2023 Academic Support Conference | Speakers

Peggy Campbell-Rush is a nationally and internationally recognized education expert who has presented around the world. She has been appointed by the U.S. government as a U.S. Fulbright education specialist helping over 150 countries with educational best practices. Peggy has been named as a FCIS advisor program expert. She is doing educational consulting in the U.S. and abroad with teacher coaching, mentoring, and instructional support for teachers and students. Peggy retired as the head of the lower school at the Bolles School, Jacksonville, FL, in 2021. She has been in education for 47 years, has taught primary grades, and has been an administrator and teacher in both the United States and England. Peggy has sailed around the world twice studying global education on the Semester at Sea Program. She has been honored as a Fulbright Specialist, Fulbright Fellow and two-time National Teachers Hall of Fame finalist, USA Today All-American Teacher Team award, two-time New Jersey Teacher of the Year finalist, named Wal-Mart Teacher of Year twice.

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Kimberly Carraway is a cognitive learning specialist who specializes in the integration of cognitive neuroscience and teaching and learning strategies. She is also the executive director of The Carraway Center for Teaching and Learning in Birmingham, AL, and Nashville, TN. She holds degrees in cognitive studies and elementary education from Vanderbilt University and in learning and teaching from Harvard University. Kimberly works internationally with educators bringing cognitive neuroscience applications directly to the classroom. She is the author of Transforming Your Teaching: Practical Classroom Strategies Informed by Cognitive Neuroscience. Kimberly works with students on a regular basis implementing the strategies she trains teachers on using.

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Michael Greschler, M.Ed. is the director of the SMARTS Executive Function Program. He oversees the development and growth of the SMARTS program, leading curriculum development and instructional design teams and working closely with educators across the US and around the world to develop customized professional development and training programs to support the success of all students. In addition to his SMARTS work, Michael works as an educational specialist, using executive function strategy instruction to support teenagers and young adults. He is a frequent presenter at workshops, conferences, and webinars and has authored chapters and articles on topics related to executive function. Michael holds a master’s degree in education in human development and psychology from the Harvard Graduate School of Education.

Tricia attended Central Michigan University where she earned a specialist degree in educational leadership. She has over 26 years of experience supporting teachers and students. Her many passions include her desire to make decisions that ensure all students have the ability to learn and grow, all teachers are supported in being successful, diversity and learning are supported and valued, and every child has a safe place to learn.

Tricia has previously presented for GISA and at the AMLE annual conference. Tricia currently serves as the middle school resource center director at Tallulah Falls School in Tallulah Falls, GA. She established the resource center at the middle school and has added many support services that have grown and expanded the program tremendously. Some of her accomplishments have been the addition of 1:1 tutoring, occupational therapy, screening services for dyslexia, instructional coaching, in-house professional development, classroom push-in support, and study hall support. Tricia believes that all students can learn, it is up to her to find the pathway.

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Barbara Beachley is a consultant and executive director of learning and development at Independent School Management (ISM). She co-authored the book Comprehensive Faculty Development: A Guide to Attract, Retain, Develop, Reward, and Inspire, writes articles for ISM’s advisory letter Ideas and Perspectives, leads workshops, and consults in the areas of employee evaluation, growth, and culture; academic leadership; and student-centered and brain-based pedagogy. Prior to joining ISM, Barbara served as an an ESL and literacy teacher, an upper school modern language teacher, and academic dean in independent PreK-12 schools.

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Grace Benedict is a licensed school psychologist and Board Certified Behavior Analyst who specializes in systems-level school growth. Currently in the pursuit of a Ph.D., Grace serves as the director of learning services at an independent school in middle Tennessee by day and plunges into the world of academia and school research at night. 

Following an 8-year tenure in public schools, Grace made the transition to independent school to support learners without the inherent limitations of public education. Grace has conducted research in the area of test anxiety leading to the creation of a novel intervention program, and works closely with school leadership to support the mental health of staff and students alike. On a mission to empower faculty, Grace works to expand the role of the learning services professionals to build capacity and participate in data-driven decision making.

Brandon Boston currently serves as the director of an international summer camp, where he coordinates the development of emerging markets that offer school-aged students (7-18) the opportunity to experience targeted academic programs in language development and global leadership development, as well as providing exposure to an authentic Northeastern camping experience. Brandon is the founder of The Boston Group, where he consults for school communities, delivers faculty workshops, and counsels families on school choice at both the K-12 and higher education levels. 

Brandon is a strong advocate for all students and families and has been committed to supporting students in multiple capacities for more than a decade. Serving as an athletic academic coordinator, student government advisor, secondary history teacher, and the director of Lighthouse Point Academy: a school for students that learn differently, Brandon has been able to channel his talents and extensive expertise in special education, technology integration, accessibility, and service-learning to make a significant impact on student learning and outcomes.

