Leadership, Program Development, and Professional Services

Mariale Hardiman, EdD is Professor of Education and the Interim Dean at the Johns Hopkins University School of Education.  She also leads the School of Education as Vice Dean of Academic Affairs.  Dr. Hardiman is the co-founder and director of the Johns Hopkins University School of Education's Neuro-Education Initiative, which brings to educators relevant research from the learning sciences through the Mind, Brain and Teaching masters and doctoral courses and professional development programs.

 Her research and publications focus on enhancing educational practices through techniques that foster innovation and creative problem-solving.  Current research includes a randomized control trial investigating the effects of arts integration on long-term retention of content and student engagement.  She is also investigating how knowledge of the learning sciences influences teaching practices and teacher efficacy beliefs.  

Dr. Hardiman's work has also led to the creation of partnerships within the university and community, including STEM education pilot programs, neuroeducation summits, and a principal leadership academy for Baltimore City Public Schools.

Before joining Johns Hopkins in 2006, Hardiman served in the Baltimore City Public Schools for more than 30 years.  As the principal of Roland Park Elementary/ Middle School, she led the school to its designation as a Blue Ribbon School of Excellence.  With the use of the Brain-Targeted Teaching Model® that Hardiman developed, the school was recognized by the Kennedy Center as a School of Distinction for the arts programming and arts integration.  Dr. Hardiman presents nationally and internationally on topics related to the intersection of the arts.  Recent presentation include the Salzburg Global Seminar, The United States Department of Education, American Educational Research Association, Oregon Health and Science University, and Learning and the Brain Conference.  Her books include Brain-Targeted Teaching® for 21st Century Schools, and Connecting Brain Research with Effective Instruction. Her recent research publication is "The Effects of Arts Integration on Long-Term Retention of Academic Content" in Mind, Brain and Education (2014).

Dr. Hardiman received her undergraduate and graduate degrees from Loyola University Maryland and her doctorate from Johns Hopkins University.


Clare O'Malley Grizzard has worked with the Brain-Targeted Teaching Model® (BTT) since its inception.  She continues to train educators to integrate the arts as part of the BTT model, including the arts' value in effective teaching and learning.  Clare teaches at Roland Park Elementary/Middle School, an award-winning model school for arts programming in Baltimore City.  She serves as the school's Fine Arts Coordinator and Arts Integration Specialist.  As adjunct professor at Maryland Institute College of Art (MICA), Clare mentors in pre-service training for MICA's Center for Arts Education.  She also serves as adjunct faculty at Johns Hopkins University, where she is a curriculum specialist for the School of Education, working on research team studying the effects of arts education. With a long career in independent consulting in museum education, she has taught adults and children at the Walters Art Gallery, the Baltimore Museum of Art, and the National Gallery of Art in Washington D.C.  Clare received her B.F.A from Pratt Institute and her Master's in Art Education from the Maryland Institute College of Art.  She has been recognized by the MAEA as Maryland Elementary Art Educator of the Year, was twice named Baltimore City Art Teacher of the Year, and was named MetLife Ambassador in Education.  


Georgia Kay Woerner is an assistant principal at Roland Park Elementary/Middle School in Baltimore. She received her undergraduate degree from the University of Miami, and her M.Ed. in secondary education from Towson University, and will receive an M.S. in Educational Studies from Johns Hopkins University in May 2010. She is certified by the state of Maryland to teach both English and biology, and holds national certification from the National Board for Professional Teaching Standards. She taught middle school science for eight years, then served as the math/science coordinator for the elementary school for two years, before beginning her current role as the elementary assistant principal. She also coordinates the school’s gifted and talented program.


Miss Woerner may be reached at gwoerner@braintargetedteaching.org


Susan Rome holds a BFA in Acting from Boston University, a post-baccalaureate degree in teaching from Western Washington University’s Seattle Urban Teacher Education Program (SUTEP), and a M.Ed. in School Improvement and Leadership from Goucher College. She lived in Los Angeles for eight years, where she co-founded the acclaimed Road Theatre Company. She began her teaching career at the Road in an after-school program which was implemented with a grant from Los Angeles County Council on the Arts. She taught Language Arts, Social Studies, Creative Writing, and Drama at Meany Magnet Middle School in Seattle, Washington. She taught Social Studies at Roland Park Elementary/Middle School. The focus of her teaching has always been designing and implementing arts-integrated curriculum to enhance student achievement.

Since 2002, Susan has taught at the Baltimore Lab School, a division of the Lab School of Washington. The Lab School is an arts-based school for children with mild to severe learning differences. The arts are the cornerstone of the Lab School’s philosophy that all children can succeed. Susan uses Brain-Targeted Teaching™ in all of her teaching at Lab, and as the Methodology Coach, trains other teachers how to use Dr. Hardiman's approach.

Susan coaches acting and also has a career as a stage and film/TV performer. Selected credits: NYPD Blue, The Wire (seasons 1-4), John Waters’ A Dirty Shame, and the recent film “My One and Only” starring Renee Zellweger. On stage recently, she has worked at Theatre J (DC), Rep Stage (Columbia), and at the Baltimore Shakespeare Festival.


Amanda Barnes has been teaching in Baltimore City for six years and is currently the enrichment teacher and coordinator at Roland Park Elementary Middle School. She holds a Bachelor of Arts in Elementary Education and a Master of Education in School Improvement Leadership from Goucher College. She has a strong background in theater, music, and dance and believes that the best teaching and learning can occur when the arts are effectively incorporated. Baltimore has been her home since birth, providing her with many fantastic learning opportunities. She has two dogs, Mocha and Bruiser and a wonderful, loving, supportive family.


