Field Faculty

Elizabeth Buzzanca is a seasoned faculty coach, holding a master’s degree in leadership and boasting two decades of rich educational experience. With a passion for academic excellence, Liz brings a wealth of knowledge and a proven track record in mentoring both students and fellow educators. Her commitment to fostering a supportive learning environment has positively impacted countless individuals throughout her career.

Kimberlee Comrie is a Faculty Coach at Instructional Empowerment. She is motivated by her belief that all students have the right to high-quality, equitable, and inclusive education. Kimberlee’s 18 years in education include experience as a teacher, instructional coach, special education coordinator, and inclusive education director for schools primarily in The Bronx, New York.

As a life-long learner, she finds the ultimate joy in supporting others as they grow and reach their goals. Kim understands the importance of building capacity in educators and teacher efficacy when preparing students to be the future game changers of society. As a faculty coach, she supports schools in this work by delivering professional development, coaching, and instructional planning support.

Kim attended Syracuse University, earning a bachelor’s in Marketing and a master’s in Childhood Education. She has a master’s in Public School Building Leadership from Teachers College and holds a Students with Disability certification.

Natalie Dhanoolal Rubio, a Faculty Coach at Instructional Empowerment, supports school leaders and teachers in improving outcomes for ALL students. Natalie focuses on coaching and providing professional development that guides schools in implementing evidence-based strategies that strengthen instructional systems and practices.

Prior to joining IE, Natalie served as an Instructional Coach for a non-profit where she coached teachers in taking science instruction outdoors while also providing professional development across regions in the US. Additionally, she delivered professional development for the International Baccalaureate Organization (IB) nationally, around the IB philosophy of implementing inquiry-based and concept-based learning strategies to develop student agency.

As a public educator for over 15 years, Natalie held the roles of instructional coach, classroom teacher and teacher leader. No matter the role, Natalie’s values always center around developing student and teacher agency and ensuring that systems are developed or in place to foster the development of critical thinking problem-solvers within and beyond the school community.

Natalie earned her Bachelor’s degree from Barnard College- Columbia University in New York City in Pan-African Studies. She received her post-baccalaureate certifications in Elementary Education from the University of Mary-Hardin Baylor in Texas and Principal Leadership from the University of North Texas. Natalie also holds a Masters of Science degree in Horticulture from Texas Tech University.

Melissa Dolecek is a Faculty Coach with Instructional Empowerment. She has over 18 years of experience in elementary and secondary education in Denver, Colorado. Within her years of work in the north metro area, Melissa has improved instructional systems by providing professional development at the district, department and teacher levels through her knowledge of standards based education. Her experience leading Professional Learning Communities has direct results in closing the achievement gap. Melissa also has experience working to align a variety of curriculum to Tier 1 best instructional practices with a direct focus on data collection and analysis.

Before joining Instructional Empowerment, Melissa was in the Adams 14 District in Commerce City, Colorado as a teacher, department lead, district presenter and instructional coach. Her education includes a MA of Education from the University of Colorado, Denver in Curriculum and Instruction with an emphasis in Teacher of Reading. She also holds a certificate of Culturally and Linguistically Diverse Education from Regis University, Denver. Her focus with Instructional Empowerment is to provide coaching around best Tier 1 instruction in order to close the educational achievement gap.

Throughout Shakira Fetherolf’s career for the past 20+ years, she has developed a love for taking a deep dive into educational leadership coaching and learning, education reform and transformation. Shakira has driven positive educational outcomes by teaching diverse populations, including students with emotional disturbances, students diagnosed with autism, and students with learning disabilities in multiple environments including District 75 in the South Bronx, private schools, university-level, and public schools abroad.

These experiences have widened Shakira’s perspective, leading her to become who she is today, and driving the improved version of her that she strives towards daily. Holding herself and her team to the highest of standards with intellectual curiosity, grace, and vulnerability is how Shakira achieves success. Shakira believes that educators are vital to the type of society we create, and encourages everyone to work together to make it a system of real change that is equitable for student learning and success. Shakira enjoys meeting new people and understanding how others view educational transformation, leadership coaching and development.

Following a rewarding 30-year career in public education, Debra is honored to be a highly requested educational consultant providing services including staff developer, trainer, administrative leadership coach and faculty coach since 2018. She holds a bachelor’s degree in education from the State University of New York at Geneseo, and a master’s degree in leadership from Nova Southeastern University, Florida. She is privileged to have worked with a diverse variety of schools from all socio-economic ranges in urban, suburban, and rural communities.

