Your NAEA Board
If you would like to contact any of our board members, please send an email to: contactnaea@gmail.com and your request will be forwarded to the appropriate board member.
Kathleen Chronister, President
president@the-naea.org
Kathleen Chronister is the Social Emotional Learning Director for Davis School District, Utah. She previously was the Alternative Education Principal in Davis School District where she had responsibility to lead and supervise nine campus locations with a variety of programs for at-risk students including Mountain High School, Renaissance Academy, and Davis Adult Learning.
Ms. Chronister has served on numerous district and state committees. She is the past president of the Utah chapter of ASCD and has served as the special purpose school representative for the Utah Association of Secondary School Principals. She has been active in advocacy in the state of Utah and was instrumental in guiding policy makers to better understand the mission of alternative schools which resulted in an appropriate accountability system for alternative high Schools in Utah.
She is married with 3 children and 5 grandchildren. She is active in her community and church with projects focused on serving the needs of refugees, women, and children. She is a graduate of Brigham Young University and earned her Master of Education in Educational Administration from Idaho State University. Her philosophy on personal happiness is to spend two minutes each day sending a positive email, text, or personal note of gratitude to at least one person.
president@the-naea.org
Kathleen Chronister is the Social Emotional Learning Director for Davis School District, Utah. She previously was the Alternative Education Principal in Davis School District where she had responsibility to lead and supervise nine campus locations with a variety of programs for at-risk students including Mountain High School, Renaissance Academy, and Davis Adult Learning.
Ms. Chronister has served on numerous district and state committees. She is the past president of the Utah chapter of ASCD and has served as the special purpose school representative for the Utah Association of Secondary School Principals. She has been active in advocacy in the state of Utah and was instrumental in guiding policy makers to better understand the mission of alternative schools which resulted in an appropriate accountability system for alternative high Schools in Utah.
She is married with 3 children and 5 grandchildren. She is active in her community and church with projects focused on serving the needs of refugees, women, and children. She is a graduate of Brigham Young University and earned her Master of Education in Educational Administration from Idaho State University. Her philosophy on personal happiness is to spend two minutes each day sending a positive email, text, or personal note of gratitude to at least one person.
Glen Hoffmann, President Elect
presidentelect@the-naea.org
In 1997 Glen Hoffmann was recruited for a newly formed alternative program working with students who were there by choice, or as an alternative to suspensions and expulsions. In his first week on the job he worked with the staff to define the meaning of alternative. That team developed the first “Success Plan” in Illinois. Later the team worked with Illinois State legislators and was able to get the success plan added to the Illinois School Code. These early experiences with advocacy led to many years of and opportunities to work with legislators in Illinois to improve programming, funding, and awareness for our alternative students and their families.
Glen has his master’s degree in School Administration and Special Education Administration. He continues employment at the alternative program that recruited him in 1997, and like many in our field has served in various roles: Teacher, Special Education Coordinator, Building Coordinator, Technology Coordinator, Principal and Director.
For the last five years Glen has been elected to the board of directors for the Illinois Coalition for Educating “At-Risk” Youth (ICEARY). He has served as President Elect, President, and is currently serving as Past President. As he strives for work- life balance, Glen loves to travel with his wife Sandy and his rescue dog Gus.
presidentelect@the-naea.org
In 1997 Glen Hoffmann was recruited for a newly formed alternative program working with students who were there by choice, or as an alternative to suspensions and expulsions. In his first week on the job he worked with the staff to define the meaning of alternative. That team developed the first “Success Plan” in Illinois. Later the team worked with Illinois State legislators and was able to get the success plan added to the Illinois School Code. These early experiences with advocacy led to many years of and opportunities to work with legislators in Illinois to improve programming, funding, and awareness for our alternative students and their families.
Glen has his master’s degree in School Administration and Special Education Administration. He continues employment at the alternative program that recruited him in 1997, and like many in our field has served in various roles: Teacher, Special Education Coordinator, Building Coordinator, Technology Coordinator, Principal and Director.
For the last five years Glen has been elected to the board of directors for the Illinois Coalition for Educating “At-Risk” Youth (ICEARY). He has served as President Elect, President, and is currently serving as Past President. As he strives for work- life balance, Glen loves to travel with his wife Sandy and his rescue dog Gus.
Coby Davis, Treasurer
treasurer@the-naea.org
Dr. Coby Davis currently serves as the assistant principal for Archer Learning Center, the sole alternative high school within the Springdale Arkansas School District, one of the largest districts in the state. He is a proven leader in education and a passionate and engaging educator with global perspective and inter-cultural savvy with demonstrated results in both adult and childhood learning forums.
