Dr. Marilyn Hosea

Organizational Learning Lead

Dr. Marilyn Hosea resides in Denver with her beloved COVID-19 companion, Berkeley, the Goldendoodle. She is a fourth-generation African American Coloradoan—with family roots and ties in Denver, Pueblo, and Walsenburg, Colorado. Her life story centers around equal access to education, community engagement, and social justice. Her career includes over thirty years of administration and management of federally funded Head Start and public sector organizations in California and Colorado. In 2014, Dr. Hosea founded OrgLearning2 | LLC, a consulting firm that specializes in research, innovation, and consultation on how to create space for storytelling and change within organizations.

In addition to heading OrgLearning2, she also is an Affiliate Faculty member at Anderson School of Business and Economics at Regis University. Dr. Hosea teaches graduate level courses in leadership, innovation, and change management. She maintains an active research and professional academic profile in her current work and personal interests—including being a founding member of the newly incorporated Denver Black Reparations Council (DBRC). The DBRC works in direct collaboration with City/County of Denver and national philanthropic organizations and individuals to heal and correct systematic inequality in the form of housing discrimination, unequal education, law enforcement brutality, mass incarceration, employment discrimination and wealth/opportunity gaps.

Dr. Hosea received her Doctorate in Business Administration (DBA) from Weatherhead School of Management, Case Western Reserve University. Her studies focused on organizational behavior and nonprofit sector governance/leadership. Dr. Hosea is the
recipient of national and international awards, fellowships, and acknowledgment for her professional accomplishments.

Dr. Maritza Lozano

CQI Training Lead

Dr. Maritza Lozano is a researcher and educator committed to the design of environments that support equitable learning for culturally and linguistically diverse students. Currently an Assistant Professor in the Educational Leadership Department at California State University, Fullerton, Dr. Lozano teaches courses in instructional leadership where principal candidates learn to use improvement science to bring about change within their own organizations. Dedicated to working in partnership, Dr. Lozano regularly collaborates with leaders, instructional teams, and scholars, in an effort to impact students’ learning trajectories and improve school-based learning experiences. Dr. Lozano brings 23+ years of professional experience working with school communities across the United States to her work with the Q.I. Network.

Dr. Lozano earned her Ph.D. in education from the University of California, Los Angeles. She holds an M.A. in Education with an emphasis in Reading, K-12, from California State University, Los Angeles and a B.A. in Spanish Literary Studies from Occidental College.

April Morris

Analytics Lead and Trainer

April Morris is a founding partner of CCR Analytics. Prior to starting CCR Analytics in 2006, April was a Senior Data Analyst at child care non-profits Crystal Stairs and Child Development Resources of Ventura County. She specializes in quantitative and statistical analysis for the child care sector. She holds a Master’s degree in Applied Economics, with an emphasis in Quantitative Analysis and undergraduate degrees in Mathematics and Economics from the University of California Santa Cruz.

Dr. Rebecca Colina Neri

CQI Trainer and Coach

Dr. Rebecca Colina Neri is an educational consultant and Assistant Professor of the Learning Sciences at Indiana University, Bloomington. Her work focuses on the intersections of race, culture, trauma, and learning across K-16 learning contexts. Rebecca utilizes an equity-centered, data-driven, and practice-oriented approach to building research-practice partnerships with schools focused on improving students’ educational, career, and life trajectories. Her approach to both research and educational consulting is founded on the belief that the pursuit of robust justice in education requires both centering the voices and experiences of minoritized students and examining, to redress, the practical realities and context-specific demands of the complex systems students navigate. As such, Rebecca’s approach integrates conceptual and pragmatic tools from asset-based frameworks (e.g., Culturally Sustaining Pedagogy, Funds of Knowledge) with the study of how complex systems, like schools, produce “wicked” problems of practice and influence the implementation of practice-based interventions (e.g., Improvement Science). In her consulting work, Rebecca also combines her training and expertise in improvement science, critical race theory, and culturally sustaining pedagogies with her practitioner experience as a mathematics teacher and instructional coach. As a mathematics teacher and instructional coach for 12+ years across K-16 contexts, Rebecca developed a deep understanding of how content, pedagogical, and racial/cultural know-how interact with systemic factors (e.g., institutional barriers, conflicting responsibilities, lack of quality support and resources, etc.) in ways that can either empower or hinder student learning and well-being. Rebecca’s lived experiences supporting family members and students in the navigation of multiple systems related to schooling, foster care, mental health, incarceration, and healthcare have also greatly inspired her work. She has learned that addressing complex problems of schooling (i.e. trauma, gaps in learning, teacher-student relationships, school culture, family partnerships, etc.) requires finding, or designing, opportunities to learn and collaborate across communities, sectors, disciplines, and systems.