SEL Fellows Academy

Dr. Lashonda Abdussatar is the Director of Social Emotional Learning and Academic Support for the Cleveland Heights-University Heights school district. She previously served as a building administrator and an intervention specialist working with students of varying needs and abilities. Her doctoral research focused on utilizing the Attitudes Related to Trauma-Informed Care (ARTIC) Scale to drive services to support students in K-12 settings. She currently facilitates the SEL Network for the Educational Services Center of Northeast Ohio. Dr. Abdussatar is looking forward to participating in the SEL Fellows Academy because of the networking possibilities and the hopes of gaining new insights, tools, and perspectives that will inform and enrich her SEL leadership practices. As a mother, a wife, and an educator, Dr. Abdussatar understands that promoting positive SEL in children can be the catalyst to a full and enriching life. She wants everyone that she encounters to have access to SEL development and enjoy the outcomes of what this can mean for them in their lives.

Dr. Brown-Pinkney is the Assistant Coordinator of Social Emotional Learning and Lead School Social Worker for Effingham County School District, where she has been employed for 31 years. She completed her undergraduate degree in Sociology with an emphasis in Social Work at Georgia Southern University (GSU) and a Master of Social Work at Savannah State University (SSU). In addition, she earned a Master's, Education Specialist, and Doctoral degree in Education Administration from GSU. She is a certified School Social Worker (SSW), Licensed Clinical Social Worker (LCSW), and Adjunct Professor in the Department of Social Work at Savannah State University. She was the 2023 SSWAA National School Social Worker of the Year and the 2022-2024 President and 2022 School Social Worker of the Year of the School Social Workers Association of Georgia. She has written several grants and presented on many topics, including McKinney-Vento law and homeless services, School Social Work Services, Suicide Prevention, and Self-Care. Dr. Brown-Pinkney is passionate about social and emotional learning because it equips students with essential skills for managing emotions, building relationships, and overcoming challenges, which are critical for their overall success. Seeing students develop resilience and empathy through SEL motivates her to integrate these practices into the classroom. For these reasons, she is looking forward to collaborating with fellow educators and implementing innovative SEL strategies as a part of the SEL Fellows Academy.

Dr. Audrey Brutus is the Supervisor of SEL and Community Engagement at the Public Schools of the Tarrytowns. Prior to this role, she was the Supervisor of Dual Language and ENL programs in the district. SEL and community schools were priority areas for the incoming superintendent, which led to the creation of the new role in the district. When offered to Dr. Brutus, she full-heartedly accepted. With her training as a licensed bilingual school-clinical psychologist, who has also worked as a regional culturally responsive educator, the role has been a beautiful marriage of Dr. Brutus's skills and passion. Dr. Brutus is most looking forward to joining a community of like-minded SEL educators as she embarks on the journey in the district to strategically support and integrate SEL into all aspects of the district community and practices. Dr. Brutus believes that similar to equity, SEL is very much like the air we breathe and how we move in our personal and professional lives. It informs how we see ourselves, others and the way we go about making decisions. SEL is so much more than mindfulness, deep-breathing and being kind - it's a lever for equity, academic instruction, restorative practices, community schools, discipline practices, mental health, and so much more! In the words of CASEL, "All learning is emotional. All learning is social."

Corey Cohen (she/they) LCSW, PPSC has been working in school based mental health programs for over 20 years in the Bay Area . She is passionate about SEL curriculum design/review, research, and implementation. She currently works as a Wellness Coordinator and Clinical Supervisor in the Walnut Creek School District located within the East Bay Area of Northern California. Additionally, Corey has a private practice as a Licensed Clinical Social Worker, child/adolescent focused psychotherapist, and family coach. She regularly trains adult learners wishing to become school counselors and licensed mental health clinicians, and has taught Graduate Level courses on School Social Work Practice. She looks forward to joining the SEL fellows to engage in a diverse and collaborative community of practice.

Beth Corkum is the Coordinator of Wellness & Equity for SAU67 Bow & Dunbarton Schools in New Hampshire. Prior to this role Beth Corkum was a high school counselor for 15 years at three New Hampshire high schools. Beth Corkum is most looking forward to learning and collaborating with others who share a passion for SEL systems in our schools. Beth is passionate about social and emotional learning because it is the foundation for all that we do, as a parent, a coach, a family member and a friend our ability to understand and navigate our emotional worlds is at the center of all we do and experience.

Leigh Ann Feily is one of the district MTSS Coordinators for Edina Public Schools in Edina, MN. Leigh Ann is a School Psychologist by training but has been working in intervention coordination and other district leadership roles for the last eight years. Through participation in the SEL Fellows Academy, Leigh Ann is most looking forward to gaining a community of practice to support moving SEL work forward in her district. Leigh Ann is passionate about social and emotional learning because building strong SEL skills enhances wellbeing and people's ability to contribute productively to communities.

Abby Fernan is a professional School Counselor and Director of Student Services, Prevention, and Wellness at CESA 4 in West Salem, WI. With a15-year career as a school counselor in rural schools across Western Wisconsin, Abby brings a wealth of knowledge about the unique mental health challenges and limited resources that rural education settings face. In her role at CESA 4, Abby passionately serves 26 school districts championing mental health equity and driving impactful change. Beyond her direct counseling work, Abby is a leader in professional development, offering her expertise in School-Based Mental Health, Social-Emotional Learning, Behavior Interventions and Supports, Youth Mental Health First Aid, and Trauma-Informed Practices. Her unwavering commitment to SEL is fueled by her belief that it is the cornerstone of students' academic and personal success. Abby has seen firsthand how SEL transforms students' educational and lifelong outcomes, fostering resilience, empathy, and emotional intelligence. Thrilled to be an SEL Fellow, Abby is eager to amplify her advocacy for equitable mental health support and empower educators to cultivate nurturing and inclusive learning environments. She looks forward to collaborating with like-minded professionals to advance SEL initiatives and spearhead meaningful change in schools in the pursuit of better mental health and educational outcomes for all students.

Lisa Goodson is an author and Educational Leader in the New York City Public Schools. Her journey has led her to serve in various leadership roles: Citywide Director of Social Emotional Learning and Academic Integration, Deputy Superintendent, Elementary School Principal, Teacher Development and Evaluation Coach and NYC DOE Peer Validator. She is currently a doctoral student at Columbia University studying Educational Leadership. Lisa supports school leaders and district teams across New York City Public Schools on the integration of Social Emotional Learning and Academics.

Callie Goss is the SEL coordinator at Franklin Northeast Supervisory Union in Enosburg Falls, Vermont. Prior to this role, Callie was a classroom teacher at the elementary level. Callie’s passion for social and emotional learning can be directly traced to her classrooms– learning communities where social skills and emotional regulation were interwoven with reading and writing. She believes when it’s done well, social-emotional learning isn’t a block in a schedule but simply how we lead children. It makes learning more impactful; it makes teaching more joyful; and it helps students access school. As part of the SEL Fellows Academy, Callie is most looking forward to learning how to support teachers and schools in growing their practices for authentic SEL across the school day.

Erin Green currently serves as the Program Manager for Student Behavioral Health & Wellness at Southern Oregon Education Service District. With over a decade in public education, Erin has dedicated her career to teaching, fostering restorative justice practices, and cultivating inclusive school cultures. Previously, Erin led community outreach efforts to promote health equity as a Community Outreach & Engagement Coordinator, and served as the Director of Programs and Culture at a non-profit organization supporting justice-involved individuals. Erin is eager to collaborate with fellow SEL practitioners, deepen her knowledge, and lead a Capstone project to elevate SEL practices throughout Southern Oregon. Her passion for social and emotional learning is rooted in her belief in fostering belonging and psychological safety within school communities and addressing systemic injustices through intentional actions and collective action.

Dr. Kelsey Greer is the Director of Student Services for Davidson County Schools in Lexington, North Carolina. Entering her 19th year in education, she has served as a teacher, instructional coach, assistant principal, and principal prior to her role as a district leader. Dr. Greer works with school counselors, school social workers, school nurses, and administrators across Davidson County Schools to prioritize student physical and mental health, and to promote social-emotional learning for all. She serves as the leader of the School Mental Health District Leadership Team and the School Health Advisory Council for her school district, and she is on several community agency boards that support student well-being , including the Dragonfly House Children’s Advocacy Center in Mocksville, NC. Dr. Greer’s core belief of love first, teach second fuels her passion that educators prioritize the creation of safe, healthy, and happy learning environments where all students can thrive. Dr. Greer is excited to be an SEL Fellow because, as an advocate for student well-being, she hopes to strengthen her district’s focus on SEL and build a system-wide climate and culture grounded in supporting the emotional, mental, physical, and behavioral health of all students.

Jennifer Hanks is a Coordinator and Implementation Specialist for the California Coalition for Inclusive Learning (CCIL) through Placer County Office of Education. She wants to create collaborative partnerships with educators to focus on Social Emotional Learning and Universal Design for Learning (UDL). Jennifer brings over 25 years experience as teacher and site administrator with expertise in educational leadership, Advancement Via Individual Determination (AVID), Social Emotional Learning and UDL. She sees her work with the SEL Fellows Academy as an opportunity to continue to promote equity, inclusion and access for all learners.

Idil Hassan, Ed.S, is the Director of Social Emotional Learning and School Culture and Climate at Concept Schools, where she leads SEL initiatives across 35 campuses in 7 states, benefiting over 14,000 students. Since beginning her career in urban education in 2011, Idil has developed a distinguished track record in SEL. One of her early accomplishments at Concept Schools was ensuring that every campus had access to a CASEL-approved, Panorama-supported SEL curriculum. Her dedication to SEL is evident in her efforts to reduce suspension rates and maintain student engagement, viewing discipline as a crucial component of the learning process. Her guiding principle to educators, "Know your students as well as you know your curriculum," emphasizes her belief that building deep, personal connections with students is essential for creating a supportive and effective learning environment. Idil is particularly enthusiastic about the SEL Fellows program because it offers a unique opportunity to collaborate with like-minded educators and advance innovative SEL strategies that foster holistic student development. Her passion for SEL stems from its ability to transform school cultures, making them more inclusive and celebratory of diversity, and ensuring that every student feels valued and understood. By incorporating restorative justice practices within a culturally responsive framework, Idil works to create equitable learning environments where all students can thrive both academically and emotionally. Originally from Minneapolis, MN, Idil now resides in Chicago, IL, where her commitment to educational excellence continues to positively impact and enhance the educational landscape across the Midwest.

Lauren Horton is the Program Manager of Behavior Health and Social Emotional Learning at Aspire Public Schools, Bay Area, CA. In previous roles, Lauren has served as a 6-12 school administrator in both Oakland, CA and Washington, DC. She has experience as a Director of Student Culture, where she crafted restorative school communities that prioritized student and adult social emotional wellness. What drew Lauren to the CASEL SEL fellowship was their commitment and development of social emotional leaders. She believes passionately that high quality social emotional support can produce rigorous and high quality instruction, so that it may produce high quality outcomes for students and families. Lauren is most excited to work in collaboration with other leaders to create healing and transformative impact for students and families, in order to disrupt the ills that plague many of our learning communities. Becoming a CASEL SEL fellow will allow her to grow within this work and sharpen her vision and impact as a humanizing leader. She looks forward to utilizing the learning, skills, and resources to advocate for equitable wellness practices, structures and systems for the stakeholders that she serves.

Dr. Christobelle Tan (or Belle) is a Project Specialist in the Whole Child and Community Design Department at the San Diego County Office of Education in California, USA. Before this role, Dr. Belle dedicated over 10 years to teaching Mathematics and Advisory/University Preparation to 6th through 12th grade low-income, marginalized students, helping them become the first in their families to attend college. As part of the SEL Fellows Academy, Dr. Belle is eager to deepen her T-SEL expertise, collaborate with passionate educators, access valuable resources, and develop leadership skills to create impactful, sustainable, and emotionally supportive learning environments for both adults and students. Dr. Belle is passionate about transformative social and emotional learning as it creates spaces for youth and adults to be seen, heard, acknowledged, and validated in their experiences and identities. It’s also a process for youth and adults to build long-lasting relationships, which can serve as protective factors that promote healing and well-being.