Dr. Davis began his career nearly 20 years ago as a public school elementary teacher in Williamson County School district in Middle Tennessee. He later transitioned into higher education where he spent 9 years at Lipscomb University in Nashville before returning to public school as a middle school math teacher in the Springdale School District. Having taught in a traditional elementary and middle school setting, led in a teacher education program at the college level, and operated as a behavior interventionist in an alternative education setting has allowed Dr. Davis the opportunity to build his expertise in providing public school teachers with tools, experiences and confidence to support advancements and adoption of 21st century learning techniques and technologies.
Dr. Davis is community-focused and participates in several professional activities. He currently serves on the board of directors for the Northwest Arkansas NAACP chapter as the vice-president. Previously, Dr. Davis served as the Middle Tennessee Representative and Treasurer of TACTE (Tennessee Association of Colleges of Teacher Education), and he served on an accreditation review team. He routinely presents at various national conferences and has been requested to speak at numerous education workshops. Dr. Davis has served as a mentor for a struggling school and has worked with schools located in the Bronx, in South Dakota on the Pine Ridge Reservation, and in Nigeria.
Dr. Davis earned his bachelor’s degree in Education from Freed-Hardeman University in Henderson, Tenn., his M.Ed. in Administration and Supervision from Tennessee State University in Nashville, Tenn., and his Ed.D in Leadership and Professional Practice from Trevecca Nazarene University in Nashville.
treasurer@the-naea.org
Dr. Coby Davis currently serves as the assistant principal for Archer Learning Center, the sole alternative high school within the Springdale Arkansas School District, one of the largest districts in the state. He is a proven leader in education and a passionate and engaging educator with global perspective and inter-cultural savvy with demonstrated results in both adult and childhood learning forums.
Dr. Davis began his career nearly 20 years ago as a public school elementary teacher in Williamson County School district in Middle Tennessee. He later transitioned into higher education where he spent 9 years at Lipscomb University in Nashville before returning to public school as a middle school math teacher in the Springdale School District. Having taught in a traditional elementary and middle school setting, led in a teacher education program at the college level, and operated as a behavior interventionist in an alternative education setting has allowed Dr. Davis the opportunity to build his expertise in providing public school teachers with tools, experiences and confidence to support advancements and adoption of 21st century learning techniques and technologies.
Dr. Davis is community-focused and participates in several professional activities. He currently serves on the board of directors for the Northwest Arkansas NAACP chapter as the vice-president. Previously, Dr. Davis served as the Middle Tennessee Representative and Treasurer of TACTE (Tennessee Association of Colleges of Teacher Education), and he served on an accreditation review team. He routinely presents at various national conferences and has been requested to speak at numerous education workshops. Dr. Davis has served as a mentor for a struggling school and has worked with schools located in the Bronx, in South Dakota on the Pine Ridge Reservation, and in Nigeria.
Dr. Davis earned his bachelor’s degree in Education from Freed-Hardeman University in Henderson, Tenn., his M.Ed. in Administration and Supervision from Tennessee State University in Nashville, Tenn., and his Ed.D in Leadership and Professional Practice from Trevecca Nazarene University in Nashville.
Amy Schlessman, Secretary
secretary@the-naea.org
Amy Schlessman, PhD, has dedicated her professional and much of her personal life to education and human services in both the public and private sectors. Dr. Schlessman’s research and professional interests include alternative school accountability, organizational development, and the development of creative and innovative intelligence in learners of all ages from diverse cultural backgrounds and socio-economic levels. Fortune 500 companies, as well as not-for-profit organizations including schools and community collaboratives, have benefitted from her contributions to their programs. Her publications and presentations illustrate a range of contributions from theory to practice.
Amy’s recent research, policy analysis, and advocacy focus on alternative education. She serves on the National Advisory Committee for a federal grant on accountability for alternative schools.
Dr. Schlessman’s peers have elected her to leadership positions internationally, nationally, and at the state level. She has served as President of an international education association, Teachers of English to Speakers of Other Languages (TESOL); Chair of Research and Evaluation with the American Educational Research Association; and founding President, Arizona Alternative Education Consortium. She is honored to now serve as a Board member of the National Alternative Education Association.
secretary@the-naea.org
Amy Schlessman, PhD, has dedicated her professional and much of her personal life to education and human services in both the public and private sectors. Dr. Schlessman’s research and professional interests include alternative school accountability, organizational development, and the development of creative and innovative intelligence in learners of all ages from diverse cultural backgrounds and socio-economic levels. Fortune 500 companies, as well as not-for-profit organizations including schools and community collaboratives, have benefitted from her contributions to their programs. Her publications and presentations illustrate a range of contributions from theory to practice.
Amy’s recent research, policy analysis, and advocacy focus on alternative education. She serves on the National Advisory Committee for a federal grant on accountability for alternative schools.
