GUEST SPEAKERS
Rebekah Behan is a Senior Project Coordinator at the Child Health and Development Institute (CHDI).
She works on the School-Based Diversion Initiative (SBDI), School Health Assessment and Performance Evaluation (SHAPE) system, CONNECTing to Care, and Comprehensive School Mental Health (CSMH). Rebekah has over 18 years of experience working in the human service field, with an extensive background in youth development, prevention strategies, and mentoring services. She is a skilled project manager and trainer who has presented both locally and nationally. Prior to joining CHDI, she served as Program Manager at The Governor’s Prevention Partnership, where she managed a state-funded contract by the Judicial Branch, Court Support Services Division and a federally funded contract by the U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention. She also spent 15 years as a direct service provider at Klingberg Family Centers providing residential treatment, therapeutic after-school care, and community-based services. She holds a BA in Child and Youth Psychology from Eastern Connecticut State University.
Nancy Boyles, Ed.D., Professor Emerita at Southern Connecticut State University.
Nancy Boyles, Ed.D. was a classroom teacher for many years and is now Professor Emerita at Southern Connecticut State University where she was Professor of Reading and Graduate Reading Program Coordinator. She currently consults with districts and other organizations and agencies, providing both on-site and virtual workshops, modeling best practices in classrooms, and assisting with curriculum development in both reading and writing. Nancy has written 12 books related to comprehension, a program for small group instruction, and resources that integrate literacy and social emotional learning.
Jeana Bracey, Ph.D.
Dr. Jeana Bracey is the Associate Vice President of School and Community Initiatives at the Child Health and Development Institute (CHDI) and directs several school and community-based systems development activities and programs in school-based mental health and juvenile justice diversion. Trained in clinical/community psychology, her work focuses on developing effective systems, policies, and best practices to improve behavioral health outcomes through school-family-community partnerships.
Rosie Breindel, M.A.
Rosie Breindel is a Project Coordinator at the Child Health and Development Institute (CHDI) working on school mental health initiatives including Comprehensive School Mental Health (CSMH) and CONNECTing to Care. Rosie earned her MA in School Counseling from the University of Saint Joseph and a BA in English from Providence College. She has worked as a certified middle school counselor providing academic and social-emotional support for students in grades 5-8 and has participated in department, school, and district-level initiatives to improve behavioral health.
Imma Canelli has enjoyed a 45-year career in education. She worked for the New Haven Public Schools for 38 years until her retirement. She earned a Bachelor of Science Degree in Elementary Education from Southern Connecticut State College (University), in 1978. Her passion for education led her to pursue a Master of Science in Reading from the same institution in 1982. In 1989 she began to take on leadership responsibilities which led her to attain a Sixth Year in Administration from Southern Connecticut State University in 1999. In addition to working in New Haven Public Schools, she became an adjunct professor in Reading at Southern Connecticut State University in 1999 where she taught graduate reading courses for 20 years.
In 1999, Superintendent Dr. Reginald Mayo appointed her to the Supervisor of Reading/Language Arts K-12 position. Then in 2005, Dr. Reginald Mayo appointed Imma to become Director of Instruction. She oversaw seven schools that were designated “in need of improvement.” In 2007, Dr. Mayo appointed Imma to Assistant Superintendent for Curriculum and Instruction. She was responsible for the development, implementation and oversight of the district K – 12 curriculum, instruction and assessments. She worked with the Connecticut State Department of Education and led the development of a District Improvement Plan that focused on student achievement. Imma played a crucial role in School Reform efforts started by Dr. Reginald Mayo and Mayor John DeStefano. In 2014, she was appointed to the role of Deputy Superintendent until her retirement in 2016 from her career serving New Haven Public School students.
After retirement from New Haven Public Schools, Imma consulted state-wide in the areas of literacy and strategic planning for several districts. In January 2019, Imma was appointed as the Superintendent for Hartland Public Schools where she is currently working part-time. She is also working with the Connecticut State Department of Education and the Connecticut Association of Public School Superintendents on training for the Science of Reading for school leaders.