Prior to his role in the Department of Social and Emotional Learning, Matt was a history educator in Grand Rapids Public Schools. As an SEL Fellow, Matt is most looking forward to connecting with other educators leading SEL work across the country and working collaboratively to construct equitable, empowering educational experiences for all scholars. Matt is passionate about SEL because he knows the impact that it can have on scholars, educators, and learning communities.

Sarah Kern is the Director of School Counseling and Social Emotional Wellness at the Suffern Central School District located in New York. Sarah was appointed to this newly created role two years ago. Prior to that, Sarah spent twenty years at Suffern High School, twelve of which were as the School Counseling chair. Sarah is excited to join the SEL Fellows as she is thrilled to leading her District's social-emotional learning program. Sarah is most passionate about designing authentic, honest programming that truly impacts the student experience.

Adele Lanza is an Assistant Principal/Special Education Supervisor at Nayaug Elementary School in Glastonbury, Connecticut. In this role, Adele created and now supervises an SEL classroom. She also leads a district-wide program for students with autism, oversees students enrolled in the Open Choice program and contributes to district-wide Equity Diversity & Inclusion (EDI) initiatives. Adele is dedicated to helping embed the CASEL framework into her school and throughout her district through a multi-tiered system of supports (MTSS) so all students and adults feel safe, cared for, included, engaged, respected and have a strong voice in decision making. Before becoming assistant principal, Adele was a special education teacher in a specialized program in Glastonbury for students requiring intensive social and emotional skill instruction and in an elementary school in Windham, CT where she led a district-wide autism classroom. Adele is excited to join the SEL Fellows Academy because she is passionate about educational equity and building authentic relationships through social and emotional learning. Adele is eager to take what she learns through this experience and apply it as an effective agent for change in her school and district. She looks forward to connecting with other fellows to learn and grow together.

BJ Madsen is the SEL Coordinator at Tucson Unified Public School District in Tucson, AZ. Prior to this role, BJ Madsen was a classroom teacher and an instructional coach, focusing on integrating social and emotional learning (SEL) practices into everyday instruction. Ms. Madsen is excited about the SEL Fellows Academy because it provides an opportunity to collaborate with like-minded educators who are dedicated to creating supportive learning environments. She is most looking forward to learning innovative strategies to further enhance SEL implementation across the district. Ms. Madsen is passionate about social and emotional learning because she understands the transformative power it has in shaping students' academic success and well-being. She believes that fostering emotional intelligence and resilience is essential for students to thrive in school and beyond.

Josie McDonnell, M.S., M.Ed., is the Social Emotional Learning Supervisor at Omaha Public Schools in Nebraska. Prior to this role, Josie was a school counselor in the secondary schools within the district. Josie is excited about the SEL Fellows Academy because it offers an opportunity to collaborate with like-minded professionals who are passionate about integrating social emotional learning into education. Josie is passionate about social and emotional learning because she believes it is essential for creating safe, inclusive spaces where all students and staff feel seen, valued, and empowered to be active, caring members of the community.

Megan Mozley is the SEL Coordinator for KIPP:KC, a public charter school serving PreK- 12th grades in Kansas City, MO. As the coordinator, Megan is in charge of planning, implementation, and progress monitoring the SEL programming at KIPP:KC. In addition to stepping into this role in 2021, Megan is entering into her tenth year as a school counselor at KIPP Endeavor Academy. She holds a Master's degree in Clinical Mental Health Counseling from The Adler School and a Master's degree in Counseling-School Counseling from Johns Hopkins School of Education. Megan is excited about the CASEL Fellows program because it provides an opportunity to learn from others who are passionate about the advocacy for SEL practices. She has seen firsthand the increasing need to support the development of social emotional learning using sustainable practices and believes this program will provide the tools to support effective implementation.

Christine Muthusamy-Flok wears multiple hats: as a school district administrator over MTSS and PBIS, as a mom, as a partner, and as an athlete on the USA Australian Football Team. All of these roles are held with relationships at the forefront, illustrating their unwavering belief in the social-emotional importance of acting as a leader at work, as a champion for kids in schools and at home, in interpersonal communication and on the field with teammates. Through the SEL Fellowship, they are most excited to expand their understanding of the impact and use of practical SEL skills.

Emily Myers is an SEL Coordinator and Student Services Coordinator for Des Moines Public Schools in Des Moines, Iowa. Prior to this role, Emily has a served in a variety of Student and Family Services roles including Professional Learning Facilitator, Instructional Strategist Coach, and Elementary Instructional Strategist. As a member of the SEL Fellows Academy, Emily is looking forward to learning and growing alongside other SEL leaders across the nation to deepen her knowledge and advance the systemic implementation of social and emotional learning. She understands the power of social and emotional learning and is passionate about holistic wellbeing. She recognizes that social and emotional learning is integral to supporting healthy students, adults, and communities.

Megan O'Brien is an Assistant Principal at Community Middle School and member of the West Windsor-Plainsboro Regional School District (WWPRSD) SEL team located in Plainsboro, New Jersey. Megan has served on the WWPRSD strategic goal team for Social and Emotional Learning since 2019. In 2022, she began her Education Leadership doctoral program at Seton Hall University where her area of research has been centered on SEL with an emphasis on the challenges at the secondary level. Her career in education in addition to being a building administrator has included the role of supervisor of counseling, school counselor, and language arts and Theater classroom teacher. Megan is excited for this opportunity to participate in the SEL Fellows program in order to further the SEL work of her district. With the SEL Fellows, the WWPRSD district SEL work, and her doctoral work, her hope is to shed light on how best to maximize opportunities and address challenges to more effectively implement SEL for the benefit of students and their school communities. As both an educator and counselor, Megan is passionate about the important role SEL can play in the lives of students, their overall success, and preparedness for the world beyond their K-12 experience. She is grateful for this opp

Theresa Olsen is a Social Emotional Learning Specialist at the Regional Office of Education #53, serving Tazewell, Woodford and Mason counties in central Illinois. Prior to this role, Theresa was in special education for 15 years. Theresa started as a paraprofessional for 6 years, then moved into her own special education classroom for the next 9 years. She is excited to be part of the SEL Fellows Academy to dive deeper into the SEL competencies and focal constructs. Theresa looks forward to sharing this knowledge with educators in her region and helping them integrate SEL skills throughout the entire education environment. Theresa is particularly passionate about adult SEL and helping educators develop the skills to promote well-being inside and out of the classroom.

Dr. Lindsay Orme currently serves as the SEL Coordinator at Loudoun County Public Schools in Ashburn, Virginia. With extensive experience in education, she previously held roles as an elementary assistant principal and spent nine years teaching elementary physical and health education. As part of the Fellows Academy, Dr. Orme eagerly anticipates engaging with other SEL leaders and reflecting on strategies to further enhance division-wide SEL initiatives. Drawing from her experiences as both a student and educator, she remains deeply committed to advocating for social-emotional learning as an essential component of the educational experience.

Kate Paxton (she/her) is a member of the Vermont Agency of Education’s VTmtss team, and serves as co-coordinator for Project AWARE, supporting Vermont school districts and communities with developing sustainable infrastructure to strengthen school mental health and social-emotional learning. Prior to this role, Kate has been a researcher, teacher, school administrator, and district administrator, leveraging 25+ years of educational expertise in her ongoing quest to contribute to positive social change. Kate’s dedication to education is rooted in her belief that positive relationships are grounded in kindness and respect. She believes these relationships are fundamental to building healthy communities and fostering successful teaching and learning experiences. Her commitment to these principles led her to pursue graduate studies in ethics and education at the University of Vermont, where she earned a Master’s in Educational Anthropology and Philosophy, and at Arizona State University, where she completed a doctorate in Educational Leadership, Policy, and Evaluation. Kate’s career has spanned the United States and international borders, enriching her understanding of education, schooling, and culture. She embraces diversity, equity, and inclusion as core values, and consistently uses her anthropological, philosophical, and research lenses to bear on her work bridging educational theory and practice. The vision that keeps Kate on course, personally and professionally, is helping to make schools places where children want to learn and teachers want to teach, and ultimately helping to create a more just, caring, and peaceful world. Kate is honored to be a CASEL SEL Fellow for 2024-2025, joining a cohort of 45 national education leaders focused on systemic implementation of social-emotional learning (SEL) and mental health supports. She looks forward to applying her newfound SEL knowledge and skills to benefit Vermont students, teachers and staff, families, and communities.

Christina Perault-Boughton is the Anti-Racist SEL Lead for Minneapolis Public Schools. Prior to this role Christina Perault-Boughton was an elementary teacher followed by supporting SEL implementation at a school site. Ms. Boughton is looking forward to expanding and growing her skill set to impact district wide change as a part of the SEL Fellows Academy. Christina is invested in Social Emotional Learning and its ability to create equitable spaces of belonging for all learners.

Laura M. Schnebelen, MEd, serves as the CARE Team Coordinator. She is a Supervisor in the Department of Whole Child Supports with Columbus City Schools, Columbus, Ohio. Her primary responsibility is to support implementation of tier 3 supports and respond to school-based crises. Prior to this position, Ms. Schnebelen worked as a principal in Columbus City Schools where she collaborated with both internal and external stakeholders in developing and sustaining multi-tiered systems of support as part of the school improvement process. Ms. Schnebelen looks forward to the opportunity to collaborate with other school leaders and to build skills in change leadership, specific to SEL content and practices.

Robin Sizemore is the Social Emotional Learning/Mental Health Coordinator for the Gary Community School District. Prior to this role, Robin was a classroom teacher and reading specialist in a Title 1 school district for over 20 years. She is looking forward to learning new ideas and strategies and collaborating with experts from around the country as part of the SEL Fellows Academy. Robin is passionate about social and emotional learning because she has seen the benefits for students' mental health and academic achievement since 2016 when she started incorporating techniques in her teaching.

Elizabeth Stranzl is the Director of Wellness Strategy and Partnerships in New York City Public Schools' Office of Community Supports and Wellness. Prior to this role, Elizabeth served in a variety of school and network positions, each centered around the social-emotional and mental health of urban youth. These roles included serving as a Director of School Culture and Family Engagement, Dean of Students, SEL Specialist, and School Psychologist. Elizabeth is excited about SEL Fellows because of the opportunity to learn from peer leaders across the country about practices that can support young people in New York City.

Christy Tainter serves as the Director of Academic and Career Planning at the Cooperative Educational Service Agency (CESA) 4 in West Salem, Wisconsin. CESA 4, a nonprofit organization, provides leadership and services to support the educational needs of 26 school districts in western Wisconsin. Before assuming her current role, Christy spent 10 years as a high school counselor in rural Wisconsin. She leverages her experience, passion, and expertise in collaborating with local school districts to optimize resources, practices, and programs. A strong advocate for Social and Emotional Learning (SEL), Christy believes in its ability to cultivate future-ready skills among K-12 students. Her focus is on delivering exceptional education by seamlessly integrating SEL with academic content standards, fostering authentic learning experiences and the development of essential skills. Christy is eager to deepen her understanding of SEL and its systemic implementation through the CASEL Fellowship, aiming to prepare all students in CESA 4 for life after high school.

Jaynie is the Acting Senior Manager, Social and Emotional Learning in Fairfax County Public Schools. Prior to working at the division level, Jaynie spent her career working as a school psychologist supporting students of all ages. She is eager to join the SEL Fellows program to learn more about how others are approaching system-wide implementation of SEL. Jaynie is an advocate for SEL, knowing how impactful meaningful opportunities to build strong SEL skills in childhood are throughout life.