Dr. Schlessman’s peers have elected her to leadership positions internationally, nationally, and at the state level. She has served as President of an international education association, Teachers of English to Speakers of Other Languages (TESOL); Chair of Research and Evaluation with the American Educational Research Association; and founding President, Arizona Alternative Education Consortium. She is honored to now serve as a Board member of the National Alternative Education Association.
KerriAnn Jannotte-Hinkley, Board Member - Region 1
Region1@the-naea.org
KerriAnn Jannotte-Hinkley is the Lead Teacher for the Hilltop Academy in Roslyn, New York. As part of her teaching duties, she provides academic support to all special education and general education students in her program. As part of her supervisory duties, she oversees all academic programs at the Hilltop Academy as well as online education/credit recovery for all district high school students. Mrs. Jannotte-Hinkley has always had a desire to serve others and has made working with at-risk and special education students her life’s work. She has served as a special education teacher, alternative education teacher and lead teacher of an alternative high school.
Mrs. Jannotte-Hinkley received both her BA in English and MS in Special Education from University at Albany and her Advanced Degree Certificate in Educational Leadership from Stony Brook University. Mrs. Jannotte-Hinkley has served as the president of LIAEA (Long Island Alternative Education Association) since 2012 and is currently working to restart the NYS Alternative Education Association. When she is not in the classroom, Mrs. Jannotte-Hinkley enjoys coaching Varsity tennis, reading and traveling with her husband Matthew.
Region1@the-naea.org
KerriAnn Jannotte-Hinkley is the Lead Teacher for the Hilltop Academy in Roslyn, New York. As part of her teaching duties, she provides academic support to all special education and general education students in her program. As part of her supervisory duties, she oversees all academic programs at the Hilltop Academy as well as online education/credit recovery for all district high school students. Mrs. Jannotte-Hinkley has always had a desire to serve others and has made working with at-risk and special education students her life’s work. She has served as a special education teacher, alternative education teacher and lead teacher of an alternative high school.
Mrs. Jannotte-Hinkley received both her BA in English and MS in Special Education from University at Albany and her Advanced Degree Certificate in Educational Leadership from Stony Brook University. Mrs. Jannotte-Hinkley has served as the president of LIAEA (Long Island Alternative Education Association) since 2012 and is currently working to restart the NYS Alternative Education Association. When she is not in the classroom, Mrs. Jannotte-Hinkley enjoys coaching Varsity tennis, reading and traveling with her husband Matthew.
Tim Morrow, Board Member - Region 2
Region2@the-naea.org
D. Tim Morrow is currently the Principal and Coordinator at Antietam Academy, which is the alternative program for Washington County Public Schools in Hagerstown, Maryland. He has been in education for 31 years. During that time, he has been a teacher, coach, athletic director, assistant principal and principal.
Mr. Morrow’s passion is working with what he refers to as “at-promise” youth which others often term “at-risk” youth. He believes every child can learn and succeed but we must remember it may not be on the same day in the same way. As he shares in many of his presentations, relationships are fundamental and behavior is communication. Both in education and our society, we must stop treating the symptoms(behaviors) and start attending to the cause.
Mr. Morrow has presented at various local and national conference including the National Alternative Education Conference. He also serves as the National Alternative Education Association Region 2 Board of Director member and works closely with alternative educators and programs in Maryland, Virginia, Pennsylvania, Delaware, New Jersey and the District of Columbia. He is also started the Maryland Alternative Education Association four years ago and is the current President/Chairperson of that group. Mr. Morrow is also a member of the first Maryland State Department of Education Alternative Education workgroup which recently developed the first ever Alternative Education Best Practice Guiding Document. Mr. Morrow provides consultation service and professional development to other alternative education groups, schools and associations regarding behavior, restorative practices and trauma-informed approaches.
In his spare time, Mr. Morrow simply enjoys going camping and spending time with family and friends.
Region2@the-naea.org
D. Tim Morrow is currently the Principal and Coordinator at Antietam Academy, which is the alternative program for Washington County Public Schools in Hagerstown, Maryland. He has been in education for 31 years. During that time, he has been a teacher, coach, athletic director, assistant principal and principal.
Mr. Morrow’s passion is working with what he refers to as “at-promise” youth which others often term “at-risk” youth. He believes every child can learn and succeed but we must remember it may not be on the same day in the same way. As he shares in many of his presentations, relationships are fundamental and behavior is communication. Both in education and our society, we must stop treating the symptoms(behaviors) and start attending to the cause.
Mr. Morrow has presented at various local and national conference including the National Alternative Education Conference. He also serves as the National Alternative Education Association Region 2 Board of Director member and works closely with alternative educators and programs in Maryland, Virginia, Pennsylvania, Delaware, New Jersey and the District of Columbia. He is also started the Maryland Alternative Education Association four years ago and is the current President/Chairperson of that group. Mr. Morrow is also a member of the first Maryland State Department of Education Alternative Education workgroup which recently developed the first ever Alternative Education Best Practice Guiding Document. Mr. Morrow provides consultation service and professional development to other alternative education groups, schools and associations regarding behavior, restorative practices and trauma-informed approaches.