Emma Gregory is a Postdoctoral Fellow with the Neuro-Education Initiative (NEI) at the Johns Hopkins School of Education.  She received a PhD in Cognitive Science at Johns Hopkins University in 2010.  Her research during graduate school investigated aspects of visuo-spatial cognition through behavioral testing (e.g., measuring accuracy, reaction time) with adults, normally-developing children and individuals with specific cognitive impairments.  Gregory uses her experience as a cognitive scientist in order to explore how research findings relating to the mind and brain can address learning and teaching.  In addition, along with the team of researchers in the NEI, Gregory is conducting experimental studies considering the effect of knowledge about the neuro- and cognitive sciences on teaching practice as well as whether an arts-integrated curriculum leads to long-term retention of content.  Gregory also teaches in the Mind, Brain, and Teaching certificate at Johns Hopkins.


Luke Rinne is a postdoctoral fellow with the Johns Hopkins University School of Education’s Neuro-Education Initiative. As an undergraduate, he studied mathematics and humanities at the University of Texas at Austin. He received his Ph.D. in Education from the University of California, Berkeley in 2010. His graduate research investigated the cognitive processes through which people interpret and use numerical information to make judgments and decisions in everyday contexts. Using his experience in the fields of cognitive science and education, Rinne hopes his work with the Neuro-Education Initiative can help bridge the gap between learning research in the brain sciences and current pedagogical practices. Rinne also teaches in the Mind, Brain, and Teaching Certificate Program, and along with colleagues, he is currently studying the effect of providing practicing teachers with knowledge from the neuro- and cognitive sciences, as well as the effect of arts-integrated curricula on memory for content.    


Julia Yarmolinskaya is a Postdoctoral Fellow with the Neuro-Education Initiative (NEI) at the Johns Hopkins University School of Education. She received a Ph.D. in Cognitive Science at Johns Hopkins in 2010. Her graduate research investigated perception and acquisition of foreign language using both behavioral measures and functional Magnetic Resonance Imaging (fMRI). As a part of the team of researchers at NEI, Yarmolinskaya – a former high-school teacher herself – studies how neuro- and cognitive sciences can inform teaching and be applied to classroom instruction to help improve student achievement. Yarmolinskaya also teaches in the Mind, Brain, and Teaching certificate, as well as the Center for Language Education and in the Cognitive Science Department at Johns Hopkins.


Ranjini Mahinda JohnBull is an Assistant Professor teaching and advising in the Johns Hopkins School of Education's EdD and master certificate programs, and serves as the faculty lead for the Mind, Brain and Teaching program.  Her work centers on improving educational and life outcomes of traditionally disadvantaged students and children living in poverty through research on teacher beliefs and teacher practice.  Dr. JohnBull's research encompasses cultural competence and teacher efficacy studies.  As a core member of Dr. Hardiman's team, she participated in the arts-integration study in Baltimore City as well as professional development investigations of the Brain-Targeted Teaching® model's effects on teaching efficacy.

Before joining the faculty, she received her masters and doctorate from the Curry School of Education at the University of Virginia and completed a postdoctoral research fellowship at Johns Hopkins University School of Education.  Prior to joining Dr. Hardiman's research lab for a two-year postdoctoral research fellowship, Dr. JohnBull served as a music teacher in two St. Louis City charter schools, provided teacher training and micro-business strategic development in Uganda with the U.S. Peace Corps, and coordinated the graduate student assessment data collection for accreditation of the Education Leadership program at the University of Virginia.  Her work has been presented before the Learning and the Brain Conference, American Educational Research Association, University Council of Education Administration and published in Principal.


Kathleen Mazurek is a Research Assistant at the Neuro-Education Initiative.  Since 2014, Kathleen has worked with curriculum writers to create and coordinate instructional materials for a STEAM pilot program in Baltimore City Public Schools.  This pilot program is modeled after the study recently published in Mind, Brain and Education.  An arts, STEAM, and special educator since 2009, Kathleen is currently piloting the Tech Kids after school program at Liberty Elementary, whose principal is a White House fellow.  This STEAM education program is informed by her previous work with Digital Harbor Foundation, Arts Every Day, Baltimore City Public Schools, and Kennedy Kreiger Institute.


Joe Meredith is the Executive Specialist with the Dean's Office at the Johns Hopkins University School of Education. Joe assists in managing the many projects and initiatives with the Dean's Office.  He recieved his M.Ed. from the University of Maryland, College Park, specializing in School Counseling.  Joe majored in Psychology as an undergraduate at the University of Delaware.  Prior to joining Johns Hopkins University, he was a school counselor in a middle school in Northern California. 


Laurie Ascoli is a Research Assistant with the Neuro-Education Initiative and a Masters' Candidate in Education with concentrations in Urban Education and Mind, Brain and Teaching at Johns Hopkins University School of Education.  She received her B.A. from Stonehill College in 2007 with English, Theater Arts, and Education.  Prior to her work at Hopkins, Laurie spent six years as Program Manager at Young Playwrights' Theater, a nationally recognized arts education non-profit in Washington, D.C.  She has also worked in various capacities with the Kennedy Center, Imagination Stage, Arena Stage, and Roundhouse Theater.  A Rhode Island native, Laurie currently lives in Washington D.C. with her husband Ryan and their cat.