Ariel Tichnor-Wagner is a senior fellow of global competence at ASCD. In her role, she advocates for, develops, and implements innovative frameworks, tools, and professional learning experiences that support educators in fostering the knowledge, skills, and attitudes students need to succeed in a diverse, interconnected world. Tichnor-Wagner began her career as an elementary school teacher in a high-poverty school district in Phoenix, Arizona, where she taught primarily English language learners. She received a master's degree in Elementary Education from Arizona State University, and a doctoral degree in Education Policy, Leadership, and School Improvement from the University of North Carolina at Chapel Hill. As an educator and researcher, she is committed to identifying and leveraging policies and practices that improve academic and social-emotional outcomes of culturally and linguistically diverse students and that foster global citizenship. Hillary Parkhouse is an assistant professor of teaching and learning at Virginia Commonwealth University School of Education. She began her career as an English and history teacher in Santo Domingo, Dominican Republic. She then taught high school social studies and English as a second language in the Washington Heights neighborhood of New York City. Her research focuses on issues of diversity and equity in education, particularly how teachers create inclusive environments and curricula and how students develop the critical citizenship skills necessary for creating a more just future. Dr. Parkhouse has published in Theory and Research in Social Education, The New Educator, and The Journal of Social Studies Research. Jocelyn Glazier is an associate professor of education at the University of North Carolina at Chapel Hill. Her research and teaching focus is on supporting teacher development of innovative and empowering pedagogies to support all students, particularly those most marginalized in schools. Her qualitative work raises important questions about the potential of transformative, experiential teaching practices at all levels of education and across multiple contexts--local, national, and international. An important element of this work focuses on teacher learning about diversity, inequity, and social justice, both locally and abroad. Her research has appeared in The Harvard Educational Review, Teachers College Record, The New Educator, the Journal of Experiential Education, and Teaching Education. Recently, Glazier served as a 2017-2018 mentor in the Global Teacher Education Fellowship program and was a 2018 Transformative Teacher Educator fellow.