In his spare time, Mr. Morrow simply enjoys going camping and spending time with family and friends.
Mark Hill, Board Member - Region 3
Region3@the-naea.org
Mr. Mark A Hill is a father, grandfather, musician, choir director, song writer and visionary leader with 35 years of experience as a secondary level educator, instructional leader, community organizer, and building principal with Kalamazoo Public Schools. He currently resides in Kalamazoo, Michigan and is the principal of Phoenix High School (Kalamazoo Public Schools), where he is an advocate for students, champion for social justice, and Anti-Bias/Anti-Racism Education trainer and coach. He is entering his 17th year as an administrator in Kalamazoo Public Schools, with 14 of them at Phoenix High School (Phoenix High School is the District’s “nontraditional” high school.
Mark is the fourth of six children and was raised in a small rural town of Baldwin, Michigan. He enjoys driving, traveling, attending sports events, reading biographies, visiting historic landmarks, coaching track & field, cooking, and spending time with his 3 sons (Darius, Halston, and Nick), 10 Godsons, 7 grandchildren, and students.
Each day at the close of school announcements, Mr. Hill leaves the students with Maya Angelou’s poem entitled “And Still I (We) Rise.” His favorite quote comes from The 5 Wells. He reminds his students daily to Be Well-Read, Well-Spoken, Well-Traveled, Well-Dressed, and Well-Balanced
Region3@the-naea.org
Mr. Mark A Hill is a father, grandfather, musician, choir director, song writer and visionary leader with 35 years of experience as a secondary level educator, instructional leader, community organizer, and building principal with Kalamazoo Public Schools. He currently resides in Kalamazoo, Michigan and is the principal of Phoenix High School (Kalamazoo Public Schools), where he is an advocate for students, champion for social justice, and Anti-Bias/Anti-Racism Education trainer and coach. He is entering his 17th year as an administrator in Kalamazoo Public Schools, with 14 of them at Phoenix High School (Phoenix High School is the District’s “nontraditional” high school.
Mark is the fourth of six children and was raised in a small rural town of Baldwin, Michigan. He enjoys driving, traveling, attending sports events, reading biographies, visiting historic landmarks, coaching track & field, cooking, and spending time with his 3 sons (Darius, Halston, and Nick), 10 Godsons, 7 grandchildren, and students.
Each day at the close of school announcements, Mr. Hill leaves the students with Maya Angelou’s poem entitled “And Still I (We) Rise.” His favorite quote comes from The 5 Wells. He reminds his students daily to Be Well-Read, Well-Spoken, Well-Traveled, Well-Dressed, and Well-Balanced
Melvin Hayden, Board Member - Region 4
Region4@the-naea.org
Melvin Hayden knows that successful students become successful adults. He attributes his drive and passion for learning to his time in the United States Air Force as a Firefighter and how important it was to work as a team because someone else’s life depends on your focus. Mr. Hayden currently serves as the Dean of Students for Building Bridges Middle and Building Bridges High; both are the alternative school sites for his district. This is his 10th year with the Savannah/ Chatham County Public School System and his 6th year as a leader. He help start the Elementary (K-5) alternative program in Chatham County. The elementary model was modified for higher-grade levels because of the success of the lower grades. To date, the district has experienced the kind of achievement you want every student to enjoy. Mr. Hayden has served on the Georgia Association for Alternative Education and currently serving as the Region 4 NAEA Director with states that include Mississippi, Georgia, Alabama, South Carolina, North Carolina, Florida, Puerto Rico, Virgin Islands and Bermuda. In his spare time, he publishes and writes for The Bleu Rooster magazine. His book last year called I’d rather be bad than stupid was his first publication that tackled the issues we face when trauma goes unchecked and hopefully will not be his last. In the mist of military and work he managed to finish his B.A in Human Services- Bellevue University, M.A. Teaching Technology, M.A. Education Leadership - University of New England and his Psy.D - California Southern University. His three children are his life with two in college and one 4 years away, he knows there is another level to learning and it starts with alternative education and the people that drive the creativity behind it.