Stacey Albrecht is a Social Emotional Learning Instructional Coach for Patterson Joint Unified School District. This is a new position as of the 2023-2024 school year. Stacey began her teaching career in Canada, teaching at the elementary level. From here, she taught English in Korea where she met her husband and then took a 10 year hiatus to raise her sons. 8 years ago, she joined PJUSD as a 3rd grade teacher and enjoyed every moment in the classroom. Stacey is eager to be part of a like minded community where she can learn both foundation and strategies of Social Emotional Learning. She wants to be a valuable asset that all PJUSD stakeholders can utilize, and SEL Fellows offers the opportunity to build both strong connections and a knowledge base from which Stacey can build her expertise and serve her district team. Stacey was SEL before SEL was cool! Before it had a label and she knew what it encompassed, she used what she knew was necessary to create a safe and encouraging learning environment for her students and coworkers, alike. SEL is why she loved going to work and why her students were able to be their most fabulous and authentic selves in their classrooms.

Amanda Bannister is a Program Specialist of Curriculum, Instruction, and Professional Learning at Rocklin Unified School District in Rocklin, California. She co-facilitated a selection process for identifying SEL curriculum for Rocklin Unified and supported initial implementation through developing and facilitating training for school leaders to support them with site implementation. Prior to this role, Mrs. Bannister was an instructional coach specializing in secondary education and a high school English teacher. As a participant in the SEL Fellows Academy, she is looking forward to collaborating with a community of practice and CASEL mentor in order to continue to support her district with successful and sustainable SEL implementation. Mrs. Bannister believes social and emotional learning is beneficial for all individuals as they strive to develop and maintain personal and collective well-being.

Shawn Beirman LISW is the Social Emotional Learning Specialist at Ankeny Community School District in Ankeny, Iowa. Prior to the SEL Specialist role Shawn worked in the Des Moines Public Schools for 17 years. She held a variety of roles within those 17 years, including therapist, Special Education Social Worker, and Behavior Strategist. Being a life long learner is a personal goal Shawn strives to reach. This is why she is looking forward to the SEL Fellows Academy. Shawn is passionate about public education and social emotional learning. She believes that when these two items are combined students, families and teachers discover a super power combination that enhances learning and communities.

Mahpiya Black Elk is the program director for Youth Empowerment & Leadership at the NACA Inspired Schools Network in Albuquerque, NM. In this position he implements youth leadership programming, educator and school school supports, and engages the community to support holistic wellness, restorative justice, and land-based healing and learning. Prior to this role Mahpiya was working at the Native American Community Academy as the director of the Hiyupo Alliance, a program design to provide in and out of school supports for boys and young men of color. Mahpiya Black Elk is excited about SEL Fellows because he likes to observe and document connections of SEL activities and approaches to traditional Indigenous ways of knowing and doing. Mahpiya believes in, and is passionate about, holistic wellness and knows that social and emotional learning is integral to schools supporting healthy students, educators, families, and communities.

Cassie Brennan is a member of the Training and Consultation team at the Chester County Intermediate Unit in Downingtown, Pennsylvania. Cassie supports initiatives across the county, including SEL, PBIS, and Restorative Practices through professional development, coaching, and consultation. Prior to joining the TaC team, Cassie served as a Special Education Teacher in a Center Based, Low Incidence Life Skills Support classroom for 7 years. Cassie is passionate about social and emotional learning because the skills students and staff develop through SEL can support not only academic success, but success and wellbeing in all areas of life Cassie is excited about the SEL Fellows and is most looking forward to building supportive connections within the cohort community while receiving guidance and constructive feedback from CASEL implementation experts that will ultimately support the work of her team in providing quality interventions to meet students' academic and behavioral needs across their county.

Ryan Bretag is the Director of Teaching and Learning. Prior to this role, he has served in various administrative and teaching roles during his 23 years in education. Ryan is excited about the SEL Fellows as an opportunity to expand his understandings of SEL and to foster connections with others on a similar journey. He believes the power of social and emotional learning is in its ability to open doors for each student to reach their greatest potential.

Katie Connolly, PhD, NCSP, is a school psychologist at clinical day schools within Capitol Region Education Council (CREC), one of five Regional Educational Service Centers (RESCs) in Connecticut. In this role, she contributes to the development of behavioral and diagnostic frameworks, facilitates school-wide implementation of trauma-specific interventions (including CBITS and Bounce Back), and consults with school-based personnel to design behavioral supports. By working in outplacement settings for students with significant behavioral needs, Dr. Connolly provides direct and indirect supports at the individual, targeted, and systems-level in an effort to improve outcomes for students, school personnel, families, and communities. Dr. Connolly is looking forward to connecting with other educational leaders to share ideas, engage in problem-solving, and develop action plans that will result in widespread change. She is excited to develop a more in-depth understanding of CASEL's framework, as well as collaborate with others regarding how to apply those core ideas into real-life implementation. As a school psychologist, Dr. Connolly is passionate about social emotional learning as she recognizes it is an integral part of academic success, as well as positive life outcomes, including those beyond formal educational settings. She also recognizes that social emotional learning is an important piece of improving the health of educational systems, leading to improved overall efficacy and well-being.

Robyn Corelitz is the SEL Instructional Specialist at Deerfield High School at Township High School District 113 in Illinois. Prior to this role, Robyn served as an English teacher and SEL Interventionist. She is a third-year doctoral student at the University of Illinois at Chicago in the Literacy, Language, and Culture Ph.D. program, where her research interests include healing-centered SEL, trauma-responsive pedagogy, and mindfulness. Robyn is also a 200-hour yoga teacher and teaches trauma-responsive yoga and mindfulness across the country. She is passionate about SEL because she has seen how responsive, high-quality SEL transforms culture and climate for all stakeholders, opening spaces for increased belonging, resiliency, and joy.

Valerie Corson is the Curriculum and Professional Development Lead (CPDL) for Social-Emotional Learning at Marshalltown Community School District in Marshalltown, Iowa. Prior to her role as a CPDL, Valerie was a School Counselor for Marshalltown High School since 2016. She began her career in Education as a Middle School Counselor in 2008 working for the PCM Community School District in Prairie City, Iowa. Valerie is most looking forward to the networking and collaboration opportunities as a part of the SEL Fellows Academy. Through her own professional learning and guidance from the SEL Fellows Cohort, she hopes to strengthen her leadership role by acquiring the knowledge, skills and resources necessary to help support the SEL Goals and Initiatives for the Marshalltown School District. She believes this experience will give her the tools and foundation needed to evaluate current practices within her district and create a plan on how to guide her district's SEL work forward with fidelity and integrity. Valerie is passionate about social and emotional learning and the role it has in providing a safe and nurturing learning environment for all. Through her work as a School Counselor, Ms. Corson has helped many students through crisis and trauma and can attest to the importance of providing an environment that allows empowerment, growth and understanding to support student learning. She believes a solid social and emotional foundation is the key component for success within the academic, social and emotional wellbeing of all students.

Susan J. Davis is the SEL Coordinator and District School Counseling Lead at St. Vrain Valley School District in Longmont, CO. Susan began her career in education as a school counselor and Taekwondo teacher at a highly impacted small charter school, leading her into the world of social and emotional learning. Since that time, Susan has used her knowledge to become a leader in SEL and school counseling. Susan is excited to be part of the SEL Fellows to grow her leadership skills, learn from other practitioners and experts, and better support SEL for all students and the adults involved in their education. Susan is passionate about SEL as she sees it as one of the largest impacts on well-being. The universal approach to SEL provides opportunities to grow skills that support well-being, belonging, and positive mental health, which is so needed in today’s challenging environment.

Kimberly Doyle is the Supervisor of Social and Emotional Wellness at Garnet Valley School District in Glen Mills, PA. Prior to this role, Dr. Doyle was a School Psychologist for a variety of public and private entities, including Garnet Valley. Dr. Doyle is most looking forward to building the social and emotional competencies and capacity of support within all systems across the district as part of the SEL Fellows Academy.

Brian K Draper, Sr. is the Humanware Partner for Network 3 at Cleveland Metropolitan School District in Cleveland, Ohio. Prior to this role Brian Draper was a Dean of Engagement for 10 years leading the development and cultivation of school culture and climate as well as serving as the SEL lead in his buildings. Mr. Draper is excited about SEL Fellows because it will allow him to further expand his knowledge base relating to SEL as well as provide an opportunity to engage with other across the country who are also dedicated to this important work. Brian is passionate about social and emotional learning because it has truly become "the backbone of all that we do within our District. As a practitioner, it is incumbent upon me to stay abreast of best practices and deepen my knowledge so that I am best able to teach and lead our schools and scholars."

Candace Evans is an SEL, Culture&Climate, Social Justice Training Specialist at Sacramento City Unified School District Candace collaborates with Elementary and Secondary administrators throughout the district to address culture& climate, as well as social justice concerns via SEL constructs and strategies. She also facilitates training for educators that focuses on adult SEL, and intentional SEL implementation. Candace is passionate about social and emotional learning because of its transformative successful impact on addressing the needs of community, belonging, and acceptance of students-in particular students of color-all while creating safe spaces for students to thrive academically. Secondly, Candace is passionate about the impact SEL has on adults within educational institutions. SEL starts with adults and as adults embody SEL with authenticity and intentionality the possibilities are endless for the students they serve. Candace Evans is mostly looking forward to learning from and with colleagues while growing her SEL capacity to continue to foster tangible change for all stakeholders within her district.

Alyson Finley (she, her, hers) is a Director of Student Services in Des Moines Public Schools in Des Moines, Iowa. She is responsible for the development and monitoring of the social-emotional learning team and initiatives, as well as directing the professional learning for Student and Family Services support staff and special educators across the district. Prior to this role, Alyson was a lead support and consultant for special education. Over the past 25 years, Ms. Finley has served in a variety of teaching positions including public education, private education, and community and volunteer programs. As a member of the SEL Fellows Academy, Alyson is looking forward to learning, growing, and collaborating with others to create safe and equitable spaces for all adults and students through SEL Implementation. Alyson is passionate about the integration of social-emotional learning in all aspects of a school district--beginning with the students and their families and caregivers who support them to each of the adults in every level of the system. She believes, through SEL, we will create meaningful and lasting school reform resulting in equitable outcomes for all.

Paul Furthmyre is the Superintendent at The Montana School for the Deaf and the Blind in Great Falls, Montana. In education for the past twenty-three years, Paul has found two things to be true to improve the educational setting for both students and staff. First, the organization has to commit itself to be a learning organization and challenge the status quo. Second, students and staff must be given a chance to learn about and apply social and emotional skills. Paul is looking forward to becoming a SEL Fellows to help strengthen his schools SEL program by collaborating with others. Further, Paul understands the benefits of social and emotional learning and wants to develop a program that can be replicated by other deaf and blind schools.

Dr. DeShawna Gooch serves as Wake County Public School System’s inaugural Behavioral Health Support Services director. Dr. Gooch has over 20 years of experience as a teacher, assistant principal, principal and a district director for the Research and Accountability and School Improvement departments. She most recently served as the Chief Operating Officer for Agency Schools at NCDPI prior to returning to WCPSS. Her degrees include two bachelors from North Carolina Central University in psychology and math education, a masters of school administration from North Carolina State University and a doctorate in educational leadership from High Point University where she was awarded the Dissertation in Professional Practice (DIPP) of the Year Award. In May 2023, Dr. Gooch was selected as a 2023-2024 CASEL SEL Fellow. Dr. Gooch is looking forward to connecting and collaborating with SEL leaders across the nation. She hopes to marry theory to practice by completing a districtwide SEL implementation plan as part of the SEL Fellows Academy. She passionately believes that social emotional learning and academic success are inextricably linked. Dr. Gooch is excited to support the wellbeing and resiliency of over 160,000 students.

