operations for the American Institute of Architects Houston and later supported applied materials development at Reynolds Advanced Materials. He holds a Bachelor of Fine Arts from the University of Houston and has pursued advanced study in public history, creative writing, and AI prompt engineering, reflecting a career grounded in both creative practice and operational excellence.
Ms. Alexander is an accomplished educational publishing professional with extensive experience developing K–12 ELA curricula for both print and digital platforms. She integrates current standards, culturally responsive practices, and engaging content to design instructional materials that support diverse learners and drive meaningful learning. Recognized for her strategic decision-making and collaborative leadership, Ms. Alexander excels in developing scope and sequence frameworks, authoring and editing reading comprehension texts, and creating authentic, representative passages that reflect the experiences of all students. She holds a master’s degree from the University of Florida and a Certificate of Management in Educational Leadership from Texas Woman’s University.
Ms. O’Leary brings more than two decades of experience designing standards-aligned English Language Arts, Social Studies, and other curricula. She has led complex content development initiatives, applying her expertise in instructional design, project management, and quality assurance to ensure materials meet rigorous academic expectations. Known for creating engaging, inquiry-driven learning experiences, Ms. O’Leary collaborates effectively with clients, subject matter experts, and cross-functional teams to deliver coherent, pedagogically sound products. She holds a Master of Education from Harvard University, grounding her work in research-based practice and a commitment to high-quality learning outcomes.
How We Develop Learning Materials
Brattle uses the latest educational research to design and develop effective instructional solutions. We offer complete creative services including instructional design, design and layout, and production. We also schedule and manage large-scale projects.
The Brattle team has experience using multiple approaches based on our clients’ preferred development processes. We have successfully implemented a number of methodologies including traditional ADDIE and waterfall models, Agile learning processes, and Design Thinking problem solving.
Tell us about your process and we will use it to best partner with you!
ADDIE Process—Phases of Training Program Design
Partnering with Brattle!
Click to download our teaming and development process for supporting your projects.
