University of Wisconsin–Madison

Mary Peters’ Talk

About Mary Peters

Mary Louise Peters is established as a woman owned business enterprise (WBE) through the state of Wisconsin. As a former teacher and adjunct faculty, Ms. Peters has extensive local-level experience in early education, working with families and in supporting adult learners.


Ms. Peters completed a multi-year facilitator preparation by the Center for Courage & Renewal® founded by Parker Palmer, and has provided retreats and renewal experiences since 2010. Currently, she provides year-long retreat experiences through sponsorship of the UW–Madison Office of Child Care and Family Resources and an Evjue Community Foundation grant.

Educational Consultant

Ms. Peters has extensive experience and expertise in early childhood system change, cross sector collaboration, and results driven accountability. She currently works with AnLar, Inc. as an educational consultant/faculty providing institute and curriculum development, in-person and virtual instruction and support for leadership initiatives in several states.

At University of Wisconsin–Madison, Waisman Center, Mary provided leadership on a Race to the Top Early Learning grant project focused on personnel development initiatives, including the Wisconsin Model Early Learning Standards.

As an educational consultant at the Wisconsin Department of Public Instruction, Ms. Peters’ work included leadership in professional development, responsibility for regulatory guidance, grant management, data collection and analysis, and program evaluation and reporting.

Technical Assistance Specialist

Mary is a former technical assistance specialist employed by the University of North Carolina-Chapel Hill, Frank Porter Graham Child Development Institute and the Early Childhood Technical Assistance (ECTA) Center where she provided information and used a variety of planning and facilitation skills for major technical assistance initiatives and strategic planning. Her areas of focus were personnel and workforce development, preschool special education services and accountability, early childhood systems collaboration, and assistive technology. She has provided in-person and web-based community of practice support within several work roles.

Mary Peters

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