Nicole Gorban is the SEL Manager at Fresno Unified School District, CA. Prior to this role, she was a Vice Principal leading SEL work at her elementary school site. Before becoming a Vice Principal, she spent 5 years as a Climate and Culture Specialist supporting SEL implementation across the district, and leading up to that, she was a middle school teacher for 10 years, which is where she discovered the positive impact of SEL. Nicole is excited about SEL Fellows because she is eager to collaborate with other like-minded individuals who believe in the power of SEL. She has worked hard to advance this work in her district and believes that with continued, intentional focus on SEL, our schools will become places where all students, families, and staff feel valued and empowered to achieve their greatest potential.

Dr. Susan M. Green currently serves as the Senior Citywide Administrator for Social Emotional Learning for New York City Public Schools. Prior to joining the Office for Safety & Youth Development at the Central level, she served as an elementary school principal in Harlem, for 12 years. Dr. Green believes that students thrive best within environments where educators not only have strong instructional practices, but who also seek to earnestly create emotionally safe spaces for young people, particularly those of disenfranchised and marginalized populations. As an SEL Fellow, she is looking forward to learning along side her colleagues from around the country, innovative ways to support school and district leaders with practical methods for integrating SEL and academic content within their communities. With a zeal for embracing vulnerability as a superpower, Susan views SEL as fundamental not only for young people, but for adult development as well. “If the youth are to foster SEL competencies in a meaningful way, it is paramount they be surrounded by adults who model these skills fearlessly, because the children are always watching.”

Jennifer Gross is the Coordinator of Social-Emotional Learning at Arlington Public Schools in Arlington, VA. Ms. Gross has 16 years of experience as an educator dedicating her career to developing inclusive and equitable learning environments for students K-12, as well as providing professional learning opportunities for staff on culturally responsive teaching practices and Adult SEL. Ms. Gross began her career as a Special Education teacher, later transitioning to the role of Teacher Specialist in the Office of Equity and Excellence, and most recently as a Teacher Specialist in MTSS with a focus on SEL. Ms. Gross is looking forward to connecting with and learning from other educators and advancing the systemic implementation of SEL skills and competencies. Ms. Gross is passionate about the ways in which SEL fosters the development of skills in students and adults to be successful in school and life.

James is the Director of Student, Family, and Community Engagement for the Lassen County Office of Education. As part of this role he directs Social Emotional Learning for the county, manages expanded learning programs, prevention services, and special events. Director Hall is excited about SEL Fellows because of his desire to learn more about the systemic work of SEL and how to better support local educators in their SEL endeavors. James is passionate about social and emotional learning because it allows for educators to meet the needs of themselves, peers, students, families, and the community where they are as they support them as they move to creating supportive nurturing relationships and becoming their best selves as individuals. It is hard work but full of rewards.

Dianna Harrington is the Project Coordinator at Northeast Educational Service District 101, serving 59 school districts in Northeast Washington. She holds two bachelor's degrees and a master’s degree from Washington State University. Her work includes supporting educators and educational leaders, specifically in the areas of school counseling, SEL, leadership development, teacher wellness, and novice teacher induction and mentoring. Dianna is looking forward to the opportunity to continue her learning in order to broaden the implementation of SEL at NEWESD 101 and across the region. She firmly believes that SEL is not only a condition for learning, but also for effective teaching and collaboration. She is passionate about helping adults understand and continue to build their SEL skills. She is excited to collaborate and learn with and from other professionals through the CASEL SEL Fellowship.

Jennifer Hauth is the Director of Social, Emotional and Mental Well-being for Bend La Pine Schools (BLS) in Bend, OR. She oversees a multi-tiered system of support (MTSS) for student well-being that includes school counselors, life and career readiness instructional tools, mental health resources and interventions as well as healthy school initiatives. Prior to this role, Jennifer worked as the MTSS and 504 Coordinator for San Mateo Union High School District and before that she was a high school counselor for 13 years. Jennifer is looking forward to being a part of the SEL Fellows Academy because Oregon is adopting transformative SEL standards this year and BLS has adopted Wayfinder as a K-12 instructional tool for Life and Career readiness. It will be important to learn from other districts and CASEL as the district moves through this adoption. Being in community and learning from others is a way to feel supported and grow in a leadership role. Jennifer is passionate about integrating social and emotional learning through students' K-12 educational journey and linking the learning with their purpose and plans for post-secondary success.

Tina Hoofnagle is the Executive Director of Social Emotional Learning in the Lynn Public Schools in Lynn, MA. Tina has been a social worker in the Lynn Public Schools since 2002 and she is dedicated to the wellness and mental health of her students and families. Last fall she became the Executive Director of SEL and is excited to help bring forward the vision for SEL in the district alongside her team. Tina understands the power and impact of social emotional learning in the lives of her students. She is looking forward to the collaboration with other SEL Fellows in the Academy to bring current, research based information to help shape our work moving forward.

Prior to this role Tyler Hughley was a devoted high school English Language Arts teacher who loved her students and seeing their growth inside and outside the classroom! Tyler is passionate about SEL because it is the glue of life, equipping everyone with essential life skills - inside and outside the classroom! Tyler is most looking forward to deepening her educational practices and perspectives and connecting with other educators as a participant of the SEL Fellows Academy.

Amy Isenhart is the Social and Emotional Learning Coach for the Niskayuna Central School District in Niskayuna, New York. As an educational consultant, Amy also leads SEL professional development for educators in public, private and charter schools. Prior to becoming the SEL Coach, Amy was an elementary inclusive classroom teacher for sixteen years. Born and raised in Buffalo, New York, Amy earned her Bachelor of Music Education degree at Potsdam College in Potsdam, New York with a concentration in vocal music. She holds a Master of Science degree in Education from Nazareth College in Rochester, New York and is currently pursuing her administration certification as a member of the Leadership Academy at the Massachusetts College of Liberal Arts. As a CASEL Fellow, Amy looks forward to learning from and with other educational leaders who share a passion for SEL. Amy believes in the power of positive relationships and the importance of providing a safe and supportive learning environment for every student, every day.

Heather is the District Health Resource Advocate/Mental Health/Wellness Specialist for Williamston Community Schools in Williamston, Michigan. She has also served Willliamston Community Schools as a Kindergarten teacher as well as the Social Emotional Learning/Mindfulness Coordinator. In addition, she writes curriculum surrounding family engagement for the University of Michigan. She holds two Masters degrees: Psychology in Education from Columbia University (with a concentration in Social Emotional Learning and Contemplative Practices) and Child Development and Teaching from Michigan State University. Heather is thrilled to be a part of the CASEL Fellows Academy and is looking forward to learning with... and from... other SEL leaders as she works to deepen her understanding of SEL at the personal as well as the professional level in her roles as educator and advocate. Heather is passionate about social and emotional learning because she knows its transformative power in shaping not only individual lives, but also our collective experiences, for the highest good of all. She can't wait to bring her learning to her school district and other roles within the state of Michigan.

Christine Litzinger is the Mental Health Coordinator at Grand Forks Public Schools in Grand Forks, North Dakota. Christine is excited about SEL Fellows because she will get to learn about best practices for K-12 SEL implementation and hear from other SEL leaders across the country. Christine is passionate about SEL because she believes SEL provides foundational skills to children so they can succeed in all of their future goals both socially and academically.

Mara Lynaugh is the Student Services Coach for Hood River County School District in Hood River, Oregon. In this role, Mara works with school teams in implementing multi-tiered systems of support integrating SEL, PBIS and academics. Prior to this role, Mara was a special education teacher working with students in a variety of settings, from Kindergarten through Transition. As a CASEL Fellow, Mara is excited to learn from colleagues and experts across the country, particularly how staff, student, and family voice is informing and building SEL and PBIS systems and practices. Mara is passionate about creating school communities where everyone is engaged, empowered, and belongs. She believes that developing youth and adult SEL competencies is critical to this work.

Emery Mahoney, Ph.D, NCSP is a School Psychologist in Sahuarita Unified School District in Sahuarita, Arizona. In addition to serving as a School Psychologist, Dr. Mahoney has also worked in outpatient settings proving therapeutic supports to children, adolescents, young adults and their families. Dr. Mahoney also previously served as an Elementary School Teacher. Dr. Mahoney is most looking forward to being able to expand her knowledge of SEL through meaningful engagement with peers and mentors who are passionate and knowledgeable about SEL and its implementation. Dr. Mahoney is passionate about SEL as a mechanism for promoting equity and for optimizing student learning and development, as well as for optimizing staff wellness and functioning.

Dr. Corie Buras is the Director of MTSS for the East Baton Rouge Parish School System in Baton Rouge, Louisiana. She has served in this role since 2021 and is responsible for district wide implementation of SEL. Prior to this position Dr. Buras has served the students of Baton Rouge as an assistant principal, dean of students, instructional specialist, and teacher. She holds a bachelor’s degree in Secondary Social Studies Education from Louisiana State University, a master’s degree in Educational Technology from Boise State University, and a doctorate in Educational Leadership from the University of Louisiana Lafayette. She is also a National Board-Certified Teachers. Dr. Buras is excited about joining the SEL Fellows program because she will have the ability to connect with other SEL leaders throughout the country and bring the knowledge and skills gained to the teachers and students of EBR. She is passionate about the potential SEL has to change the lives of students and set them up for life-long success. She is dedicated to helping teachers and school leaders create environments that help students learn, grow, and thrive.

A Licensed Clinical Social Worker, Minichan received a BA from Transylvania University and a Master's Degree and a Rank I in School Social Work from the University of Kentucky. Raine brings 21 years of experience working with youth. She began her career providing mental health services to children and adolescents before transitioning to the field of public education in 2004. Prior to assuming her current position as Associate Director of Student Support Services, Raine served in numerous roles serving students and coaching colleagues. Additionally, she is a part-time graduate instructor for the University of Kentucky. Minichan has a mission to develop systemic, responsive supports and structures to ensure the success of all students.

Crystal Newcomb is the Social Emotional Learning Coach with the Regional Office of Education #21 Marion, IL which serves 22 districts. Prior to this role, Crystal served as an Early Childhood Mental Health Consultant, Mental Health Therapist, Family Intervention Specialist and School Social Worker. She has her Master's Degree in Social Work with a dual emphasis in Children, Youth and Family and School Social Work. As a member of the SEL Fellows Academy, Crystal is looking forward to connecting with other cohort members who have similar passions in regard to integrating social emotional learning and mental health with the public education system. She is excited to listen to other perspectives, learn new skills and gain valuable resources that she can share with her community. Crystal is passionate about social emotional learning as she believes it is integral to all other learning. She understands how SEL has the potential to meet the holistic needs of students, families, educators and the community.

Kimberly Ochs is a Social Emotional Learning Instructional Coach/Specialist for the West Warwick Public Schools in West Warwick, Rhode Island. Prior to this role Kimberly Ochs was a math instructional coach and a second grade teacher in West Warwick. Mrs. Ochs is excited about the SEL Fellows because she is dedicated to bringing high quality, culturally responsive, and equitable social emotional learning experiences to every educator and student in West Warwick. Kimberly is most looking forward to collaborating and learning with other educators to build connections and strengthen my SEL knowledge and skills. Kimberly is passionate about social emotional learning because she believes these skills are the foundation of academic success, healthy relationships, and overall health and wellness. She believes in relationship centered classrooms with an emotions matter mindset.

Dr. Kristen Paul is the Director of Social Emotional Learning at District 308 in Oswego, Illinois. Her 19 years of experience spans from her time in the classroom as a high school English teacher, a high school Dean, middle school Assistant Principal, a middle school Principal, a leadership coach, and an adjunct professor. Dr. Paul looks forward to connecting and collaborating with other leaders about how to continue to make SEL a foundational part of all student learning. Dr. Paul is passionate about SEL because she has seen the positive impact of integrating student social emotional learning into all academic areas. In addition, Dr. Paul believes in student and adult social emotional learning agency; elevating voices creates an opportunity to learn and collaborate on what SEL needs matter most. ""Alone we can do so little, and together we can do so much.""-Helen Keller

Dr. Iyuanna Pease is an experienced administrator who has dedicated her career to providing an equitable and inclusive environment for all students, faculty, and families through the establishment of building lasting relationships with all students and educational partners, improving school climate and serving the whole child. With 15 years of experience, Dr. Pease has worked with a diverse students and communities including foster, homeless, incarcerated, and other marginalized youth. She holds a Master’s degree in Educational Counseling and a Doctorate of Education degree in Organizational Leadership. Dr. Pease is a transformational leader committed to fostering an environment where students can dream big.