Debra has served as a teacher, reading specialist, assistant principal, principal, and director of program development and alignment for one of the nation’s largest school districts, where she was in charge of the district’s professional development center, a multi-million dollar training grant, and on-line professional development programs providing teacher enhancement and certification courses.

Under her leadership as a principal and through the hard work of committed teachers who embraced Dr. Marzano’s teacher evaluation model, her school rose from one of the state’s 300 lowest-performing schools to scoring in the top 10% in reading. This experience combined with her love of children and learning is the foundation of her strong commitment to supporting schools in their quest to improve student achievement.

Prior to joining Instructional Empowerment, Jen Geoffroy served the students of DC Public Schools in a variety of capacities for over twenty years. She began her career as an English as a Second Language teacher, transitioned to a fourth and fifth grade teacher, became an Instructional Coach, a Manager of the Instructional Coaching Program, and wrapped up her career in DC after nine years as an elementary principal.

Jen was a Middle Childhood Generalist National Board Certified Teacher, Editorial Advisor for NAESP’s Principal Magazine, and a 2017 ASCD Emerging Leader. Additionally, she has presented on SEL and equity at national conferences and has published several articles. Prior to her career in Washington, DC, she spent three years as an English Language instructor at Tatsuno Senior High School in Japan.

Jen is a native of Massachusetts and received an undergraduate degree in International Relations from Boston University. She holds two master’s degrees from American University, one in Teaching English to Speakers of Other Languages and one in Elementary Education, as well as a Executive Master’s in Leadership from Georgetown’s McDonough School of Business. Jen is currently completing her Ed.D. in Administration and Supervision at the University of Virginia.

As a consultant at Instructional Empowerment, Dr. Jarri Goodman supports schools in implementing evidence-based, culturally responsive pedagogy to improve students’ engagement in the learning experience. Before joining the Instructional Empowerment, Jarri worked as a public school science and math educator at Title I schools in metro Atlanta.

He worked as a science instructional coach for a nonprofit science organization to support teachers, administrators, and district coordinators in developing their knowledge and instructional materials to support students in real-world scientific inquiry-based lessons aligned to the K-12 Framework for Science Education. Jarri believes that implementing quality inquiry-based instruction in science classrooms as early as kindergarten can impact students’ later interest and success in STEM careers.

Jarri earned a dual bachelor’s degree in early childhood/special education with a minor in general science from Mercer University. He received a master’s degree in Curriculum and Instruction from Nova Southeastern University. Jarri obtained an Educational Specialist degree in Early Childhood Education with a concentration in Science Education from Mercer University. Jarri also holds a doctoral degree in Curriculum and Instruction from Liberty University.

Stephanie’s professional focus is working with school leaders to develop evidence-based practices and systems of instruction that grow and support educators and student agency. She is passionate about helping leaders create a collaborative instructional culture based in equity and rigor. The power of learning through collaboration in her own education transferred to her practice in the classroom and leadership roles and has been her emphasis in supporting leaders building leaders.

She retired after 27 years in Missouri in both private and public education as a teacher, tennis coach, instructional technology coordinator, curriculum director, and principal where she worked in a turnaround middle school and made gains in student achievement growth. After being named the Missouri Journalism Teacher of the Year she also spent ten years working with the University of Missouri’s School of Journalism to provide support and programming opportunities for scholastic journalists and teachers with a focus on equity and inclusion.

Stephanie’s academic accomplishments include:
Adams State University – Alamosa, Colorado
BA – English and Secondary Education
Minors: Spanish and psychology
University of Missouri – Columbia
M.Ed – Curriculum and Instruction – English/Journalism Education
Education Specialist – [ELPA] PK-12 Educational Leadership and Administration – Secondary Principal and Superintendency

With over 15 years in K-12 education, Theresa Hall is an experienced educator and turnaround specialist, having earned a Bachelor’s in Finance and a Master of Arts in Teaching. Throughout her career, Theresa has worn multiple hats, serving as a teacher, department head, dean of instruction, and principal. Her extensive background equips her with a comprehensive understanding of the challenges and opportunities within the education landscape and she now serves as a School Leadership Coach. With 15 years of turnaround work, Theresa brings a wealth of experience in understanding transforming educational environments, with a notable focus on closing the achievement gap.

Her expertise lies in developing effective strategies for school leadership, promoting collaboration, and cultivating environments that inspire both educators and students.