Imma has presented nationally at reading and education conferences, developed district-wide curriculum and provided staff development training for teachers and administrators. She has served on numerous state and local committees, including NEASC, where she serves as a Commissioner. She has been a leading partner with Southern Connecticut State University and the liaison for numerous initiatives between New Haven Public Schools and SCSU.
She has received many awards throughout her career including the prestigious Southern Connecticut State University School of Education Outstanding Alumni Award, the National Sorority of Phi Delta Kappa, Inc, Delta Phi Chapter Outstanding Educator Award, the New Haven Public School TAPS Award for Distinguished School Service, the Comer School Development Program Outstanding Educator, and the Title 1 DWPAC Award for Outstanding Service.
Dr. Elsa Cárdenas-Hagan is President of the Valley Speech Language and Learning Center in Brownsville, Texas and a research associate with the Texas Institute for Measurement, Evaluation and Statistics at the University of Houston.
Elsa has dedicated 25 years working in national research projects sponsored by the National Institute for Child Health and Human Development, the Institute of Education Sciences, a research arm of the United States Department of Education and the Office of Special Education Programs. Her research interests include the development of language and literacy skills among Spanish-and English speaking students. She has also worked with teams of researchers designing assessments and interventions for this diverse population of students.
Dr. Cárdenas-Hagan serves as the Chairperson of the National Joint Committee on Learning Disabilities, and is a Past-Vice- Chairperson of the International Dyslexia Association, . Elsa was honored to receive the Margaret Bryd Rawson Lifetime Achievement Award by the International Dyslexia Association and the Luke Waites Award of Service by the Academic Language Therapy Association
Her book entitled: Literacy Foundations for English learners: A Comprehensive Guide to Evidence-Based Instruction was published to help educators implement Structured Literacy among English learners.
Terry Carroll, Senior Staff Associate, CAPSS
Terry Carroll is a seasoned educational leader with over 30 years of experience in PK-12 education at both the school and district levels. She has held key leadership roles, including content area supervisor, executive director of elementary education, academic officer, and deputy superintendent.
Dedicated to enhancing the experiences of urban students and their educators, Terry has secured and managed major public and private grants to support equity-driven initiatives. Passionate about professional learning, she focuses on creating the conditions necessary to elevate educators’ professional practice.
Terry brings extensive expertise in coherence-making and systems alignment, having served on numerous educational committees and collaborated with schools and districts to drive systemic improvement. As a skilled design thinker, she has led transformational efforts and guided teams in developing innovative solutions to address both current and emerging challenges in education.
Russ Crist is the Principal of Farmington High School, with approximately 1,300 students and many award winning programs. As a former English Teacher, his commitment to equity and excellence is evident in all aspects of his leadership. Russ co-facilitated the Design for the Future Steering Committee throughout the design and development of the new FHS facility.
Rosanne Daigneault, Reading Consultant. A lifelong literacy educator, Rosanne has served as a classroom teacher, school reading coach and district K-12 English language arts coordinator.
In her former roles as a consultant at the State Education Resource Center and as a leader-in-residence at the Connecticut State Department of Education, she has provided professional learning in several Connecticut school districts. She has also held adjunct teaching positions at Connecticut state universities. She currently serves as a reading coach with the CSPSS/Connecticut State Department of Education SOR Masterclass.
John Freeman has been an elementary teacher, reading specialist, district-based language arts consultant, and principal. In his capacity as a consultant, John has worked with over ten CT public school districts and across four states and the District of Columbia. John has served the CT Association of Public School Superintendents as a consultant in a number of roles.
Elizabeth Gaffney, Preschool Coordinator, Wallingford Public Schools. Elizabeth Gaffney has been an educator since 1991 but has focused exclusively on Early Childhood Education since 2010. Her roles have included serving as a Head Start Preschool teacher in New Haven Public Schools and as an Early Childhood Instructional Coach for the Consolidated School District of New Britain.
Liz later returned to New Haven as a Head Start Director for two years before transitioning to Early Childhood Coordinator for Milford Public Schools. Currently, Liz is the Preschool Coordinator for Wallingford Public Schools, where she collaborates with teachers to reimagine preschool education for all children.
