MaryFaith Mount-Cors

President of EdIntersect, a small, woman-owned consulting firm founded in April 2013, Senior Fellow at Iris Group, and part-time Faculty at the University of North Carolina at Chapel Hill. Dr. Mount-Cors provides consulting in strategy, research and analysis, toolkits and curriculum, and evaluation, focusing on education and on its intersections with gender, empowerment, health, and other sectors. Dr. Mount-Cors operates across developmental levels from early childhood to adolescent/youth programming to teacher training and adult literacy efforts. Recent clients include CARE USA, Bill and Melinda Gates Foundation, Creative Associates International, Iris Group, Futures Group, and Save the Children. Dr. Mount-Cors recently developed training for data collectors using household surveys of child well-being and created strategy for gender-transformative adolescent programming. Dr. Mount-Cors conducted primary research with mothers of early grade students in Kenya on USAID’s EGRA (Early Grade Reading Assessment), examining contextual factors around literacy development, including health, social/gender, physical, and economic environments, and home-school intersections. At UNC’s FPG Child Development Institute, Dr. Mount-Cors evaluated early childhood program quality in global contexts, conducting field research in Zambia. At VIF International Education, Dr. Mount-Cors led a team in creating and evaluating blended learning models (face-to-face and online), digital badging (certification) system, and bilingual programs. At Creative Associates, Dr. Mount-Cors collaborated on the design of USAID’s Centers of Excellence for Teacher Training (CETT) in Latin America and the Caribbean with private and public partners to improve early grade reading instruction. Dr. Mount-Cors participated in a landmark curriculum development conference in Kabul, Afghanistan, served as the deputy director of the Afghanistan Primary Education Program, and directed the Somaliland School Improvement Program to increase the number of female teachers for primary schools so that girls’ enrollment could expand.