Dayna Laur
Dayna Laur
Dayna Laur’s arc of professional learning began in 1998. Dayna’s doctoral level work has focused on the research behind connecting learners to subject matter experts as they leverage their value-added feedback in order to improve authentic challenge outcomes. Specifically, she is interested in the ways in which these connections can occur virtually to overcome the logistical challenges many rural schools experience. Her experience includes Special Ed., Advanced Placement, Department Chair, Career Academy Coordinator, and designing online coursework for adult learners. Her diverse facilitation and coaching expertise have allowed her to interact, globally, with pre-K to post-secondary professionals since 2008. At Project ARC, Dayna strives to empower educators and their learners by implementing authentic learning experiences, a topic she pioneered in her 2013 book, Authentic Learning Experiences: A Real-World Approach to PBL.
Jill Clayton
Jill Clayton
Jill Clayton’s arc of professional learning began in 1996. Her experience includes STEM, Network Director, International Baccalaureate Coordinator and Trainer and School Leader. She has worked at the university level, designing transformational leadership programs for aspiring principals. She founded a Spanish Immersion and Dual Language Project Based Learning School in Dallas, Texas. Her extensive professional development background includes training in urban, charter and private schools all over the world. Jill’s philosophy is that relevant learning experiences prepare children and adults to be critical thinkers who use creativity to solve challenges. “Jill’s philosophy is that relevant learning experiences prepare children and adults to be critical thinkers who use creativity to solve challenges, a philosophy she details in her new book with Dayna Laur, Developing Natural Curiosity through Project-Based Learning: Five Strategies for the PreK–3 Classroom.”
Tim Kubik
Tim Kubik
Dr. Tim Kubik’s arc of professional learning spans 21 years of teaching in primary through post-graduate learning environments. His experience includes Team Leader of three different interdisciplinary grade level teams, Department Chair, and Associate Head of Upper School. Over the past eight years, he has facilitated workshops for over 5,000 educators from around the world. At Project ARC, Tim brings a spirit of passionate and innovative collaboration to the complex challenges learning organizations face, while striving to offer the same for individual teacher professional development on a personal level. “He offers examples of this work in his forthcoming book: Unprepared for What We Learned: Six Action Research Exercises that Challenge the Ends We Imagine for Education.”

Each of us came together on our own unique learning arc. For Jill, it was a brilliant, challenging mentor who asked her to think authentically because he was a geologist before he was a teacher. For Tim, it was a lack of access to all the resources supposedly necessary for good teaching that led him to more student-centered learning. For Dayna, it was that nagging feeling that learning didn’t really feel empowering, even when it was called Project-Based Learning.” Ultimately, we each realized that authentic and relevant learning is at the foundation of the complex opportunities available to professional educators. Teachers have their own authentic and relevant questions that deserve to be heard and honored. We want to partner with those who are asking for more, from themselves and their students.