Jacqueline Renegado is the Supervisor of the Social Emotional Learning Consultants for the Montgomery County Educational Service Center (MCESC) in Dayton, Ohio. Prior to this role, Jackie served as a school-based occupational therapist for 17 years. In both roles, Jackie’s passion has been focused on helping others understand human development including the importance of sensory integration as a foundation for social, emotional, and cognitive growth. Through collaboration, Jackie is looking forward to exploring and developing practical applications to support the social and emotional needs of communities as a part of the SEL Fellows Academy.

Jennifer Riggle currently serves as a Director of Student Services Prevention and Wellness at Cooperative Educational Service Agency (CESA) 4 in West Salem, WI. The nonprofit organization CESA 4 provides leadership and service to meet the educational needs of 26 school districts in western Wisconsin. Prior to this role, Jennifer worked as a school counselor and school psychologist for 14 years serving rural, urban, and suburban communities in Wisconsin, Washington, and Kentucky. She continues to use her lived experiences, passion, knowledge, and role at CESA 4 to partner with local school districts in pursuit of optimizing available resources, practices, and programming to bring the highest quality education to students. Jennifer believes in SEL as the essential lever to define and equitably achieve successful futures for our students, educator workforce, families, and communities. Jennifer knows that CASEL’s SEL Fellows Program will bring high-leverage, transformative SEL practices to the CESA 4 area and facilitate a collective commitment to flourish in the face of the mounting challenges and limited resources in education today.

Terri Smith currently serves as the Executive Director of Whole Child Services and School Supports in Chapel Hill Carrboro City Schools where she oversees various departments including districtwide SEL and Restorative Practices. She previously served as a School Counseling Manager in Charlotte Mecklenburg Schools. Terri has been an educator for over 18 years, serving as a school counselor at the middle and high school level before moving to various leadership positions in central office. She has a master’s degree in Counselor Education and a post graduate certification in Curriculum and Supervision. Terri is a national board-certified counselor (NBPTS) and uses her counseling skills to teach educators the importance of building positive and inclusive school climates. She believes that all students deserve quality education and access to a variety of enrichment opportunities to help discover passions, skills and talents. Terri uses her voice to advocate for students and educators through membership with local and national organizations, district leadership committees and various community organizations. As an educator, Terri believes that learning is a lifelong gift. She desires to continue growing professionally by learning more about educational policy and best practices as she leads change in her community.

Emily Strongin Blickenstaff is the SEL Instructional Coach for Secondary Education at Patterson Joint Unified School District in the Central Valley, CA. Prior to her current position Emily was a classroom educator for 13 years. While she started her teaching career in Elementary ,General Education and Art, for the past 7 years she has been the Ceramics Instructor, class staff advisor, club advisor and student support coordinator at Patterson High School. As an educator, parent and partner, Emily has seen how important integrating social and emotional tools organically into one's life can make a difference in living a healthy life. As a part of the SEL Fellows Academy, Emily is looking forward to building a community with other SEL minded people to learn from and grow with. She is excited to have more resources to bring back to her PJUSD community to help the humans there live their healthiest lives!

Noelle Stroppini is a Mental Health Therapist with Amador County Unified School District in Northern California. She received her Bachelor of Arts in Child Development from Sacramento State University. Her studies and work in Early Childhood Education spurred an interest in how children and families use play to learn and heal. Pursuing this developing passion, she completed her Master of Arts in Counseling Psychology and completed coursework to become a Play Therapist. She specializes in working with children and families to build strong attachments, resolve trauma and develop skills needed to thrive in the future. Collaboration is one of Noelle's favorite things and she is excited to participate with the SEL Fellows Team to share ideas and learn from others' wealth of experience. Noelle is passionate about social and emotional learning because it provides a wellspring of skills and personal insights to participants. She is hopeful that these gifts offer practitioners the opportunity to endure difficult situations and bask in happiness every time it is possible.

Carey Tambio, M.Ed., is the Healthy Habits Healthy Schools Educational Specialist for the Hawaii Department of Education (HIDOE). In this capacity, she supports HIDOE complex areas and schools statewide with the implementation of social emotional learning (SEL), trauma-informed care, and the Hawaii Multi-Tiered System of Support. Over the past nineteen years, Carey has served in a variety of roles in the HIDOE at the state, complex area, and school level including Interim Director, Administrator, District Resource Teacher, and Classroom Teacher. In addition, Carey is the mother of two public school students, ages twelve and sixteen, and spouse to a public school teacher. Carey is excited about SEL Fellows because she knows that it is going to be an amazing opportunity to deepen her capacity to support SEL implementation with a group of like-minded colleagues from across the nation. Carey is an advocate for the development of the whole child and believes that a focus on social emotional learning and well-being will help to foster an equitable learning environment and academic success for all students.

Vonne Thomas is the Social Emotional Learning (SEL) Administrative Coordinator for Prince William County Schools, Virginia. With her background as a Director of Middle School Counseling, Middle and Elementary School Counselor, and Elementary Teacher, Vonne has developed a deep understanding of the significance of SEL in education and brings a wealth of experience and expertise to her role. Passionate about promoting social and emotional well-being, Vonne is thrilled to be a part of the SEL Fellows Academy. She firmly believes that SEL should be the starting point for positive experiences, not just for students but also for adults. Recognizing the importance of nurturing emotional intelligence and interpersonal skills, Vonne is committed to advocating for the integration of SEL principles into the educational system.

Russell Washington is the Director of Academic Programming for the School District of Philadelphia, with the responsibility of curriculum and instruction implementation for students with disabilities. Prior to this role, he served as Training and Consultation Coordinator for the Office of Specialized Services in the district. His main responsibility was coordinating professional development, training, consultation, and technical assistance for district teachers, principals, parents, and other partners covering various topics related to effectively educating students with disabilities. Russell is excited about the SEL Fellows Academy because he wants to explore maximally leveraging SEL with students with Emotional Disturbance to determine to what extent that it can keep these students in general education classrooms without needing to transfer them to schools outside of the neighborhood school that feature highly restrictive self-contained emotional support classrooms.

LaTrayl Adams is the SEL and Restorative Practices Director at Winston Salem-Forsyth County Schools. Prior to this role, LaTrayl Adams served as a Social Emotional Learning Specialist for Guilford County Schools. In both roles, she has worked to implement systemic SEL. She has also designed and lead ongoing professional learning focused on equity and strengthening adult SEL for teachers, administrators, district personnel, and parents. Prior to serving as an SEL Specialist, Adams served as a school counselor for 13 years and had a vital role in increasing graduation rates, student scholarships, and assisting first generation students with the college application process. Adams is passionate about students, culture and climate, equity, and self-care. Adams holds a bachelor's degree in Organizational Communications and Industrial/Organizational Psychology from The University of North Carolina at Charlotte. She also holds a master’s degree in Agency/Human Resources Counseling from North Carolina Agricultural and Technical State University. Ms. Adams understands the power of social and emotional learning and wants to make sure that everyone has a safe and positive learning and working environment so that they can thrive. Director Adams is excited about SEL Fellows because she will have the opportunity to build her knowledge of SEL theory and practice, adult SEL, SEL for students, and continuous improvement to enhance the work that is most relevant.

Jeanette Adams-Price is an Instructional Specialist with the Office of School Improvement Professional Learning Team at Monroe One BOCES (Board of Cooperative Educational Services) located in Rochester, NY serving 11 districts.

Jeanette is an experienced elementary classroom teacher, professional learning leader, and education consultant leading initiatives on student-centered and classroom embedded formative assessment; standards-based learning, grading, and reporting; LGBTQ+ education; and leads the SEL Leaders in the Monroe One BOCES region. She is a seasoned conference presenter at the local, state, and national levels and has most recently published articles on what makes professional learning effective and long lasting.

Ms. Adams-Price is looking forward to learning deeply about SEL in order to support school districts in her region develop/revise curriculum that embeds the SEL competencies, build success criteria tools and resources that connect to NYS (New York State) guidance documents and SEL benchmarks, and better establish and support a regional community of SEL leaders. Additionally, she is inspired by the opportunity such work offers in creating learning environments and communities that are welcoming and affirming, where all feel they belong, are valued, and encouraged to be their authentic selves.

Jeanette is passionate about social and emotional learning as she sees it as THE essential learning needed right now to foster what she refers to as developing “humanitarian learners” who skillfully and heartfully act upon social justice issues of personal meaning and relevance. Humanitarian learners approach their learning in a prosocial manner where they see one another for all of who they are, uplifting and bringing their uniqueness to the forefront of their collective learning and problem solving. Beyond this living authentically in students and schools, this is sorely needed right now in all communities and our country.

Dr. Dionne Atley-McCurry is a SEL Coordinator and Program Manager in the Houston Independent School District. Prior to this role, Dr. Atley-McCurry served as a school leader, curriculum specialist, academic dean, and instructor. Dr. Atley-McCurry is most looking forward to collaborating with fellow SEL practitioners to develop solutions that seamlessly integrate social and emotional learning for all stakeholders. Dr. Atley-McCurry understands the power of emotional wellness and how social and emotional learning positively impacts academic achievement and healthy social management for children and adults.

Dr. Christine Baker is the Director of Student Services and School Improvement at the Greece Central School District in Greece, New York. Prior to this role, Christine has worked as an Assistant Director of Pupil Personnel Services, an Assistant Principal, and a School Counselor. She has a Bachelor of Arts in Sociology from Ithaca College, a Masters in School Counseling from Roberts Wesleyan College and a Doctorate of Education from the University of Rochester. Dr. Baker is excited about participating in the SEL Fellows Program because she hopes to learn from other champions supporting the work of SEL in order to further the work within her district. Christine believes that SEL is critical as a foundation for all students and staff to grow and learn. She hopes that more training and information will create more confidence amongst staff in their ability to deliver proactive tier 1 SEL strategies and lessons that all students have access to.

Tiago Baltazar is a PBIS Coordinator at Berrien RESA in Berrien Springs, Michigan Besides developing systems of support, Tiago has worked as a school psychologist for the last 10 years. He enjoys helping schools develop systems that sustain a healthy, safe, and inclusive culture. Participating in the SEL Fellows Academy is a unique opportunity to grow alongside others who also value social and emotional learning and what it can do to maximize the well-being of our students and staff.

Melanie Barbas is the Lead Teacher for Classroom Culture in the Colonial School District, in New Castle, Delaware. Prior to taking the role as Lead Teacher in 2017, Melanie spent eighteen years as a dually-certified teacher with experience in first, second and third grades. Melanie is looking forward to collaborating with leaders across the country as part of the SEL Fellows Academy. She is passionate about integrating social-emotional learning in equitable and trauma-informed ways to support success for all stakeholders in her school district.

Maȟpíya Black Elk is the Director of Youth Empowerment & Leadership with the NACA Inspired Schools Network, a national Indigenous education organization based out of Albuquerque, NM.

Before serving in the network, Maȟpíya worked at the Native American Community Academy (NACA) in different capacities including as the executive assistant to the director, creating and implementing substance abuse prevention strategies, and leading wraparound support services for boys and young men of color.

Having the opportunity to work with schools in Indigenous communities across Turtle Island, Maȟpíya is both grateful and thrilled to be a part of the SEL fellows. They hope to expand their knowledge and learn new skills that will continue to impact and transform the health and wellbeing of the communities in the network.

Maȟpíya Black Elk is passionate about social and emotional learning because it is in many ways inherent to traditional ways of being for Indigenous peoples and sees it as a way for communities to reclaim their cultural practices in and outside of the classroom.