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Jared Clodfelter is the upper school division head at Currey Ingram Academy in Brentwood, TN. He earned his B.A. in English education and special education from the University of Saint Francis, Indiana before returning to Nashville and his alma mater, Hillwood High School, to teach English. Jared also taught abroad as a middle and high school English teacher at Marian Baker School in San Jose, Costa Rica. He spent two years as a learning support and ELL teacher at Vision International School in Doha, Qatar, where he was a member of the founding faculty. Jared earned his M.A. in educational leadership from Carson-Newman University and completed his Ed.D. in K-12 educational leadership and policy at Vanderbilt University.

Cathy did undergraduate work at Mississippi State University in mathematics education and holds a M.A. in secondary school administration and supervision from Mississippi College. She is a retired teacher and administrator after 40 plus years of teaching and administrative positions primarily at St. Andrew’s Episcopal School in Jackson, MS. Since retirement from full-time duties, Cathy serves as math lab coordinator at St. Andrew’s.

Jennifer Deslich is the owner of Fundamental Therapy Services. She has a bachelors from the University of North Carolina at Greensboro in marketing/management and a M.S. in occupational therapy from Brenau University.

She has an occupational therapy professional background in educational/school settings, mental health settings, inpatient rehabilitation, brain injury, dual brain/spinal cord injury, visual impairments, outpatient clinic, and pediatrics. Her certifications are in feeding, sensory integration, astronaut training, dyslexia/dysgraphia, and aquatic therapy. 

In 2021 she began a partnership with Tallulah Falls School (TFS) in Tallulah Falls, GA. During this process she has been able to assist students with mastery of varying skills including but not limited to executive function. This partnership has not only allowed for student success but also provides strategies to assist teachers in helping their students master these skills.

Connie Fink teaches 5th grade social studies at University School of Nashville, an independent K–12 school in Tennessee. For the last sixteen years, she has also had the fortune of teaching 7th grade Spanish as well as 2nd and 3rd grade students. At the core of the culturally responsive learning experiences she designs are evidence-based inquires that are embedded with accessible skills to spark curiosity.

Jennifer Gunn is a long-time writing teacher. She majored in English and journalism at The University of Mississippi and received a M.A. in public relations and advertising from The University of Alabama. While she loved writing as a “job,” she felt a calling to be a teacher and went back to school at night to get a M.Ed. in English from Mississippi State University. She spent 12 years teaching English and journalism, serving as an English department chair, and sponsoring multiple clubs and publications at St. Andrew’s Episcopal School in Ridgeland, MS. In collaboration with other faculty members, she developed a writing center specializing in in-person tutoring, virtual tutoring, and assistance.

Jenn Hoover is in her third year as a middle school learning specialist at Savannah Country Day School in Savannah, GA. Aside from teaching her middle school students, she also serves as the middle school assessment coordinator and the upper school track and field coach. Jenn is also a Certified Associate through the Orton Gillingham Academy and works with elementary-aged students and struggling readers. Prior to her time at Savannah Country Day School, she worked as both a high school special education teacher and a school counselor in the public schools of Savannah and Augusta, GA. Jenn received her bachelor’s degree in education from Bucknell University and her master’s degree in school counseling from Villanova University. 

Susan decided to become a teacher because she is passionate about kids and she loves learning. She believes every child can learn and that they should be given the support and opportunities for a successful learning experience. She holds a B.S. in education from Nova University and has taught grades 1-12 in parochial, independent, and public school settings. She has experience working in an inclusion classroom with a co-teacher and she is currently working as a learning support teacher for the upper school at Savannah Country Day. Susan shares that every day is different and that works to find what will help her students the most. She is known to be truly dedicated to her students and parents. She enjoys keeping up with the latest educational trends and sharing ideas with colleagues. She has led professional development sessions for the upper school at SCDS such as technology and pedagogy. Susan also serves as the advisor for The Savannah Country Day School’s National Honor Society. 

Regan Humphrey is the director of community outreach, director of the ADHD Summer Treatment Program, and faculty chair for research and data analysis at Currey Ingram Academy. She previously served as a teacher in the lower school for seven years. She holds a master’s degree in special education and a doctoral degree in educational leadership and policy from Vanderbilt University.

Tanya Lynch currently serves as a high school principal in South Florida, where she oversees all academic programming for students from both domestic and international communities around the globe. Tanya is the co-founder of The Boston Group; where she consults for school communities and delivers professional development workshops for faculty and staff. Tanya channels her vision and passion for education into deliberate and well-planned actions that yield effective and notable results. She is a self-starter, as well as a driver of positive change, and she motivates and inspires those around her. 

In her 19 years as a classroom teacher, assistant principal, principal, and education consultant, Tanya has developed both her own expertise and the capacity of other educators in their abilities to foster, grow and sustain school-wide cultures centered around high-quality instruction, critical thinking, communication, and collaboration. Tanya’s expertise centers around creating and sustaining cultures of thinking, standards-based learning, using data to inform instruction, and making learning accessible.