Region4@the-naea.org
Melvin Hayden knows that successful students become successful adults. He attributes his drive and passion for learning to his time in the United States Air Force as a Firefighter and how important it was to work as a team because someone else’s life depends on your focus. Mr. Hayden currently serves as the Dean of Students for Building Bridges Middle and Building Bridges High; both are the alternative school sites for his district. This is his 10th year with the Savannah/ Chatham County Public School System and his 6th year as a leader. He help start the Elementary (K-5) alternative program in Chatham County. The elementary model was modified for higher-grade levels because of the success of the lower grades. To date, the district has experienced the kind of achievement you want every student to enjoy. Mr. Hayden has served on the Georgia Association for Alternative Education and currently serving as the Region 4 NAEA Director with states that include Mississippi, Georgia, Alabama, South Carolina, North Carolina, Florida, Puerto Rico, Virgin Islands and Bermuda. In his spare time, he publishes and writes for The Bleu Rooster magazine. His book last year called I’d rather be bad than stupid was his first publication that tackled the issues we face when trauma goes unchecked and hopefully will not be his last. In the mist of military and work he managed to finish his B.A in Human Services- Bellevue University, M.A. Teaching Technology, M.A. Education Leadership - University of New England and his Psy.D - California Southern University. His three children are his life with two in college and one 4 years away, he knows there is another level to learning and it starts with alternative education and the people that drive the creativity behind it.
Frances Gooden, Board Member - Region 5
Region5@the-naea.org
For the past 12 years, Dr. Frances Gooden has been serving as the director of Finley River School with the Ozark, MO school district. She and her staff have worked hard to successfully change the school from a program where students are “sent” to a program where students request to attend. The graduation rate increased from an average of 3 students per year to over 20 annually. The school has become well known in the community by working with other schools and agencies throughout Ozark. Other responsibilities within the district include working with at-risk program initiatives including PBIS and RtI. She developed the Community Action Team as a collaborative partnership among public and private agencies to support children and families in the community. Prior to working in Ozark, Frances was a special education teacher in Bay Point, CA and Springfield, MO for a total of 9 years before spending 4 years in Springfield as the director of at-risk programs at Parkview High School.
Dr. Gooden received her Ed.D. in educational leadership from St. Louis University with a dissertation studying best practices in alternative education. She also received an Ed.S in Ed. Leadership, M.A. in Special Education, and B.S. in Psychology. As an adjunct professor for Lindenwood University, Frances teaches classes in behavior management at the Master’s level. She has served on the Missouri Alternative Education Network as the board president for the past two years and the advocacy chairperson the previous two years.
Frances and her husband live on 20 acres outside Fordland, MO with their 3 dogs and numerous cats. Her spare time is spent either running or reading. She has 2 wonderful grown children and 3 brilliant grandsons.
Region5@the-naea.org
For the past 12 years, Dr. Frances Gooden has been serving as the director of Finley River School with the Ozark, MO school district. She and her staff have worked hard to successfully change the school from a program where students are “sent” to a program where students request to attend. The graduation rate increased from an average of 3 students per year to over 20 annually. The school has become well known in the community by working with other schools and agencies throughout Ozark. Other responsibilities within the district include working with at-risk program initiatives including PBIS and RtI. She developed the Community Action Team as a collaborative partnership among public and private agencies to support children and families in the community. Prior to working in Ozark, Frances was a special education teacher in Bay Point, CA and Springfield, MO for a total of 9 years before spending 4 years in Springfield as the director of at-risk programs at Parkview High School.
Dr. Gooden received her Ed.D. in educational leadership from St. Louis University with a dissertation studying best practices in alternative education. She also received an Ed.S in Ed. Leadership, M.A. in Special Education, and B.S. in Psychology. As an adjunct professor for Lindenwood University, Frances teaches classes in behavior management at the Master’s level. She has served on the Missouri Alternative Education Network as the board president for the past two years and the advocacy chairperson the previous two years.
Frances and her husband live on 20 acres outside Fordland, MO with their 3 dogs and numerous cats. Her spare time is spent either running or reading. She has 2 wonderful grown children and 3 brilliant grandsons.
Millie Harris, Board Member - Region 6
Region6@the-naea.org
Millie Manning Harris is a native of New Orleans, a graduate of the University of New Orleans, and has 13 years of experience working with supportive service organizations and educational institutions. Ms. Harris has worked as a Director of Development and Capital Campaign Coordinator for notable organizations such as Methodist Home for Children, Bridge House/Grace House, and Cystic Fibrosis Foundation before accepting the position of Education Pathways Coordinator with the Jefferson Chamber Foundation. As the Education Pathways Coordinator, Ms. Harris assembled a community advisory board to develop the Multiple Education Pathways Blueprint for Jefferson Parish, funded by the US Department of Labor grant, and designed and wrote JCFA’s charter proposals. JCFA is charter management group which operates three non-traditional dropout prevention and recovery charter high schools in the south Louisiana. Ms. Harris has been recognized as the Jefferson Chamber of Commerce’s Member of the Year 2010, was a 2012 Woman of the Year Nominee, and continues to serve as an active voice in the community for diversification of educational opportunities for at-risk youth.