She has presented on purposeful play and executive functioning at both state and national levels and participated in the UCONN Neag School of Education PK-3 Leadership program as an Instructional Coach. Most recently, she accompanied a group of learners from Wallingford Public Schools through the program.
Irene Garneau, M.A. in Early Childhood Education, is the Department Supervisor for Early Childhood Education at West Hartford Public Schools. With a career spanning 35 years, Irene has dedicated her professional life to supporting young children and their families.
Over the past two decades, she has held various leadership positions, including program director, instructional coach, and district-level administrator. In her current role, Irene focuses on ensuring the implementation of developmentally appropriate practices across pre-kindergarten and kindergarten classrooms district-wide.
An advocate for play-based learning, Irene has presented on multiple occasions at the NAEYC National Conference on connecting intentional, play-based teaching methods to instructional frameworks. Additionally, she shares her expertise and passion for early childhood education as an adjunct faculty member at Tunxis State College, where she mentors pre-service teachers.
Dr. Megan Karns Garvy has more than twenty years of experience as an educator leader at the university, community college, and public-school levels. As founder and Executive Director of Level Up Education Pathways Consulting, she focuses on an integrated approach between local education agencies and institutes of higher learning to improve student access to earned credit through dual enrollments, concurrent enrollments, and prior learning assessment. Recently, she worked with the Center for the Future of Arizona to develop a suite of open-source materials that may be used in K-12 and higher education to improve early college strategy.
Megan's work evolved from classroom teacher to professional development leader where she trained high school educators in structured English immersion techniques and advanced dual language immersion programs, which led to the Seal of Biliteracy in Arizona. Megan was also an early adopter of online education which led her to instructional design work in higher education and diversified modalities for facilitating professional learning opportunities for others.
As the former director of three federal grants, Megan is seasoned with grant writing, reporting, multi-year budgets, and high impact practices for student success. Complementary to grant administration, Megan has extensive knowledge of assessment and accreditation. She applies her research and assessment work to her role at Arizona State University where she teaches in the Mary Lou Fulton Teachers College Leadership and Innovation Doctoral Program.
Alyson Geary
Alyson worked in public schools as an educator for six years and as a principal for nine. Beginning her journey in Las Vegas, Alyson moved to Massachusetts where she worked as assistant principal and then principal for Hopkinton High School. She received her Master of Education in School Leadership from Harvard University. Prior to joining the NEASC staff in 2013, Alyson served as a member of the NEASC Commission on Public Schools, chairing several visiting teams for decennial accreditation visits. As Director for the NEASC Commission on Public Schools, Alyson sets forth the vision and goals for the Commission each year, facilitates communication between commission members, staff, and volunteers, and works directly with member schools to guide them through the NEASC Accreditation process. Alyson believes that NEASC is an advocate for all of the students in the hundreds of schools she works with and that it is our responsibility at NEASC to improve the educational experience for students in all schools.
Jennifer Hills-Papetti, Ed.D., Assistant Superintendent, New London, CT
With over two decades of experience in education, Jennifer Hills-Papetti has made a profound impact in shaping student success and instructional excellence. She began her career as a classroom teacher, dedicating 14 years to fostering a love for learning in elementary students.
After transitioning into leadership roles, she served as an elementary principal for six years, where she took pride in being an instructional leader and building a positive school culture. In her role as Director of Curriculum and Instruction, she guided educators in implementing research-based strategies to enhance student achievement. Most recently, as Assistant Superintendent, Dr. Hills-Papetti continues to advocate for high-quality education, supporting teachers and staff to deliver exceptional academic programs.
A passionate advocate for lifelong learning, Dr. Hills-Papetti is committed to empowering educators and inspiring students to reach their full potential.
Carl Johnson
Carl joined NEASC in 2023 after two decades serving as an educator and administrator in Connecticut schools. Carl began his career as a social studies teacher at Farmington High School before becoming student activities director in 2013. He then served as assistant principal and principal at Plainville High School. During his time as principal, Carl helped Plainville High School through their decennial accreditation process and chaired eight of the eleven NEASC Accreditation visits he has been involved with. He received a Bachelor of Science in History, a Master of Arts in Education, and received a sixth-year diploma in educational administration from the University of Connecticut.
