For more than two decades, Sara Lev has been committed to cultivating learning environments that foster joy, curiosity, and independence for all children—especially our youngest learners. A long-time early childhood educator, she has worked as a classroom teacher, teacher-leader, and instructional coach in diverse school settings, and has consistently found that the heart of powerful learning environments is Project Based Learning (PBL). Sara’s work centers the belief that young children are capable thinkers whose questions, relationships, and identities can shape meaningful, community-connected learning.

Sara earned a bachelor’s degree from the University of Rochester and an MS.Ed. in Early Childhood Education from Bank Street College of Education in New York City. She is a member of the National Faculty of PBLWorks, and a frequent contributor to Edutopia, where she writes about a variety of topics related to early childhood PBL, play, SEL, and inquiry.

In addition to her consulting work, Sara currently serves as a Teacher on Special Assignment (TOSA) in Los Angeles, where she supports the Transitional Kindergarten (TK) program, designs and leads professional development, and provides instructional coaching across TK–12.

She is the co-author of Implementing Project Based Learning in Early Childhood: Overcoming Misconceptions and Reaching Success (Routledge, 2020) and a contributing author to Making Mathematics Come Alive in the Elementary Classroom with Project Based Learning (NCTM, 2021). Sara is also writing and editing a forthcoming book about early childhood PBL, featuring stories and practices from classrooms around the world. She draws on her experience as a teacher, coach, and consultant to support educators in creating learning environments that honor young children’s curiosity and growing independence.

Sara earned a Bachelors degree from the University of Rochester and a Masters in early childhood education from Bank Street College, and is a member of the National Faculty of PBLWorks. She is passionate about the integration of Project Based Learning and Social and Emotional Learning (SEL), and in addition to her work with PBL, she often facilitates workshops and trainings on the topics of Yoga, mindfulness, restorative practices, culturally responsive teaching and SEL with a variety of organizations such as Yoga Ed., Circle Ways, Breathe for Change, AdaptiveX and A Thousand Joys.

Sara is the co-author of Implementing Project Based Learning in Early Childhood: Overcoming Misconceptions and Reaching Success (Routledge, 2020)and a contributing author to Making Mathematics Come Alive in the Elementary Classroom with Project-Based Learning (NCTM, 2021). She lives in Los Angeles with her husband and two sons.

Amanda Clark, Ph.D., is a lifelong learner and educator who brings passion, curiosity, and deep expertise to every role she holds. Over her 20+ year career, Amanda has inspired students, families, colleagues, and pre-service teachers as a classroom teacher, Literacy Leader, Instructional Coach, Assistant Professor, and Learning Designer.

Her passion for project-based learning (PBL) began with a deep dive into the Project Approach, after which she immediately began designing rich, inquiry-based experiences that fostered critical thinking, creativity, and problem-solving in young learners. Today, she is recognized for her ability to craft meaningful, student-centered learning environments across PK–18 settings.

Amanda is deeply committed to equity, innovation, and excellence in education. As a lead learner herself, she stays at the forefront of pedagogical research, continually seeking ways to transform teaching and learning through engaging, evidence-based practices. Her professional learning sessions are known for being collaborative, empowering, and impact-driven—resulting in lasting change for educators and students alike.

Amanda holds a Ph.D. and Master’s degree from Drake University and credits her foundational experiences at Simpson College with shaping her identity and passion as an educator.

Since beginning her educational career in 2008, Erin has held a variety of roles including classroom teaching, instructional coaching, technology integration, and professional learning for campus leaders. Through it all, she has witnessed a profound difference in how deeply learners engage in the classroom when they are centered. The core of her work is bringing authentic, joyful learning experiences to children of all ages and abilities. Erin believes each child can engage in meaningful ways with the world around them and strives to help educators harness students’ potential. Her passion lies in coaching teams of school leaders and teachers through constructive questioning and collaborative conversations that lead to new understanding, specifically around systematically incorporating high quality Project Based Learning. 

Erin holds a B.S. in Early Childhood Education from Abilene Christian University and an M. Ed., with a focus on Curriculum and Instruction, from Texas State University.