Region6@the-naea.org
Millie Manning Harris is a native of New Orleans, a graduate of the University of New Orleans, and has 13 years of experience working with supportive service organizations and educational institutions. Ms. Harris has worked as a Director of Development and Capital Campaign Coordinator for notable organizations such as Methodist Home for Children, Bridge House/Grace House, and Cystic Fibrosis Foundation before accepting the position of Education Pathways Coordinator with the Jefferson Chamber Foundation. As the Education Pathways Coordinator, Ms. Harris assembled a community advisory board to develop the Multiple Education Pathways Blueprint for Jefferson Parish, funded by the US Department of Labor grant, and designed and wrote JCFA’s charter proposals. JCFA is charter management group which operates three non-traditional dropout prevention and recovery charter high schools in the south Louisiana. Ms. Harris has been recognized as the Jefferson Chamber of Commerce’s Member of the Year 2010, was a 2012 Woman of the Year Nominee, and continues to serve as an active voice in the community for diversification of educational opportunities for at-risk youth.
Brian Gee, Board Member - Region 7
Region7@the-naea.org
Mr. Brian Gee, has the privilege of being the Principal at Goddard Academy, Lakeside Academy and the Goddard Virtual Program in Goddard, Kansas. He has been an administrator for 15 years, that time has been spent in rural, inner-city, and suburban school districts serving as an Assistant Principal, Athletic Director and Principal. Mr. Gee has also served in numerous leadership roles with the Kansas Association of Secondary School Principals and is currently serving on the Evaluations Review Committee for Kansas Department of Education.
Mr. Brian Gee has a unique passion and drive to develop positive relationships within the school and local community, working with students to become a strong part of a productive society, all while supporting teachers to reach their greatest potential, and fostering a positive school culture while in and out of the classroom.
As a family, Brian and his wife Kasey, enjoy spending time with their 4 wonderful kids (Quentin, Braxton, Brooks and Brynlee) watching sporting events and doing family outdoor activities. He began his Educational Leadership career with a Bachelor’s in Physical Science from Fort Hays State University in 2002 and continuing to his Master’s in School Leadership from Baker’s University in 2006.
Brian is looking forward to the opportunity to serve NAEA at the regional and national levels. His previous educational experiences will enhance an already great organization.
Region7@the-naea.org
Mr. Brian Gee, has the privilege of being the Principal at Goddard Academy, Lakeside Academy and the Goddard Virtual Program in Goddard, Kansas. He has been an administrator for 15 years, that time has been spent in rural, inner-city, and suburban school districts serving as an Assistant Principal, Athletic Director and Principal. Mr. Gee has also served in numerous leadership roles with the Kansas Association of Secondary School Principals and is currently serving on the Evaluations Review Committee for Kansas Department of Education.
Mr. Brian Gee has a unique passion and drive to develop positive relationships within the school and local community, working with students to become a strong part of a productive society, all while supporting teachers to reach their greatest potential, and fostering a positive school culture while in and out of the classroom.
As a family, Brian and his wife Kasey, enjoy spending time with their 4 wonderful kids (Quentin, Braxton, Brooks and Brynlee) watching sporting events and doing family outdoor activities. He began his Educational Leadership career with a Bachelor’s in Physical Science from Fort Hays State University in 2002 and continuing to his Master’s in School Leadership from Baker’s University in 2006.
Brian is looking forward to the opportunity to serve NAEA at the regional and national levels. His previous educational experiences will enhance an already great organization.
LaToya Brown - Region 8
Region8@the-naea.org
LaToya Brown is an administrator for New Opportunities Organization, an alternative charter school consortium whose mission is to provide At-Promise students 18 years of age and older with the opportunity to complete their high school diploma requirements through alternative pathways. LaToya has a combined 10+ years of experience in Alternative School Models, Restorative Education, Correctional Education, Curriculum, Instruction, and Assessment, and Career & Technical Education development. She is also the founder of One Step 4ward, a non-profit dedicated to transforming BIPOC communities by providing quality educational and vocational pathways that support social equity and economic freedom.
LaToya is also a third-year doctoral student at Pepperdine University. Her research focuses on the intersectionality of race and racism and BIPOC youths' disconnection from traditional public schools and subsequent re-engagement in alternative education. Her research interest also includes examining the relationship between Adverse Childhood Experiences and BIPOC youths' academic achievement. As a leader, educator, student, advocate, and navigator, LaToya serves the community through a critical-race and trauma-informed lens grounded in an understanding of the bioecological connection between a child's physical, social, and cognitive development and the relationship between family, school, and the community.
"My educational philosophy is built on the South African principle of "Ubuntu" which means, "I am because we are." I believe in a collective approach to educational and social success. As a community, we are collectively responsible for the successes or failures of its members. Therefore, through positive relationships with families, community organizations, business owners, local and regional schools, colleges, and universities, we can ensure and encourage individual and community success."