Fran Kennedy
Fran’s long and distinguished high school principal career includes his having served as the President of the Connecticut Association of Schools (CAS), President of the Connecticut Association of School Administrators (CASA), and Chair of NEASC's Commission on Public Secondary Schools (CPSS). The Connecticut Association of Schools bestowed upon Fran its highest honor, the CAS Citation. The NEASC Board of Trustees recognized Fran’s successful leadership of CPSS during its reinvention of its Standards for Accreditation and accreditation protocol by presenting him with the Jacob Ludes III Leadership Award, a special distinction. Moreover, Fran was identified as Connecticut’s High School Principal of the Year. Now in his 8th year with NEASC, Fran continues to relentlessly help schools strategically plan for growth and improvement in pursuit of contemporary best practices to empower all learners, while ensuring their well-being and sense of belonging.
Dr. Connie Kamm is the founder and CEO of Kamm Solutions. With over thirty years of experience as a leader and teacher at the university, public school, and corporate levels, Connie brings a unique blend of real-world experience and international research to her work with schools, districts, and departments of education. Over the past twelve years, Connie has provided over 1,700 professional learning opportunities with over 200 educational organizations (schools, districts, state departments, and ministries of education) throughout the United States, Canada, Argentina, Mexico, and Zambia.
Her customized work includes keynotes, workshops, seminars, and team coaching sessions. Her topics range from system-wide strategic planning to effective high-performance teamwork, executive coaching, collaborative curriculum design, and engaging instructional and assessment practices. Connie is the author of numerous articles, chapters, manuals, and programs. She was recently nominated for an Emmy as a co-producer for the video A Profile of a Learner and Leader. She is currently authoring a book and program titled Leaders of a Thriving Future.
Karen L. List, Ph.D., UConn PK3 Leadership Founder and Director. Dr. Karen L. List is the retired Superintendent of the West Hartford Public Schools, Connecticut. She is the founding Project Director for the UConn Neag School of Educational Leadership PK3 Leadership Program and leads the program in collaboration with the Connecticut Office of Early Childhood and an outstanding team of national expert advisors and local practitioners. In addition, she is an Executive Coach for new superintendents and principals and is a CT Association of Public School Superintendents (CAPSS) Associate, working on assignment to promote effective practices. Dr. List is a member of CT 359 and an executive board member for The Bridge Family Center.
Joseph Macary, Ed.D. is currently serving as the Superintendent of Schools for the Town of Vernon Connecticut since October 2015. The Vernon Public Schools is a CT Alliance District with 3500 students, 7 schools and a regional adult education program. He has received excellent reviews for his educational leadership, growth in student achievement, organizational management, community relations, board of education relationships, and personal & professional qualities & relationships. Before Vernon, Dr. Macary successfully served as the Superintendent of Schools for the Town of Wolcott Connecticut from July 2009 to September 2015. Dr. Macary was employed with the Wolcott Public Schools from October 2005, serving as the Assistant Superintendent for Curriculum & Instruction and the Director of Student Services (Special Education) and Alternate Programs.
Dr. Macary started his teaching career in the Waterbury Public Schools as a Social Studies Teacher at Wilby High School and then at Crosby High School. At Crosby, he became the Social Studies Department Chair and Athletic Director at the school, where he previously coached the Boys Soccer and Riflery teams. Dr. Macary entered the field of educational administration as the Supervisor of Social Studies and Family & Consumer Science & Related Careers for the Waterbury Public Schools dealing with career and technical education.
Dr. Macary graduated from Crosby High School and the University of Connecticut with a bachelor’s degree, majoring in Political Science and a concentration in Economics. He graduated from Quinnipiac College with a master’s degree in teaching and then received his Sixth Year Degree from Southern Connecticut State University in Educational Leadership. Dr. Macary received his doctorate in Educational Leadership from the University of Connecticut in August 2016. Dr. Macary was selected “Who’s Who among America’s High School Teachers” three times and he has presented numerous times at the state CABE/CAPSS Convention.
