Tanji Reed Marshall

Tanji Reed Marshall, Ph.D., is the senior practice associate for P-12 literacy, leading Ed Trust’s Equity in Motion literacy assignment analysis work.

Prior to joining Ed Trust, Tanji worked in the Office of Academic Programs at Virginia Polytechnic Institute and State University to prepare the school of education’s accreditation with the Council for the Accreditation of Educator Preparation. Before that, she supported prospective secondary English teachers who were working to obtain licensure through the school of education.

Before joining Virginia Tech, Tanji worked for as a district-level literacy specialist in Charlotte–Mecklenburg Schools in North Carolina, where she supported middle schools across the district to refine their literacy practices. She also worked to prepare the district as they transitioned to Common Core standards. Additionally, as a Title I literacy coach, Tanji worked with targeted schools to improve literacy instruction for traditionally underserved students. Her career also includes elementary and middle school classroom teaching in North Carolina and New Jersey, which has allowed her opportunities to consult with school districts across the country to refine and focus teacher practice on literacy and to strengthen student achievement — with an emphasis on traditionally underserved students.

Tanji holds a doctorate in curriculum and instruction, with an emphasis on teacher practice with high-achieving African American students, from Virginia Tech; a master’s degree in English education, with a focus on critical literacy, from the University of North Carolina at Charlotte; and a bachelor’s degree in psychology from Boston College.

Love this conference. It is always the highlight of my year. The level of learning is deep and supportive of the work that I do.

2017 Conference Attendee

This was my first Learning Forward conference experience. I was able to attend with 5 other colleagues. From the moment it started we felt welcomed and a part of a much larger community of teachers/coaches and learners. The sessions were directly relevant to my work and not only gave me new ideas, theories or frameworks but gave me the opportunity to truly reflect on my own practice.

— Heidi Wilhelm