Region8@the-naea.org
LaToya Brown is an administrator for New Opportunities Organization, an alternative charter school consortium whose mission is to provide At-Promise students 18 years of age and older with the opportunity to complete their high school diploma requirements through alternative pathways. LaToya has a combined 10+ years of experience in Alternative School Models, Restorative Education, Correctional Education, Curriculum, Instruction, and Assessment, and Career & Technical Education development. She is also the founder of One Step 4ward, a non-profit dedicated to transforming BIPOC communities by providing quality educational and vocational pathways that support social equity and economic freedom.
LaToya is also a third-year doctoral student at Pepperdine University. Her research focuses on the intersectionality of race and racism and BIPOC youths' disconnection from traditional public schools and subsequent re-engagement in alternative education. Her research interest also includes examining the relationship between Adverse Childhood Experiences and BIPOC youths' academic achievement. As a leader, educator, student, advocate, and navigator, LaToya serves the community through a critical-race and trauma-informed lens grounded in an understanding of the bioecological connection between a child's physical, social, and cognitive development and the relationship between family, school, and the community.
"My educational philosophy is built on the South African principle of "Ubuntu" which means, "I am because we are." I believe in a collective approach to educational and social success. As a community, we are collectively responsible for the successes or failures of its members. Therefore, through positive relationships with families, community organizations, business owners, local and regional schools, colleges, and universities, we can ensure and encourage individual and community success."
Benjamin (Benji) Carrier, Board Member - Region 9
Region9@the-naea.org
Benji Carrier is the Alternative Education Principal in Ogden School District, UT. He has served as the principal there for the last five years and has loved every minute of it. Prior to this assignment, Benji was the principal of Ogden District’s Youth in Care program where he oversaw Mill Creek a long-term secure facility and Observation and Assessment a short term semi-secure facility. Mr. Carrier has loved serving on the Utah Alternative Education Association for the last four years serving as the president-elect, present, and past president. His primary focus has been to connect the alternative schools throughout the state of Utah to work together by sharing the best and most successful aspects of each alternative program so all schools can give their students the best chance to succeed in school and beyond. He has been active with the Utah State Board of Education specifically advising them on matters of accountability and school turnaround in the alternative realm.
Benji has been married to his lovely wife Jamie for 15 years. Together they have 4 crazy kids that keep them on their toes. Benji is an avid crossfitter who loves doing anything active outside, especially biking and hiking in the mountains.
Region9@the-naea.org
Benji Carrier is the Alternative Education Principal in Ogden School District, UT. He has served as the principal there for the last five years and has loved every minute of it. Prior to this assignment, Benji was the principal of Ogden District’s Youth in Care program where he oversaw Mill Creek a long-term secure facility and Observation and Assessment a short term semi-secure facility. Mr. Carrier has loved serving on the Utah Alternative Education Association for the last four years serving as the president-elect, present, and past president. His primary focus has been to connect the alternative schools throughout the state of Utah to work together by sharing the best and most successful aspects of each alternative program so all schools can give their students the best chance to succeed in school and beyond. He has been active with the Utah State Board of Education specifically advising them on matters of accountability and school turnaround in the alternative realm.
Benji has been married to his lovely wife Jamie for 15 years. Together they have 4 crazy kids that keep them on their toes. Benji is an avid crossfitter who loves doing anything active outside, especially biking and hiking in the mountains.
Richard Thompson, Board Member At Large
Richard is a visionary and charismatic leader, with demonstrated expertise in advocacy for education for all students in grad school through adult education. Specifically in the areas of online learning and seat time waiver for K-12 students, with a focus on improving achievement outcomes, particularly with at-risk students, in the Alternative Education / Non-Traditional setting. He is currently the Dean/Principal of the GearUp Academy, an alternative/non-traditional educational setting for at-risk students 6-12 grade and Adult Education / GED. Serving in the inner-city of Flint Michigan.
Richard utilizes a holistic approach to student development and strives to provide an array of opportunities for students to advance academically, prepare for career success, and excel as leaders and community servants. He has consulted with school districts and administrators nationwide and shares his expertise as a member of the Michigan Board and National Alternative Education Association (NAEA). In October 2016, Richard was honored with the Resilience in Action Award from the WhyTry Program (founded by renowned social justice advocate and author Christian Moore).
Giving back is something inherent to Richard. In addition to readily imparting his knowledge and serving his profession, he is committed to helping his surrounding community. Richard strives to teach both them and the students he leads to think beyond themselves and embrace the words of Nelson Mandela: “What counts in life is not the mere fact that we have lived. It is what difference we have made to the lives of others that will determine the significance in the life we lead.”
Richard is a visionary and charismatic leader, with demonstrated expertise in advocacy for education for all students in grad school through adult education. Specifically in the areas of online learning and seat time waiver for K-12 students, with a focus on improving achievement outcomes, particularly with at-risk students, in the Alternative Education / Non-Traditional setting. He is currently the Dean/Principal of the GearUp Academy, an alternative/non-traditional educational setting for at-risk students 6-12 grade and Adult Education / GED. Serving in the inner-city of Flint Michigan.