Currently, Dr. Macary is the Internship Coordinator for the UConn Executive Leadership Program for aspiring Superintendents. He has served as a mentor for aspiring Superintendents for the past 12 years with UConn and CCSU. Dr. Macary served as the President of the University of Connecticut Neag Alumni Board and as a member for six years. In addition, he serves the New England Association of Schools & Colleges (NEASC) as a Lead Visitor for International School Visits seeking accreditation.
In 2014, he was selected "Educator of the Year" by the Greater Waterbury Boys & Girls Club and in 2016, Dr. Macary was selected as the
Distinguished Alumni for the Executive (ELP) Leadership Program at UConn. In 2022, Dr. Macary received the Albert J. Kerkan Award for exemplary leadership in Adult Education from VRABE. In March 2023, he was the Outstanding Superintendent recipient from the UConn Neag Alumni Board. This past year, Dr. Macary was named the 2024 ‘Superintendent of the Year’ by the Connecticut Association of Public-School Superintendents (CAPSS). The Vernon Public Schools has been awarded the prestigious ‘Blue Ribbon Schools’ by the U.S. Department of Education, twice (2000 & 2023) over the past 5 years. Joe is a resident of Wolcott, Connecticut, where he resides with his wife and two sons.
Matt Mervis - Director Skills21 and AI Strategy at EdAdvance.
Matt Mervis is a nonprofit team leader at EdAdvance, focused on creating technology to enable project-based learning and AI. He has deep experience in education having served in a range of roles including teacher, professional development specialist, district technology director and product developer. Currently, Matt is focused on building AI/PBL integration on the skills21.org platform and he frequently presents on AI and the future of education.
Angela Nelson - Managing Director of High School Humanities for the Achievement First Charter Network. For the last three years, Angela has been in the role of Managing Director of High School Humanities for the Achievement First Charter Network, serving seven high schools, across three states, including in Connecticut. In her current role, Angela manages a team of curriculum and instruction experts to provide support to AF high schools with delivering outstanding humanities courses and programs. Before coming to AF, Angela spent over 16 years in service of the New York City Public Schools, first as a teacher, teaching high school English and Special Education, then as a teacher educator and instructional coach, and finally several years in central administration focused on the development of teacher training programs. She also served as the Director of Education for The Education Partners, an international education consulting firm, and had the privilege of collaborating with brilliant educators across the US and around the world on some incredible projects and programs, all in service of providing every student, everywhere, with access to the highest quality education. In that role she led the development of curriculum and program design and implementation across partner initiatives, including the first hybrid (online and in-person) national teacher training program in the UAE. She continues to remain incredibly interested in the most current research around pedagogical practice and practices for authentic and transformational professional development and coaching.
Fran Rabinowitz, Executive Director, CAPSS
Frances M. Rabinowitz is an accomplished education leader with a career spanning over five decades in Connecticut’s public education system. Since 2018, she has served as the Executive Director of the Connecticut Association of Public School Superintendents (CAPSS), where she supports and advocates for superintendents across the state, with a focus on increasing representation of women and minorities in leadership roles. She also leads statewide and federal advocacy efforts, supervises CAPSS staff, and oversees key education initiatives.
From 2014 to 2017, Fran was the Interim Superintendent of Bridgeport Public Schools, managing a $280 million budget for 21,000 students across 37 schools. During her tenure, she spearheaded numerous initiatives to improve academic outcomes and school culture, including partnerships with Yale for emotional intelligence programs and the development of the Career and Craftsmanship School for at-risk students.
Prior to her role in Bridgeport, Fran was the Superintendent of Hamden Public Schools from 2007 to 2014, where her leadership resulted in significant reductions in schools identified as needing improvement. Earlier in her career, she served as the Associate Commissioner of the Connecticut State Department of Education, overseeing divisions responsible for curriculum, assessment, educator certification, and school equity.