For more than 35 years, Gary Hess has been working in PreK-12 public and charter schools. This experience includes serving as a classroom teacher, district instructional coach, and 14 years as a building administrator in an urban school district. As a school principal and instructional leader, he led his team in continuous improvement, and has experience utilizing the “Marzano Teacher Evaluation Model” and “Essentials for Achieving Rigor”, and now supports schools with Instructional Empowerment training and coaching for teachers and administrators.

Gary has also worked as a School Improvement Facilitator with the Pennsylvania Department of Education as a member of Pennsylvania’s Comprehensive Support and Improvement (CSI) School Improvement Initiative “to engage school leaders and school-based teams in a continuous improvement process.” Now through his facilitation of IE’s “Instructional Leadership Institute” and implementation coaching, Gary also supports school and district-based teams to develop, implement, and monitor improvement plans that are based on evidence-based practices.

He is committed to the success of at-risk students and has served in schools with high populations of students of poverty and English language learners. Working now as an IE School Leadership Coach and Consultant, Gary delivers professional development in IE’s Model of Instruction, which has the power to improve academic achievement and social-emotional learning simultaneously, while also closing gaps between students of differing abilities, preparing students for college and the workplace, and promoting equity and access.
Gary has a robust background in leading standards-based instruction, evidence-based pedagogy, decision-driven data collection, formative assessment, school systems improvement, and PLC facilitation. His diverse experiences give him a broad perspective as he supports systems in refinement and change for successful student achievement.

As an IE Consultant, Jessica Hessler supports schools in implementing evidence-based proven methodologies for improving student outcomes. Jessica’s primary role centers around providing embedded professional development and coaching within turnaround schools. Before joining the IE team, Jessica worked as a public school educator, instructional coach, assistant principal, and principal in schools with diverse populations. Her 23 years of experience include urban settings in both Duval and Hillsborough County, FL.

Jessica received her Bachelor’s in Elementary Education from University of North Florida. Her other educational degrees include a Master’s Degree in Educational Leadership and an Educational Specialist Degree in School Turnaround. Currently Jessica is completing her Doctoral Degree with her dissertation focus on sustainable leadership practices in dual language programs. She believes that through the use of data-driven decision-making, rigorous instruction and equitable educational experiences for all students, the achievement gap will be eliminated.

As a School Leadership Coach, Kristi Kinney works with campus leadership teams to establish sustainable systems, develop an effective leadership team, empower teachers and students to achieve instructional autonomy, and create a culture driven by the team’s vision for success. Her passion has always been classroom instruction, and she assists campus administrators in becoming instructional leaders to ensure growth for all students.

Kristi retired after 24 years in Texas public education where she was a high school teacher and athletic coach, Instructional Specialist, Literacy Specialist, Test Coordinator/Data Analyst, Dean of Instruction, Assistant Principal, and Principal. She served in 5 districts including suburban, inner-city, and rural schools.

Kristi Kinney earned her bachelor’s degree in Physical Education and English from Tarleton State University. Years of coaching and teaching led her to pursue a master’s degree in Education Administration from Lamar University.

Heidi Koplin has served many schools across the K-12 spectrum as a classroom teacher, instructional coach, school-based principal, and district level professional development specialist. Heidi’s focus on strong instructional programs and ensuring equity in access for all learners helped her schools accomplish rigorous school goals. Ms. Koplin continued her own professional learning by completing her master’s degree at St. Mary’s University of Minnesota and her Educational Leadership studies at University of South Florida.

Along her professional journey, Ms. Koplin remains committed to her passion for teaching and learning and ensuring that EVERY student receives the best education to open the doors for their future.

As an Instructional Empowerment Faculty Coach, Kirstie Lickliter supports schools in shaping their educational landscape with evidence-based actions that ensure growth and success for all students. She guides educators with embedded professional development and coaching as they work together in PLCs, design and implement rigorous, impactful lessons, and analyze data to better drive instruction.

With over 20 years of experience in an educational setting, her background includes work in a Title 1 school as both a classroom teacher and literacy coach, as well as her time as an English/Language Arts curriculum support specialist at the district level. Kirstie is committed to empowering educators to cultivate a culture of academic rigor within their schools.

Marquita McCullum is a School Leadership Coach with Instructional Empowerment. Marquita works with district and school leaders to promote effective core instruction that guarantees students access to grade level standards-aligned content and engaging instructional practices.