Carla Burley is the Director of Social Emotional Learning at Hopkinton Public Schools in Hopkinton Massachusetts. Carla is an advocate of well thought out planning, resourcing and implementation of social emotional learning. She is looking forward to learning and growing with the SEL Fellows community.

Susan Cole is a School Psychologist and SEL Coordinator with New Hanover County Schools in Wilmington, North Carolina. During her tenure with New Hanover County Schools she has served as a School Psychologist at the elementary, middle, and high school level as well as Behavior Specialist and Special Education Liaison. Her 17 year career with the district has largely focused on supporting the mental wellness and behavioral needs of students through collaboration with teachers, students, caregivers, and community providers. Susan is excited to join the 2022-2023 CASEL SEL Fellows Cohort and is looking forward to collaborating with other district leaders on systemic implementation of Social and Emotional Learning. She is very passionate about the opportunity to leverage social and emotional learning for educational equity and the comprehensive growth of students, staff, and stakeholders.

Christine Conceison is the Director of Mental Health at Burlington Public Schools, Burlington, MA. Prior to this role Christine Conceison worked as a school-based social worker, worked for the Massachusetts Department of Children and Families, and continues to work as a private clinician. Mrs. Conceison is excited about SEL Fellows because of her firm belief in the importance of social and emotional learning and its ability to be a preventative and proactive measure in emotional development.

Courtney Cook is the Social-Emotional-Behavioral Health Coordinator at Prairie Lakes Area Education Agency in Northwest Iowa. Prior to this role Courtney was a 6-12 School Counselor and continues to support the profession as President-Elect of the Iowa School Counselor Association. Her career in Education also includes teaching Secondary English and she holds Master of Arts degrees in Counselor Education (Adams State University) and Educational Leadership & Policy Studies (University of Iowa). Courtney is most looking forward to collaborating with SEL Leaders across the country as part of the SEL Fellows Academy. She is passionate about social and emotional learning and understand the power SEL has in supporting our students' overall social-emotional-behavioral health and academic success.

Jessica Coulson is the Coordinator for SEL + College & Career Readiness in the San Ramon Valley Unified School District, located in the East Bay region of the San Francisco Bay Area. Prior to this role, Jessica was a school counselor and a high school English teacher. Jessica is eager for opportunities to learn and collaborate in the SEL Fellows Academy. The learning in which she will engage and the connections she will make will strengthen the SEL initiatives she is working to support in service of the students, staff, and community of the SRVUSD. Jessica has experienced the transformative power of strong social emotional competencies, and hopes that her participation in the SEL Fellows Academy will provide her with even greater resources to assist her community in this work.

Roann Demanche, Fitchburg Public Schools

Jessica Donaldson is the Director of Behavioral Health with Regional Office of Education #33 in Galesburg, IL. Jessica is also a Licensed Marriage and Family Therapist and a Certified Meditation and Mindfulness Teacher with over 14 years of experience in mental health and educational program development, leadership and direct service. Jessica is most looking forward to engaging with a network of innovative leaders through the SEL Fellows Academy. She is passionate about enhancing educator and family wellness and specializes in training about Social and Emotional Learning, Trauma-Informed Practices, and Mindfulness.

Dr. Jacquelyn DuBois is a Senior Educational and Behavioral Consultant in the Psychological and Behavioral Consultation Services Department of EASTCONN, a regional education service center in Connecticut. Dr. DuBois is also a licensed psychologist and Nationally Certified School Psychologist (NCSP). Prior to her current role, Dr. DuBois completed her PhD in school psychology at Northeastern University and her doctoral internship at Devereux Center for Effective Schools. Dr. DuBois has experience in public school systems, community mental health, hospitals, and early intervention settings. In her current role, Dr. DuBois collaborates with public school districts to develop, implement, and evaluate multi-tiered systems of support to improve student mental health and social-emotional learning.

Dr. Matt DuBois (he/him/his) is the Assistant Director of Guidance, Clinical Services, and Social-Emotional Learning for the Public Schools of Brookline (Massachusetts). As part of his work, Dr. DuBois leads, creates, and executes SEL initiatives across the district (PreK to 12). Prior to his current role in Brookline, Dr. DuBois worked as a school and clinical psychologist for the district, where he coordinated a therapeutic program at the high school. Outside of Brookline, Dr. DuBois is the President of the Massachusetts School Psychology Association (MSPA).

Dr. DuBois is passionate about social and emotional learning because he believes deeply that investing time and resources in SEL is not at the sacrifice of high-quality education, but a fundamental and necessary condition in achieving it. Dr. DuBois is excited to join the SEL Fellows academy and is eager to collaborate with and learn from SEL leaders throughout the country.

Colleen Ferreira is certified in Social-Emotional and Character Development Instruction from Rutgers University, holds an Administrative Services Credential, and a Master's Degree in Elementary Education. She was a classroom educator for 15 years, served as a CA MTSS District Representative to support implementation of CA MTSS, and served as Social-Emotional Learning Lead at her site. She was an SEL Thought Leader for the Advance SEL in CA Project to prepare the report "Advancing SEL Amid a Pandemic and a National Awakening to Systemic Racism" on how to improve SEL education in the state. Currently, she serves as Coordinator of Social-Emotional Learning at the Orange County Department of Education, SEL4CA Regional Coordinator, and partners with the Sacramento County Office of Education in hosting monthly California SEL Community of Practice meetings for county leaders statewide. She believes social-emotional learning has the power to shape compassionate systems and transform life outcomes for students by creating conditions for youth and adults that will support and embrace our shared humanity.

Michelle Gill is the Social, Emotional, and Academic Learning Coordinator at Centennial School District in Bucks County, Pennsylvania.

Prior to this role, Michelle had the privilege of designing and leading SEL professional development for educators and consulting in public, private and charter schools, nationally and internationally. Michelle began her career in education as a classroom teacher and spent fourteen years in both the School District of Philadelphia and Fairfax County Public Schools.

As a member of the SEL Fellows Academy, Michelle is most looking forward to building supportive connections with other cohort members and receiving guidance and constructive feedback from CASEL implementation experts.

Michelle is passionate about social and emotional learning because the skills students develop through SEL can support not only their academic success, but their success and wellbeing in all areas of life.

Stephanie Goldberg is the Staff Development Coordinator at Monroe Township Public Schools, NJ Stephanie Goldberg, M.Ed. is a Staff Development Coordinator in Monroe Township, New Jersey and an educational consultant with her company called Teach 2 Teach, LLC. She works with her own district and others to present interactive workshops on educational topics and strategies, provides coaching and peer observations, and helps school districts develop and sustain their professional development programs. Most recently Stephanie’s efforts have been to help create a district vision and pathway toward Social and Emotional improvement. Some of Stephanie’s professional training includes a School Leadership Certificate in Social Emotional Learning and Instructional Coaching training through Coaching for Results Global. Stephanie is most excited about the SEL Fellows program to collaborate with others to learn about their school visions and action plans in terms of continuous SEL improvement.

Heather Hawkins is the Assistant Principal at Enosburg Falls High School in Enosburg, VT. Prior to this new 2022-2023 role, Heather Hawkins was the District Social Emotional Learning Coordinator and a District Behavior Analyst. Mrs. Hawkins is excited about SEL Fellows because she is passionate about social, emotional learning as SEL is the foundation of our education system. Participating in this program is a way to be a part of the SEL conversation and bring this critical component to her current and future work.

Angela Healow is the Social Emotional Learning Specialist at Lane Education Service District in Eugene, Oregon. Angela also serves as a founding member of SEL4OR and has had an integral part on the Oregon Department of Education SEL Advisory Board and the State Teacher Licensure SEL Committee. Prior to this role, Angela was the Social Emotional Learning TOSA in Beaverton School District where she facilitated the SEL department and was able to support SEL coaches in all 34 of the elementary buildings. She also was an elementary classroom teacher for 15 years before moving to the SEL role. Angela is most looking forward to learning from the the CASEL Fellow community on ways to better serve the rural communities of Oregon with SEL implementation. Angela is passionate about finding innovative ways to support adult SEL and wellness in all 16 of the school districts she serves.

Kristen Henry is the Coordinator of Mental Health & Wellness in the Newport-Mesa Unified School District in Orange County, California., USA. Kristen is most looking forward to the opportunity to collaborate with and learn from this community of SEL enthusiasts and experts. She is passionate about the proactive pursuit of systematic integration of social emotional learning and reverent of the positive impact experienced by the children and adults involved in the process.

Josh Lane is the Student and Family Specialist at Central Kitsap School District, located in Bremerton, Washington.

Prior to his current role with CKSD, Josh has had the privilege to serve students and families as a School Counselor in Washington, Oregon, and Idaho.

Josh believes that social emotional skills are at the foundation of all learning. And that we have the collective responsibility as educators to ensure our students graduate with the skills to understand themselves, others, the world, and how to meaningfully contribute to the spaces we all share.

Josh is excited about the collaboration possibilities and expert guidance the SEL Fellow learning community will provide on district-wide implementation of equity centered, transformational SEL programs.

Jennifer Lipton-O'Connor is the SEL Coordinator for the Public Schools of Northborough and Southborough in metrowest Massachusetts. Her district includes ten schools that serve approximately 4,500 preK to 12 students across two suburban communities. Prior to this role, Jennifer has served as a School Psychologist or BCBA in a variety of school settings. She has a PhD in Psychology and enjoys being able to use her skills as both a researcher, psychologist, and clinician to support students. This is her second year in a distric-wide leadership role, and she is excited to work and learn from colleagues. Jennifer is passionate about creating safe and inclusive schools, and feels that SEL is a critical piece of that work.

Rochelle Martin is the Transformative SEL Coordinator for the Office of Curriculum, Instruction, and Professional Development in Long Beach Unified School District (LBUSD), California. Prior to this role Rochelle Martin was LBUSD’s Inclusion and Special Education Curriculum Leader as well as the Coordinator for the district's inclusive classrooms for students with disabilities. In these roles, she has worked to support administrators and teachers with creating equitable and inclusive learning environments that elevate each student's authentic self within their learning community. Mrs. Martin is excited about SEL Fellows because of the opportunity to learn and grow within an SEL community dedicated to building shared knowledge of Social Emotional Learning in theory and practice. She is passionate about SEL because schools are places where students must be empowered to share ideas, take risks, and question the world in which they live. Social Emotional Learning is not just about supporting students in developing their own competencies, but it is also about supporting them in developing themselves within community. She cannot wait to use this learning experience to guide and support implementation within LBUSD schools.

Samantha McMasters is the Teaching and Learning Supervisor at Marion City Schools in central Ohio. This is Samantha's 28th year in public education where she has taught as an intervention specialist and served as a Director of Student Services.

Samantha is excited about the SEL Fellows to help build intentionality in identifying and practicing the interconnectedness of academics, SEL, and equity.

Ms. McMasters is passionate about social emotional learning because it strengthens the relationships among all stakeholders and reinforces our district mission.

Audre Midura is the Supervisor of Community School Partnerships, Mental Health Education and Social Emotional Learning for Nassau BOCES. Prior to this role Audre worked in the Student Support Services Department and for 13 years was a Principal/Director of a Career and Technical High School. Audre is passionate about the social emotional learning and the importance of positive student adult relationships as they are the key to student success, engagement and fulfillment. Audre looks forward to her SEL Fellows program as it will allow her to share CASELs resources, research and materials to the school districts in Nassau County.