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Hollie is an educator with 19 years experience and a M.A.T. Her certifications are in ESL, Spanish, English, social studies, and exceptional education. She has taught grades 6-12 in independent, charter, and public schools in Dominican Republic, Haiti, Mississippi, and California. She is currently an upper school learning facilitator at St. Andrew’s Episcopal School where she creatively and collaboratively frames solutions with students to be able to balance their academic and extracurricular workload.

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Anna Claire McKay is currently the middle school learning coordinator at the University School of Nashville. In this role, she strives to partner with teachers, students, and families to develop learning habits and strategies to last far beyond the middle school years. Prior to this role, Anna Claire taught 7th, 9th, and 10th grade English at University School of Nashville and at Kwansei Gakuin Senior High School in Nishinomiya, Japan. After pursuing her M.Ed. in reading, language, and literacy from Peabody College, she taught reading in Metro Nashville Public Schools and wrote curriculum for Vanderbilt’s Susan Gray School for 11 years. Anna Claire has been in her current role as middle school learning coordinator at USN for over a decade and feels she is only at the beginning of her learning journey!

Julie Oliver currently serves as the director of middle school at The New Community School in Richmond, VA. The New Community School empowers bright, talented students who are challenged by dyslexia and related learning differences. The innovative and research-based college preparatory curriculum uses a customized educational approach to build skills in language and math and to foster academic and personal strengths – igniting the passions and gifts of unique minds.

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Samantha Rose is an educator, published writer, and speaker. A School of Letters graduate from the University of the South, she is also a Shakespearean with a masters in British and American literature. Her passion for people and life-long learning sparked as she traveled the world and ignited her calling to provide innovative, student-centered education to all. 

Samantha’s experience is extensive, having taught in both the public and private sector, middle and upper school classrooms, as well as day and boarding schools. Despite these different environments, her mission to rekindle students’ love for learning and provide accommodating, effective education has remained constant. Her care for her students and investment in their success is evident through her history of documented student growth and her lasting relationships with her classes. She is a leader in her field serving as a mentor, onboarder for new teachers, and residential dorm head at her current school in Middle Tennessee. 

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Christy is an educator with over 13 years of experience. With relevant experience as an author, mentor, trainer, and teacher of students from elementary up to adult learners, she has positively impacted education by embracing student-centered learning and evolving to match the ever-changing demands of the world. Passionate about student-centered approaches, Christy works to support innovation, equity, and appropriate support for all students. 

Currently, Christy serves as a learning specialist and educational consultant. In addition to working with students with learning disabilities, she has led the charge to formalize a scope and sequence, new teacher professional development, and ongoing support of faculty and students. Christy holds a B.A. in communication disorders and deaf education, a master’s in instructional design, and is currently pursuing her doctorate in leadership and innovation.

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Nancy Weinstein is the founder and CEO of MindPrint Learning. Prior to founding MindPrint, Nancy worked in industry at Bristol-Myers Squibb, The Walt Disney Company, and Goldman Sachs. She has a B.S.E. in bioengineering from University of Pennsylvania and an M.B.A. from Harvard. She is co-author of The Empowered Student and is a national speaker on using science of learning best practices to improve student outcomes. She is the principal investigator on two National Science Foundation grants.

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Connie White is a visionary leader who serves as the director of learning design & innovation at Woodward Academy in College Park, GA. She is a former upper school physics, chemistry, and math teacher who specializes in start-up innovation initiatives, STEAM, strategic planning, curriculum design, assessment, professional development, brain-based strategies, and pedagogy. She has conducted hundreds of workshops and seminars throughout the country, and internationally. She is the president of AATE, which is an ISTE affiliate and is a Paul Harris Fellow. Connie leads Woodward Academy’s efforts in the areas of professional development, curriculum, and innovation. Connie was also the recipient of the 2016 ISTE ISEN Outstanding Educator Award is a 2020 ATLIS Pillar Award Winner.

Carolina Williams is from Bolivia and has lived in the US since 1997. She started her career 21 years ago as a bilingual teacher, team leader, and dyslexia therapist in Plano, TX. She has created mindfulness and executive functions programs for public, international, and private schools. She was the support and ELL program director at the American School in Bolivia, South America. She currently works as a learning specialist at Gulliver Upper School in Miami, FL. She has a master’s degree in bilingual education and gifted and talented education from Southern Methodist University. She is also a certified mindfulness coach, ICF life coach, and Chopra wellness teacher.

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Debra joined the SAIS staff in July 2019. She grew up in Connecticut, where she graduated from the Williams School, an independent school located on the campus of Connecticut College. Debra received her B.A. in English from Sewanee, The University of the South, and her J.D. from the University of South Carolina at Columbia. She previously served as general counsel for NAIS for 19 years. Before joining the NAIS staff, Debra was a tax litigator at the Department of Justice. Her past and current board service includes EMA-The Enrollment Management Association, GEB-Global Education Benchmarking, MISBO-Mid-South Independent School Business Officers, and NNSP-National Network of School Partnerships. She is an avid reader, photographer, and cook who loves to be outdoors in the low country of South Carolina.