Over the course of 17 years prior to joining IE, Marquita served as a public school teacher, dean of students, assistant principal, principal, and district leader in Mississippi and Texas. While serving in these critical roles, Marquita established systems, improved the culture for students and staff members, enhanced instructional programming, raised the school’s accountability rating, strengthened partnerships with families and community members, and maintained a high retention rate for staff members. She understands the importance and value of collaboration, communication, and culture within an organization, and she believes that each day presents an opportunity to learn and grow.

Marquita earned a Bachelor of Science degree in Psychology from Jackson State University, a Master of Education degree in Elementary Education from William Carey University, and a Principal Certification from Lamar University.

Paul McNeil is a dedicated professional educator with a Bachelor’s degree in Elementary Education and a minor in Science from North Carolina Central University. With over a decade of experience in the field of education, he has held pivotal roles as a teacher, multi-classroom leader, and instructional coach across diverse educational settings in North Carolina, Georgia, and in virtual classrooms in China.

Paul has consistently demonstrated a deep commitment to fostering academic growth and development. He is passionate about empowering educators to unlock their full potential, employing a focus on quality, rigorous, standards-based instruction for students of all backgrounds.

Recognized for his proficiency in relationship-building, Paul excels in school improvement planning, designing impactful professional development programs, and implementing research-based coaching and teaching strategies. Paul is driven by a mission to expand his impact by guiding and supporting educators towards enhanced effectiveness, thereby contributing to the advancement of educational excellence.

Mindy Province is an IE Faculty Coach. She has been working with students in a variety of areas for over twenty-five years and is passionate about supporting others to design and facilitate rigorous core instruction. Mindy earned a B.S in Elementary Education from West Virginia University and an M.Ed. in Technologies Enhanced Learning with a focus on Training and Development from Seton Hill University. While in the classroom, she was recognized as a high impact teacher by the State of Florida and worked at the state demonstration school for technology for several years.

Mindy has diverse experience with varying populations and has experience with teaching multiple subjects throughout the years and coaching in elementary and middle schools. She holds an active teaching certificate in Elementary Education, Middle and High School English along with other endorsements.

In addition to public education, she found many rewards while working with children on the Autism spectrum as she was as a Behavioral Specialist. With this role, she created and managed programs to support the special needs of students so they could positively integrate with peers in school and in their community.

In each placement, she thrived knowing that change and growth are possible for all, and this is just one reason she feels passionately about helping others through the coaching process. She believes all students deserve a chance to succeed in public education and knows they can through standards-based instruction and efficient practices. She is passionate about the IE mission to support students with rigorous core instruction and equity for all.

Jennifer Rinck has worked over 24 years, in the education profession as a teacher, instructional coach, school and systems improvement specialist, school administrator, and district administrator in both public and private K12 systems. In conjunction with her PK12 experiences, she served as an administrator and current adjunct professor at the University of South Florida. She earned her Ph.D. in Educational Leadership and Policy Studies.

Theresa Staley’s work as a faculty coach and consultant with Instructional Empowerment evokes and reflects her values and aspirations for greatness in education. Her professional experiences embed influential change as a coach, teacher, research-based trainer, and district-level administrator. Theresa’s knowledge in core instruction and effectiveness with marginalized populations and school transformations characterizes her as an innovator and leader for effective school reform.

An educator for over twenty years, Theresa’s authentic and empowering persona transcends throughout her work in schools across the country, as noted in her successes with Caroline County Schools in Denton, Maryland, in addition to the extraordinary transformation in the midwestern region of our nation, Grand Island, Nebraska, catapulting both as frontrunner turnaround schools. She currently partners with the stakeholders within Hillsborough County Schools, in both Ruskin and Brandon, Florida, supporting a Model of Instruction that capitalizes on student and teacher growth.

Her passion and advocacy for teaching and education is transparent, inspirational, and contagious. Theresa enjoys blogging, personally and professionally, to share and capture the human elements of curiosity and courage within school transformations.

For nearly 30 years, Lauri has been involved in several areas in education. Before becoming a Faculty Coach for Instructional Empowerment, she served her district as a teacher in PE, English and Science. During this time she also coached basketball, softball, Academic Decathlon and served in leadership roles as a department chair, science specialist and a TAP Master Teacher, leading professional development and providing instructional support.

During the latter half of her career, she assumed campus leadership roles as Dean of Instruction and Assistant Principal. Lauri earned a Bachelor of Arts in Teaching from Sam Houston State University and a Master’s degree in Educational Leadership from Lamar University in Texas.