A Licensed Clinical Social Worker, Minichan received a BA in history from Transylvania University and a Master's Degree in Social Work as well as a Rank I in School Social Work from the University of Kentucky. Raine brings 18 years of experience working with children, youth, and their families. She began her career providing clinical mental health services to children and adolescents with emotional and behavior disorders before transitioning to full-time practice providing therapeutic services and advocacy for child/adolescent victims of sexual abuse. After working in the clinical field, Minichan made the move to serve students and families in a more proactive manner and found her niche combining her first love-- education-- with her second love-- pediatric mental health. Prior to assuming her current position in December of last year, Raine has served as an FRC Coordinator at Dixie Elementary, a Child Guidance Specialist at Lansdowne Elementary, a Student Success Coach at Northern Elementary, a District Positive Behavior Intervention and Support Coach, and a co-coordinator for mental health services. She has also spent several years as an adjunct instructor of the University of Kentucky College of Social Work graduate program. Through each of these roles Raine's passion for helping students has evolved into a mission to develop systemic, responsive supports and structures to ensure the success of all students. Raine currently serves Fayette County Public Schools students as the Associate Director of Student Support Services, Mental Health, & Social Emotional Learning.

Jenni Newton is the SEL Coordinator for Astoria School District in Astoria, Oregon. After completing her doctorate focused on SEL and secondary public schools, she moved to a district role in developing a sustainable transformative SEL framework for the small district. Dr. Newton is most looking forward to networking with colleagues around the nation to holistically support PreK-12 learning environments that develop curiosity, compassion, and lifelong learning. Jenni feels most passionately about advancing equity in curriculum, actions, and systems as a critical tool in belonging and understanding others.

Angelyn Nichols leads the division SEL Implementation Team, the AASA SEL Impact Grant, and serves as a Coordinator in the Office of Professional Growth and Innovation at Virginia Beach City Public Schools in Virginia. A teacher at heart, Mrs. Nichols’s passion for SEL, equity, and innovation have been threaded throughout her 20+ years in education. She has worked in California, Nevada, and Virginia as a gifted resource teacher in grades K-8, an English and writing teacher in grades 6-12, and the Community Outreach and Curriculum Coordinator in Nevada. Mrs. Nichols’s purpose is to connect with the hearts and minds of educators and advocate for SEL so that we each learn and work in environments that nurture belonging, foster equity, and empower excellence.

Gina Norton is the SEL Coordinator for the Round Rock Independent School District in Round Rock, Texas. Prior to returning to Texas last school year, she served as the MTSS behavior coordinator and district behavior specialist in Albany, New York. Her background includes teaching special education, behavioral analysis and social work / counseling. Gina is looking forward to exploring how SEL and MTSS coordinate with one another to focus on the well-being of all students. She looks forward to the collaboration opportunities with others as we all grow these processes in our new educational realities.

Shannon Parlato is a district Culture and Climate Coach for Kalamazoo Public Schools in Kalamazoo, Michigan. Shannon directs the Social Emotional Learning Center for Kalamazoo Public Schools. She played an instrumental role in its creation. Shannon has twenty years of experience in the classroom and understands the positive impact social emotional learning can have in the classroom, a school and community. Shannon is most looking forward to learning about how other districts are implementing SEL and sharing ideas for success. Shannon is passionate about social and emotional learning because it helps address the needs of the whole child, as well as teaches life long skills for future success.

Statia Paschel is the Director of SEL and Cultural Proficiency & Inclusiveness in Austin ISD.

She grew up on the beaches of South Carolina and has served as a coach, teacher and administrator during her 19 year educational journey.

Statia believes in co-creating inclusive systems to support students’ social, emotional, and academic achievement and looks forward to strengthen her practices as a part of the SEL Fellows Academy.

Randi Peterson is one of the Social Emotional Learning & Health Curriculum Developers in Bellevue School District in Bellevue, WA. Prior to this role Randi served as an elementary classroom teacher and elementary instructional coach in Bellevue. Randi has earned (and renewed) her National Board Certification as an Early Childhood Generalist. Randi is most looking forward to connecting with others to help the advancement of SEL to ensure that each student (and adult) are able to build the skills necessary for success in life.

Santina Plottner is a Social Emotional Learning Specialist at the Ohio Valley Educational Cooperative, which is a consortium of 15 school districts serving 155,000 students in North Central Kentucky. Prior to this role, Santina has served a multitude of students as a certified school counselor and a licensed professional clinical counselor (LPCC) in Kentucky over the past 16 years. As a part of the SEL Fellows Academy, Santina is most looking forward to collaborating with other leaders from across the country on how social and emotional learning can be integrated and woven into existing structures and systems that support the students, educators, families, and communities in her region in KY and beyond. More specifically, Santina is passionate about developing and sustaining systems of support for educators, for the power of social and emotional learning is amplified when educators are actively involved in cultivating and modeling their own social and emotional development.

Charlotte Plouse is a K-12 Student Services Specialist at Lake Washington School District in Redmond, Washington. Prior to this role Charlotte was a classroom teacher and professional learning coach. Specialist Plouse is excited to partner with the SEL Fellows Academy to collaboratively examine transformative social emotional learning implementation. Ms. Plouse realizes the power of social emotional learning to ensure equitable access to opportunities, enhance well-being, and create communities where each adult and student thrives!

Melissa Pointer is the Director of Social Emotional Learning at Highline Public Schools outside of Seattle, WA.

Prior to this Director Pointer served as an elementary principal for eleven years and high school associate principal for four years.

Director Pointer is excited about SEL Fellows because it will provide her with the opportunity to collaborate with and learn from colleagues around the nation who are leading SEL in their districts. Her goal is to build a SEL program that is Anti-Racist and Culturally Responsive in nature. This type of SEL is an emerging field and will require thoughtful development and implementation making joint learning and collaboration with others essential.

Ms. Pointer understands the power of social and emotional learning and has seen it transform school communities and family experiences, including her own.

Eli Rogers is the District Coordinator of SEL and Family Engagement for Aptakisic-Tripp CCSD#102 in Buffalo Grove, IL. Eli previously served as a school psychologist, assistant principal, principal, and student services coordinator in D102. Eli is passionate about social emotional learning and mental health and strongly believes that educators can serve a unique and powerful role as protective factors for students. Eli is looking forward to connecting with and learning from colleagues through the SEL Fellows Academy.

Dr. Katarina Roy Schanz has served as the Director of Wellness and Engagement for Riverside Unified School District in Riverside, CA for the past 8 years. Prior to this role, Katarina held various roles, including school counselor, assistant principal, and principal. Katarina values the impact that social and emotional learning makes on all students. Recently, she led the district in the social and emotional learning curriculum adoption process and is excited to bring the knowledge and experience gained through participation as an SEL Fellow to her district.

Vickie Sargent is the Social and Emotional Learning Administrator on Special Assignment for Hayward Unified School District in Northern California. Vickie Sargent has been an educator for 29 years: a high school English teacher, a Teacher on Special Assignment for Restorative Practices, and an Assistant Principal at both an elementary and middle school. Vickie also loved being the administrator for freshmen at a high school in her current district.

Vickie is excited about being an SEL Fellows as her whole career has been leading to this opportunity to bring her student-centered classroom frame and experiences to the larger community. She knows well the importance of building positive relationships with all educational partners. Being an SEL fellow allows Vickie to broaden her learned experiences as she expands her social-emotional learning skill set to benefit her school community including families and community partners by sharing more tools and strategies to cope with the turbulence life can bring.

Vickie is passionate about social and emotional learning because she has seen the real, positive, and lasting impact SEL can have on the lives of both students and adults as they boost skills that can help them better manage life’s challenges on this journey we call life. Vickie enjoys bringing joy, calm, smiles, and new perspectives to all those she has the honor to work with.

Fern Seiden, M.S.W., is the Director of Student Wellness for the Merrimack School District, in Merrimack, New Hampshire. Prior to assuming this position, she was a School Counselor for 17 years. During the past seven years, as a member of the District Mental Health Committee, she worked on a district team establish a trauma-informed System of Care across the district. In 2020, a role dedicated to SEL and wellness was established in Merrimack, and Fern is thrilled to have made the transition to support the innovative work being done to support the social-emotional wellbeing of children and families there. As a part of the SEL Fellows program, Fern is most looking forward to belonging to a professional learning community dedicated to SEL and to deepening her understanding and awareness of SEL leadership. Fern has been passionate about social and emotional learning since she began her work as a school counselor. She believes that when schools fully integrate SEL with an equity focus, they have the potential to play a central role in the healthy and holistic development of young people, influencing positive outcomes for young people and their communities.

Matthew Slight is the Director of SEL for Clarksville Montgomery County School System in Clarksville, TN.

Prior to this role Matthew Slight served as principal of West Creek High School from 2015 to 2021.

Mr. Slight is excited about the SEL Fellows and the knowledge and relationships he will gain that will ultimately support the work of his district in providing quality interventions to meet students' academic and behavioral needs.

Sarah Stawowy is a Culture and Climate Consultant at Calhoun Intermediate School District in Marshall, Michigan USA.

Sarah is a licensed Social Worker and has been in the field for approximately 20 years working in a variety of disciplines. Sarah has worked within the field of education for the last 10 years, and prior to becoming a Culture and Climate Consultant she was a School Social Worker and a Behavior Specialist Consultant.

Sarah is excited about becoming a CASEL fellow because she is very passionate about creating systemic change within local school districts around Social and Emotional Learning for both adults and students. Sarah is most looking forward to learning from, and collaborating with other CASEL fellows and becoming part of the CASEL community.

Angel Thomas is the School Support Supervisor and SEL Lead at Saint Paul Public Schools in St. Paul, Minnesota. Before this role, she was a School Support Coach and Middle School English Language Arts teacher. Angel understands the immediate and long-term impacts of intentionally and consciously prioritizing culturally relevant and equitable Social Emotional Learning in life and educational communities. Angel is excited about SEL Fellows because she knows that when you know better, you do better, and she understands the importance of building trusting and collaborative relationships. SEL Fellows will provide abundant knowledge, growth, and experience.

Katy Thomas is the Program Specialist for Social Emotional Learning for Elk Grove Unified School District in Elk Grove, CA. She previously served as a Mental Health Therapist. Prior to her role in mental health she was an Instructional Coach and an Elementary Teacher. Katy is excited to learn about the most recent research regarding Social Emotional Learning. She is passionate about empowering staff and families to support the social emotional wellbeing of students.

Jette Thompson is the Coordinator of Student Services at JO Combs Unified School District in San Tan Valley, Arizona. Prior to this role, she served as the SEL Specialist for the district. Her experience in education has allowed her to work as a school counselor with youth from preschool to college. Jette is most looking forward to deepening her knowledge on how to systematically build social emotional learning so that it permeates all of the instructional day and leads to a richer more rigorous school experience for each student. Social emotional learning encompases the essential skills students need to be thriving adults. Jette is passionate about providing the learning environment and opportunity to develop these necessary skills.

Dr. Cynthia Treadwell is the Executive Director for the Office of Social and Emotional Learning for Chicago Public Schools. She served as the Principal of Ira F. Aldridge Elementary and has been a dedicated educator for the past 21 years with Chicago Public Schools. She has been a school leader for the past 10 years fulfilling the role of an Assistant Principal and Principal. She has worked as a classroom teacher, Reading Specialist/Coach, and District Literacy Specialist. During her tenure as an educator, Cynthia has had the opportunity to teach courses as an Adjunct Instructor at Chicago State University and DePaul University. Cynthia currently holds a Doctorate in Educational Leadership from National Louis University with a Superintendent endorsement. She earned her undergraduate and graduate degrees from Chicago State University. Cynthia is excited about SEL Fellows because it creates an opportunity for her to learn alongside other provocative thinkers that believe in the effectiveness of social and emotional learning. She is looking forward to collaborating with educators, sharing ideas and solving complex social and emotional challenges that hinder school systems. Believing passionately in the power of education to expand human potential, transform lives, and shape new visions for leading and learning in a globally complex world is what drives Cynthia. She believes this core value is a necessary catalyst for promoting rich socially and emotionally learning ecosystems where every stakeholder is impacted positively.

Zaia Vera is the SEL Lead at Oakland Unified School District in Oakland, California. She believes in humanizing education that serves to prepare students for the world. Zaia co-founded the Oakland Teacher Residency to cultivate and support local and diverse educators, and she is a former school principal, instructional coach, and teacher. Zaia holds Masters degrees in Psychology and TESOL, and is a Doctoral candidate in Education Leadership. Zaia is looking forward to collaborating with SEL fellows so they can have a coherent theory of action of SEL implementation in OUSD.

