Judith C. Hochman, Ed.D., Founder and Chief Academic Officer
Dr. Judith C. Hochman is the creator of the Hochman Method and founder of The Writing Revolution. Dr. Hochman served as the Head of Windward School in White Plains, New York, a nationally renowned independent school focused on teaching students with learning disabilities. She is the founder and senior faculty member of the Windward Teacher Training Institute and a former Superintendent of the Greenburgh Graham Union Free School District in Hastings-on-Hudson, New York. In addition, Dr. Hochman lectures, presents workshops and gives courses for educational organizations, colleges and universities, as well as public and independent schools throughout the United States. She is on the Advisory Board of Everyone Reads, a national advocacy organization for dyslexia and related learning disabilities. She received the New York Branch Award from the International Dyslexia Association. The Reading Reform Foundation presented Dr. Hochman with the Leona D. and Phillip J. Spector Leadership Award. Dr. Hochman is the author of numerous books and articles including Teaching Basic Writing Skills and a chapter entitled Composition: Expressive Language and Writing in the publication Multisensory Teaching of Basic Language Skills.
Jacki Kelly, Executive Director
Jacki Kelly has spent the past 15 years working to ensure that non-profit educational organizations achieve ambitious goals on behalf of low-income students. Immediately prior to becoming the Founding Executive Director of The Writing Revolution, she was the Chief Development Officer and a member of the executive leadership team at Harlem Educational Activities Fund. Before that, she served as Director of Development at Young Women’s Leadership Network (YWLN) where she increased the annual budget from $3 million to $6 million enabling the organization to double the number of low-income students served by its co-ed college success program, College Bound Initiative. Ms. Kelly was a founding staff member at READ Alliance, a literacy and youth development organization which grew to become a thriving non-profit serving thousands of New York City students in partnership with dozens of elementary, middle, and high schools. She has classroom experience teaching English to adult immigrants as well as teaching in New York City elementary schools. She is on the boards of College and Community Fellowship and The Petey Greene Program and serves as Development Chair at Petey Greene. Jacki holds an MA in Elementary Inclusive Education from Teachers College and a BS in Journalism from Northeastern University.
Diane Foley, Faculty
Diane Foley joins The Writing Revolution team after having served the New York City Department of Education for the past 31 years as a Network Leader, Executive Officer for Instruction, Community Superintendent of District 25, Local Instructional Superintendent in Region 3 and a teacher and supervisor in K-8 classrooms. She brings a wealth of experience in elementary and middle school literacy as well as experience in K-8 and middle school instructional practice and supervision. With school, district and regional experience, she is exceptionally knowledgeable and skilled in helping principals establish a collegial professional learning community through her ability to design and deliver differentiated professional development resulting in continuous school improvement. Ms. Foley has presented at numerous national conferences including Association of Supervisors and Curriculum Development, International Reading Association, National Council of Teachers of English and the National Center on Education and the Economy on topics related to Standards Based Literacy Instruction. In addition, she was a contributor to the New York City Edition of the Language Arts Performance Standards.
Sherry Lewkowicz, Faculty
Sherry Lewkowicz became a faculty member at The Writing Revolution in October 2016. She previously taught 11th grade English and Advanced Placement Literature to low-income students at an international school where English Language Learners and mainstream students learned side by side in integrated classrooms. Additionally, she taught playwriting and coordinated her school’s arts programming. During her teaching career, she was a lead teacher, co-led professional development for faculty, mentored new teachers, and worked in partnership with teachers and administration at other schools to improve school quality. Sherry first discovered her passion for helping students improve their writing as an undergraduate Writing Fellow at Brown University, where she later studied again for a Masters in Teaching. She has a background in journalism, having written for the education website Chalkbeat.org and The Star Ledger.
Robyn Reeves Travers M.S., Faculty
Robyn Reeves Travers, M.S., taught at The Windward School from 2001 – 2015. She received a BA from Vassar College and a dual Masters’ Degree in teaching reading and early childhood education from Hunter College. In August 2012, she received her IMSLEC Certification. In addition to teaching 7th grade language arts and social studies at Windward, she gave annual presentations on historic topics such as the Jamestown Colony, the Industrial Revolution, and Anne Frank. She co-taught a workshop with Dr. Judith Hochman, “Summarizing Skills: A Key to Academic Success,” as well as wrote a Professional Development Project for Windward, “Encouraging Language-Impaired Students to Participate in Class.” Ms. Travers also served as a member of a panel for the National Endowment for the Arts, helping to decide how funding should be distributed to schools nationally for arts program. Prior to her teaching career, Robyn was a professional actress, writer, photographer, reporter and anchor for WFAS and WRKL radio stations, and an international anchor for UPI News.