With a deep commitment to public education, Fran has held various leadership positions, including roles in curriculum development, teacher training, and district-wide school improvement. Throughout her career, she has been recognized for her visionary leadership and dedication to improving education for all students.
Cynthia Ritchie, Ed.D., Superintendent of Schools, New London, CT
Dr. Cynthia Ritchie is a passionate educator who believes deeply in the power of education. As a lifetime learner she has earned five distinct degrees in education, which have afforded her nine different teaching and leading endorsements. Throughout her decades in the field, she has a gained a wealth of experiences serving as a classroom teacher, co-teacher (special education), multi-lingual learner teacher, remedial reading teacher, instructional coach, department head, adjunct college professor, Principal, Assistant Superintendent, and now Superintendent of Schools.
Cynthia is an innovative thinker and doer, who constantly looks for ways to uplift and transform old systems, while uniting people together to embrace change. She is well known for her keen ability to lead success in both urban and suburban districts. In her current role, she has led her school community through transformational changes, as evidenced by her district schools being recently awarded with four national awards for excellence in unique programming, as well as with several state-level recognitions. She serves as an active member of CAPSS, serving on their Executive Board, as well as on several CAPSS leadership committees. Additionally, Cynthia is the Co-Chair of her regional superintendent’s group, was chosen by the Commissioner to be a liaison to the Commissioner of Education’s Advisory Board, and the Teacher Certification Advisory Council. Dr. Ritchie is grateful for the opportunity to serve in the dynamic profession of education, alongside amazing students, staff, and families! She is a true champion for the field of education, that uplifts all.
Sadie Robinson is an English teacher at Farmington High School where she has taught for five years. She is dedicated to cultivating student-led classrooms with a focus on deeper learning. Sadie is currently furthering her capacity as an educator through the University of Connecticut’s Administrator Preparation Program.
Veronica Ruzek is the Assistant Superintendent of the Farmington Public Schools. She has been an instructional leader in Farmington for over 20 years at both the school and district levels. Veronica is committed to the idea that the development of student agency is the goal of instructional improvement work. This idea is embedded in Farmington’s core documents, such as the Vision of the Global Citizen and the Framework for Teaching and Learning, that guide the district’s continuous improvement work.
Melissa Trantolo is a passionate dedicated educational leader currently serving as the Director of Teaching and Learning for Elementary Education in Vernon Public Schools. Committed to equity, social justice, and excellence, Melissa Trantolo has a proven record of transforming school performance by fostering positive culture, building capacity of educators, and advancing teaching and learning practices.
Melissa Trantolo began her career teaching in DeKalb County, GA, before serving as an assistant principal, curriculum specialist, and teacher at Hartford Public Schools. During her time in Hartford, she was honored with a citation from the Mayor of Hartford for significantly improving Connecticut Mastery Test results. As Principal of Maple Street School, Melissa, elevated the school’s performance from Level 4 focus to Level 2, reduced chronic absenteeism, and narrowed the achievement gap for high-needs students.
Melissa Trantolo holds certifications in Executive and Educational Leadership from the University of Connecticut and Central Connecticut State University and a Master’s degree in Elementary and Special Education from Clemson University. Her dedication to professional growth is evident through participation in prestigious programs such as LEAD Connecticut, the New Leaders Leadership Practice Improvement Program, and Harvard’s Family Engagement Institute.
Kimberly Wynne, former Assistant Superintendent in Farmington Public Schools.
Farmington opened a brand new high school this past fall and the positive impact on student behavior, social-emotional wellness, and classroom engagement has been considerable. If you are involved in a building or renovation project, you will learn about specific features of the design that made a difference. If you just want to leverage your existing building(s) to better align with a student-centered instructional model, come to this session for ideas and opportunities to explore. We will share photos and discuss the professional learning that supported teachers in making instructional shifts.
Kimberly Wynne was Assistant Superintendent in Farmington for 12 years, retiring in 2024 after a long career including various teaching and administrative roles. She led Farmington's instructional improvement work aligned to their Vision of the Global Citizen, empowering student voice at all levels. She co-facilitated the Design for the Future Steering Committee throughout the design and development of the new FHS facility.