Mary Jo Verbitsky is the Coordinator of Professional Development at the El Dorado County Office of Education in Placerville, CA. Prior to this position Mary Jo taught for 22 years in an alternative education program. She is excited about the opportunity to collaborate and learn from educators in other states during the SEL Fellows Academy and to share that learning with the educators and community she serves. Mary Jo believes that social emotional learning is the foundation for wellness and has witnessed the power of SEL in both her personal and professional life.

Meleika Wadley is the Director of Social- Emotional Learning for Roosevelt School District in Phoenix Arizona. She is responsible for the development and evaluation monitoring of a comprehensive school based mental health and social- emotional learning department. Prior to this role Meleika Wadley was the coordinator of school social work and student support systems for Phoenix Elementary District #1 while in this role which she led the development of a comprehensive five-year equity strategic plan Throughout her 17 years in public education and social services, Meleika has built the capacity of educators to transform systems to become equitable and inclusive.

Meleika Wadley is most looking forward to learning from other school districts around the country while having the support, research, and technical assistance from CASEL.

Mrs Wadley passionately advocates for underserved communities and she believes that education is the most powerful weapon to changing the world (Nelson Mandala) and social-emotional learning is a crucial and necessary to the future of our educational systems.

Dr. Merritt Waters is the Coordinator of Student Wellness for Lakewood City Schools in Lakewood, Ohio. The deep desire that drives her is creating a more joyful and peaceful world. Striving and surrendering, she aspires to live and lead with patience, humility, enthusiasm and nonjudgmental curiosity.

She has had the good fortune to gesture toward these ideals during 26 years of service in several Ohio PK-12 districts in the roles of School Psychologist, Director of Student Services, and Principal. Additionally, part time gigs as a higher ed faculty member, meditation instructor and Vespa shop employee round out diverse opportunities to build, practice, refine and model SEL skills.

As a CASEL Fellow, Dr. Waters anticipates discovering expanded capacity to appreciate every person and situation she encounters. With this widened perspective, she hopes to further embody and encourage open communication, rich collaboration and secure feelings of belonging, thus contributing to the wellbeing of the children and adults she encounters in daily life.

Mark W. Wells, M.Ed. is the Social and Emotional Learning (SEL) Coach for the New Castle County Vocational Technical School District in New Castle County, Delaware in the United States of America. Prior to this role, Mark Wells was a school counselor at Delcastle Technical High School for 15 years. Mark has been working within the field of human services, counseling and education for a total of 23 years and has a broad range of experiences working within state systems. Mark is excited about the SEL Fellows Academy because it directly connects the NCCVT School District with the SEL experts at CASEL, and he is most looking forward to continuing to make a strong effort to embed SEL best practices into all aspects of the educational experience for students, families, faculty, and leadership within the district. Mark is passionate about social and emotional learning because it fosters the creation of positive connections and provides students with the foundation for achievement and holistic success by increasing their levels of self-awareness, self-management, social awareness, relationship skills, and ability to make responsible decisions.

Heather Wines is the newly appointed Supervisor of Social-Emotional Learning (SEL) for Prince William County Schools (PWCS) in Virginia. Ms. Wines will be the first person to serve in this role and will be instrumental in developing a Social-Emotional Learning program for the division. Ms. Wines previously served as the Administrative Coordinator for the PWCS Heals Program and the PWCS Pandemic Response team, starting in December 2020. Prior to that role, Ms. Wines served as the Director of School Counseling at Parkside Middle School in PWCS, and as a school counselor at Metz Middle School in the City of Manassas. Prior to working in education, Ms. Wines served as a foster care social worker, both in the City of Manassas and Warren County, Virginia, and as a consultant for the Virginia Department of Social Services.

Ms. Wines has extensive experience working with students and youth with a history of trauma, including those involved in foster care, juvenile justice system, and social services, and is extremely excited to be a part of the SEL Fellows Academy in order to support the implementation of SEL and trauma-informed approaches throughout PWCS from the ground level. Being a part of an extensive network of expertise will allow for opportunity to create a culture within PWCS that treats the social and emotional well-being of school staff and students as a priority. Ms. Wines is a strong advocate on behalf of supporting mental wellness and social-emotional health initiatives for students, families, and school staff members because it creates the foundation needed for all individuals to heal, grow, and flourish.

My background in social and emotional learning extends to after school programs and camp settings 30 years ago. As an educator, my experience as a Special Education Teacher and an Interventionist focused on developing relationships with students and families to support the whole child.

Soon after starting my teaching career, I realized my passion was not in teaching academics but helping students realize their potential. I became a school counselor to do just that and now I continue this work by helping our teachers learn about the importance of SEL in our schools as our district’s School Climate Coordinator.

I have spent 16 years in the district as a Special Education Teacher, Interventionist, and Teacher Leader. During my tenure, I have worked to develop and implement a 5-year plan for SEL, RtI, Professional Learning, as well as facilitated a committee to write the Greece CSD’s Strategic Plan.

I am K-12 Director of Social and Emotional Well-being. I completed undergrad at University of Connecticut, a Master’s degree in School Psychology from Bucknell University and second Master’s in Educational Leadership from Brigham Young University.

I am the superintendent of the Affton School District in St. Louis. In 2016, I identified SEL as one of three strategic plan focus areas along with academic excellence and creative problem solving. My career began in 1998 as a high school science teacher and has included various school and district-level administrative positions.

I have been the Director of Special Services since 2012. I began my educational career as a School Psychologist before moving into educational leadership roles. Prior to my career in education, I served as a clinician for a mental health center, Program Director for a psychiatric medical institute for children.

I am a Social Emotional Learning Specialist at Montgomery County Educational Service Center in Dayton. I am also a Professional Clinical Counselor that specializes with children and adolescents. Currently I provide professional development on a range of topics related to creating Trauma Informed/SEL Integrated learning environments, coaches administrators/staff on integrating SEL/TI practices and curriculum development.

I supervise the department/programs under the Division of Student Support which includes: Child Welfare and Attendance, School Counselors, Health Centers in Schools/School Nurses, ICARE, MTSS/SEL, Social Workers, 504, and Truancy Assessment Service Center. I hold a Bachelor of General Studies, Master of Education, and Education Specialist from Louisiana State University and A&M College. I am a National Certified Counselor and a National Certified School Counselor.

I am currently the Intervention and Support Supervisor for Charlottesville City Schools. I have over 20 years experience as a special education teacher and administrator as well as division leadership in mental wellness, MTSS, PBIS, and federal programs. I am married with two sons and a very opinionated dog.

I just started a position with Taylor ISD after serving as Coordinator for Social and Emotional Learning in the Round Rock Independent School District. In the last five years, I have coordinated a district-wide initiative on integrating social and emotional learning best practices across 56 schools and worked to expand understanding of social & emotional learning, restorative practices, and integrating best practices for whole-child education.

I am Superintendent of Community Consolidated School District 181, serving grades PreK-8, outside of Chicago. During my more than 27 years of work in public education, I have been a District administrator, principal, and history teacher. I have led multiple curricular improvements and professional development initiatives across the spectrum of socio-economic schools and have been a part of some of America’s highest performing schools.

I am a former Division I basketball captain, non-profit director, and company commander in the United States Reserve. I currently serve as the SEL Coordinator for Des Moines (IA) Public Schools and hold a bachelors degree in Philosophy from the University of Pennsylvania, Masters of Science in Global Leadership from Goldsmiths, University of London, and a PhD in Education from Drake University. I seek to humanize my studies and life experiences to enhance the spaces I occupy.

I am a Licensed Professional School Counselor serving Johnston County Public Schools in Smithfield, North Carolina. As a Social and Emotional Learning Specialist, my professional experiences include community mental health, special education, and school counseling. My passion is supporting and encouraging others through authentic relationships. I believe that seeing, hearing, and valuing individuals ensures the greatness as a collective whole.

I have experience leading a school as a principal, leading colleagues as a staff developer, and leading educational services with district-wide initiatives as Administrative Director in Educational Services. In all those capacities, I have been in my element; as Sir Ken Robinson described, the element is the point at which natural talent meets personal passion. I feel grateful that my 29 years in education have afforded me to be in my element, where I love what I do because supporting others and building them up brings me joy.

I have been an educator for over 30 years, working in schools in southern California, North Dakota, and Minnesota. I am currently the Director of Special Services in an inner tier suburb of St. Paul/ Minneapolis. I am also the founding director of a nonprofit organization supporting a school in Port-Au-Prince, Haiti. I lead my district’s social and emotional learning efforts and oversees special education services.

A Californian educator, I have served as a teacher, counselor, adjunct professor, school psychologist, consultant and SEL coordinator for over 25 years. I received my doctorate in Educational Leadership with a concentration in Educational Psychology through USC. I am passionate about leveraging SEL to address the needs of the whole child. I strive to build uplifting relationships that efficaciously espouse social emotional learning and create thriving cultures.

I am the Assistant Director of Educational Support Services for the Walnut Creek School District. Previously, I served as principal at three different schools including as founding principal of Tice Creek School, a K-8 public opt-in Project Based Learning School, where SEL was embedded as a critical component to the learning program. I am proud to lead the WCSD in the implementation of SEL across all schools and all settings.

I am an educational leader who has worked in the field of education for over 30 years and noticed that a majority of administrators rarely receive support understanding and analyzing the harmful effects of institutional racism. Over the years I have developed a framework designed specifically for administrators to develop the skills, mindset and dispositions necessary to interrupt the impact of institutional racism and become the bold and courageous leaders we need today.

I have spent over 25 years serving students and families in public schools throughout the Valley. I am a champion for all children, with experience as a teacher, principal, county level leader, district administrator, and Superintendent of Union Elementary School District #62. My leadership, communication, collaboration, and student-centered beliefs ensures Union ESD inspires hope and empowers all children to courageously pursue their goals and dreams.

I started my educational career as a school social worker in 2012 in the western suburbs of Chicago, and soon after found my passion for SEL and committed to building social emotional skills beyond my caseload. Currently an Assistant Director of Student Services in Batavia, Illinois, I am thrilled to join a community of leaders focused on comprehensive SEL implementation for students, staff and adults to learn and grow.

I have diverse experience as a K-12 Educator, having taught every grade, K-12, as a NYS Certified Health and Physical Education Teacher in rural, urban, and suburban settings at private, public, and charter schools. I transitioned into Educational Leadership, first serving as the Carol M. White PEP Grant Director for the Pembroke/Alexander CSD and then into my current role as the Director of Social, Emotional and Wellness for the Buffalo Public Schools.

I am an SEL Instructional Coach for the Olympia School District in Olympia, Washington, where my husband and I enjoy the beauty and outdoor opportunities of the Pacific Northwest. I am a former social worker and school counselor. One of my greatest joys is collaborating with educators as they develop tools to elevate social emotional learning to its rightful place in the educational setting.

I am a licensed clinical social worker and former classroom teacher, currently working in school-based mental health and wellness. I have worked at the school and district level to train and coach the implementation of various multi-tiered systems of support, My passion lies in supporting educators in realizing and embracing their power in creating communities of belonging within their schools and classrooms, and ensuring that ALL students feel safe, welcome, and included in their school communities.

This fall will mark the beginning of my 29th year as an educator. After more than two decades serving students, I will take the lead as Marion County School District’s Director of Student Services in July 2021. As a veteran educator, I plan to use my experience to help students look to school as a place where they can be educated, prepared and inspired in a safe, caring and equitable environment.

I am the Director, System of Supports at the San Diego County Office of Education where I support local education agencies in LCAP development, Differentiated Assistance, MTSS, SEL implementation, and measurement. I have worked on NAEP, state assessments, and served on the National Task Force for Assessment Education and the CCSSO FAST SCASS. I began my career in education as a high school English and Theatre teacher, forensics coach, and Theatre Director.