Bio

Dr. Tiffany Peltier is a recognized expert in translating research into practical, actionable strategies for educators. Her career in schools spans such roles as an elementary teacher and district literacy coach in Texas, Maryland, North Carolina, and Oklahoma and as a university lecturer in literacy, special education, and learning sciences at Texas A&M, the University of Oklahoma, and the University of Georgia.

A passionate advocate for evidence-based practices, Dr. Peltier has created, facilitated, and trained consultants to deliver in-person, virtual, and asynchronous professional learning sessions nationwide. She contributes her expertise to various organizations, serving on CERI’s Board of Directors and Learning Ally’s National Advisory Board, and as a guest editor for ILA magazine’s special issue on dyslexia.

As a former Research Scientist at NWEA’s Collaborative for Student Growth, Dr. Peltier advanced teacher training and research on early literacy, reading difficulties, and dyslexia. In her current role as the Director of Professional Learning at NWEA, she lends her expertise across the organization and leads the vision for the Science of Reading Professional Learning Suite.

Dr. Peltier’s expertise in literacy, data-based decision-making, special education interventions, learning science, and dyslexia is evident in her numerous peer-reviewed publications in research and practitioner journals. She actively disseminates research findings through blogs, media outlets, and social media, aiming to debunk misconceptions and promote high-impact practices for improving literacy systems, professional learning practices, and student outcomes.

Here is her CV:

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