Toni-Ann Vroom, Senior Faculty
Toni-Ann Vroom is now a full-time faculty member at The Writing Revolution. Previously, she was a lead teacher at New Dorp High School in Staten Island, New York. She was a social studies teacher and school-wide writing coordinator, and was responsible for supporting the implementation of the Hochman Method across multiple content areas. A seasoned Hochman Method Senior Faculty member, she has developed content for textbooks and materials for The Writing Revolution and she has presented at The Aspen Institute, South by Southwest and The College Board Foundation, as well as many other venues on the topic of writing.
Jean Williams, Faculty
Jean began her career working as an elementary school teacher for eight years in Queens, NY. Immediately before joining TWR, Jean was an Assistant Principal in Brooklyn, NY with a focus on literacy for elementary school students. Prior to that, she worked as a Literacy Achievement Coach for a network of schools in Queens, some of which were High Impact Partners with TWR. She helped teachers develop writing activities that incorporated TWR strategies into various reading curricula.
Dina Zoleo, Senior Faculty
Dina Zoleo is a senior faculty member at The Writing Revolution. Previously, she was the Assistant Principal of Social Studies at New Dorp High School in Staten Island, NY where she co-led the effort to bring the Hochman Writing Method to New Dorp by seeding and developing it in her department, and then supporting its adoption school-wide. A seasoned Hochman Method Senior Faculty Member, she has developed content for textbooks and materials for The Writing Revolution and she has presented at The Aspen Institute, South by Southwest and The College Board Foundation, as well as many other venues on the topic of writing.
Adrienne Dammacco, Executive Assistant
Adrienne Dammacco joined The Writing Revolution in January 2015. She was a Business Education teacher at Rye Neck High School for 27 years and was responsible for implementing and overseeing the Rye Neck Senior Intern Program in which the entire senior class was placed in unpaid internships, as well as the Rye Neck Community Service Program. Along with these duties, she has taught a multitude of business classes at Rye Neck High School including a SUNY 4 credit accounting class and Managing Your Future in which she worked with eleventh grade students helping them with career/college searches and resumes. Adrienne has served on many boards, including the SUNY Purchase Teacher’s Center Board and the NYS School-to-Career Board.
Katherine Fallon, Associate Director of Development and Communications
Katherine Fallon joined The Writing Revolution as Associate Director of Development and Communications in January 2017. Previously, Katherine served as Senior Manager of Development at Young Women’s Leadership Network (YWLN), a nonprofit focused on youth services and education. There, she managed development processes and systems, while also serving as a front-end fundraiser and grant writer. In her four and a half years at YWLN, Katherine helped to operationalize YWLN’s strategy as their budget grew from $6 million to $11 million, reaching thousands more students. Prior to YWLN, Katherine worked for the Performance Project and the Salvation Army Welfare Office in Massachusetts, and the DOME Project in NYC. Katherine holds a BA in Psychology from Smith College, where she focused her studies on culture and human development.
Leo Johansson-Lebrón, Program Associate
Leo Johansson-Lebrón is a graduate of Brown University, where he majored in Literature and Creative Writing. He first became interested in education and writing instruction while working as an English Consultant to foreign graduate students. He spent a year after graduation teaching at a bilingual, primary school in Madrid, Spain. Leo joined The Writing Revolution in August 2016.
Scott VandeVoort, Director of Operations / Faculty
With a Masters in Accountancy from the University of Iowa and his CPA license, Scott held a variety of roles in accounting and finance during his early career. He spent thirteen years with American Express, reaching the position of Senior Vice President and Lead Financial Officer, before returning to St. Johns University to earn his Masters in Adolescent Education. Most recently, Scott spent five years as a classroom teacher where he supported the implementation of the Hochman Method at his school. He also continues to teach undergraduate cost accounting at Baruch College in New York.