Richard utilizes a holistic approach to student development and strives to provide an array of opportunities for students to advance academically, prepare for career success, and excel as leaders and community servants. He has consulted with school districts and administrators nationwide and shares his expertise as a member of the Michigan Board and National Alternative Education Association (NAEA). In October 2016, Richard was honored with the Resilience in Action Award from the WhyTry Program (founded by renowned social justice advocate and author Christian Moore).
Giving back is something inherent to Richard. In addition to readily imparting his knowledge and serving his profession, he is committed to helping his surrounding community. Richard strives to teach both them and the students he leads to think beyond themselves and embrace the words of Nelson Mandela: “What counts in life is not the mere fact that we have lived. It is what difference we have made to the lives of others that will determine the significance in the life we lead.”
Katy Ramezani, Board Member At Large
Dr. Katy Ramezani is the Director of Educational Programs and Services at the Alternative, Community, and Correctional Education Schools and Services (ACCESS) the Alternative Education division of Orange County Department of Education. She started her career in ACCESS program as a paraeducator in juvenile hall. She has taught in community and correctional school settings as well as traditional schools, teaching 1st, 3rd, and 4th-5th grade level. However, it was ultimately the at-promise and full of potential students who won her heart and she returned to ACCESS. For the past 20 years, it has been her honor and privilege to work in alternative education and to serve our students, families and communities. She earned her doctorate from University of Southern California in Urban Leadership. Her dissertation topic was “The Use of Technology with At-risk Students in an Alternative Education Setting”. The premise of the research was to investigate how online classes are used in a county-operated alternative school program to maximize student achievement while optimizing existing financial and staffing resources to implement this goal; a topic that is extremely relevant today. Her dissertation was published as a book. She received her M.A. in Curriculum and Instruction from Chapman University and her B.A. in Psychology from California State University, Fullerton.
She has been involved in Juvenile Court, Community, and Alternative School Administrators of California (JCCASAC ) for many years and for several years as a Board member. JCCASAC’s mission is to support student success by creating a collegial network of county office administrators who: research and share best practices regarding new and innovative program options for at-risk students; provide training and assistance to new administrators; encourage legislation that advocates for the learning needs of all students; and give input and guidance to the Superintendents relative to the diverse needs of our student population. She served as Chair of JCCASAC in the 2018-19 school year and hosted the 49th Annual JCCASAC Conference in 2018. During her tenure she participated on sub-committees for student scholarships, teacher of the year selection and Chair of the Election Committee to help with recruitment and selection of new board members. She believes that nothing in life will call upon us to be more courageous and committed than serving the students who need us the most. We need to get involved and stay connected. “Without continual growth and progress, such words as improvement, achievement and success have no meaning” Benjamin Franklin.
Dr. Katy Ramezani is the Director of Educational Programs and Services at the Alternative, Community, and Correctional Education Schools and Services (ACCESS) the Alternative Education division of Orange County Department of Education. She started her career in ACCESS program as a paraeducator in juvenile hall. She has taught in community and correctional school settings as well as traditional schools, teaching 1st, 3rd, and 4th-5th grade level. However, it was ultimately the at-promise and full of potential students who won her heart and she returned to ACCESS. For the past 20 years, it has been her honor and privilege to work in alternative education and to serve our students, families and communities. She earned her doctorate from University of Southern California in Urban Leadership. Her dissertation topic was “The Use of Technology with At-risk Students in an Alternative Education Setting”. The premise of the research was to investigate how online classes are used in a county-operated alternative school program to maximize student achievement while optimizing existing financial and staffing resources to implement this goal; a topic that is extremely relevant today. Her dissertation was published as a book. She received her M.A. in Curriculum and Instruction from Chapman University and her B.A. in Psychology from California State University, Fullerton.
She has been involved in Juvenile Court, Community, and Alternative School Administrators of California (JCCASAC ) for many years and for several years as a Board member. JCCASAC’s mission is to support student success by creating a collegial network of county office administrators who: research and share best practices regarding new and innovative program options for at-risk students; provide training and assistance to new administrators; encourage legislation that advocates for the learning needs of all students; and give input and guidance to the Superintendents relative to the diverse needs of our student population. She served as Chair of JCCASAC in the 2018-19 school year and hosted the 49th Annual JCCASAC Conference in 2018. During her tenure she participated on sub-committees for student scholarships, teacher of the year selection and Chair of the Election Committee to help with recruitment and selection of new board members. She believes that nothing in life will call upon us to be more courageous and committed than serving the students who need us the most. We need to get involved and stay connected. “Without continual growth and progress, such words as improvement, achievement and success have no meaning” Benjamin Franklin.
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