Lauri has put into practice the steps of creating lessons that include IE’s Model of Instruction that create spaces for students to interact with each other, think critically and build skills for life that open doors for continued success. Her experience has placed her in positions to help other teachers and administrators grow in instructional practices and she is committed to improving classroom spaces so that all students can become highly competent learners.

Stephanie Terrell’s background encompasses 30+ years of service in the educational field. Her journey began as a high school mathematics teacher, which influenced her future work, holding candidacies within the Colquitt County Public School District, including Instructional Technology Specialist, Assistant Principal for Curriculum and Instruction, and High School Principal.

She has empowered teachers and leaders through presentations at both the state and national level, sharing knowledge and expertise in the capacities of classroom instruction, data disaggregation, technology integration, and leadership. Stephanie has served on several Boards of Directors for education and community entities within the state of Georgia.

She has received countless accolades for her work in education, which include Georgia Association of Secondary Schools Principals (GASSP) High School Assistant Principal of the Year.

Stephanie received her B.S. of Secondary Education, M.Ed. of Secondary Education and her Ed.S. for Administration and Supervision from Valdosta State University.

Allyson is a Lead Faculty Coach at Instructional Empowerment with over 19 years of experience in education. As a results-driven educator, she has improved instructional performance by facilitating professional development, mentoring, and coaching both teachers and administrators to improve their instructional practices, systems, and structures, to close daily achievement gaps in classrooms. Her experience also includes working with faculty and staff to focus on data collection and analysis as well as instructional alignment with curriculum and resources to positively impact student achievement.

Prior to joining Instructional Empowerment, Allyson worked for Hillsborough County Public Schools, the 7th largest school district in the nation, as a high school mathematics teacher, Department Chair and Instructional Coach. Additionally, she served as a District Resource Teacher with School Improvement, Instructional Mentor and Peer Evaluator where her experiences included performance evaluation, coaching of classroom teachers, and supporting schools with school improvement goals. She was also a virtual teacher of English to elementary and adult students in foreign countries throughout Europe, Asia, and South America.

Allyson earned her Master’s Degree in Educational Leadership from the American College of Education and a Bachelor’s in English from the New York Institute of Technology.

Dee Wappes is a dynamic, high-energy educator dedicated to empowering leaders and teachers to establish high expectations of learning for all, to create an environment that is student-centered and to engage all students in independent critical thinking. As both a School Leadership Coach and Faculty Coach for Instructional Empowerment, Dee supports schools in implementing research-based core instruction that creates a culture of rigorous learning for all, resulting in increased student achievement.

Dee’s passion for working with underserved students led her to work in an urban school district for more than 15 years as a teacher, principal, and district-level leader. Throughout all those experiences, Dee prioritized equity, student engagement and rigorous learning for all students as a means to eliminate achievement gaps and end generational poverty.

Dee earned her Bachelor of Science in Elementary Education with a Middle School Math endorsement and her Masters of Science in Secondary Education with an Educational Administration certification from Indiana University.

Jennifer Ward is a Faculty Coach with Instructional Empowerment. Jennifer has spent over two decades in public education advocating, through PLCs, professional development, and classroom support, for all students to have access to a great education that includes standards-based, rigorous instruction. Jennifer has experience as a primary and intermediate elementary school teacher. She has extensive instructional coaching experience in all subject areas but specializes in K-5 math and science.

Jennifer has been a district trainer in all subject areas as well as a presenter at state, national, and international conferences. Jennifer earned her bachelor’s degree in Elementary Education from Texas Women’s University. She earned her master’s degree in Curriculum and Instruction (Math Education) from University of Texas at Arlington.

Robyn Warner is a Faculty Coach with Instructional Empowerment. Warner specializes in implementing evidence-based core instruction to develop learners who possess critical-thinking and problem-solving skills.

Warner served public schools in Nebraska as a high school English teacher, Department Chair, Dean of Students, and Assistant Principal. Her experience with Cognitive Coaching, MTSS, curriculum development, and Title I services accentuate her ability to support adults in refining instruction, as well as work with teams on goal setting and action boarding.

Warner holds a Bachelor’s degree in Communication Studies, grades 7-12 Language Arts and ELL teacher certifications, Administration certificate, and Master’s degrees in Teaching, Learning, and Teacher Education and Educational Leadership.

As a School Leadership Coach, Jennifer Wood works with campus leadership teams to establish sustainable systems, develop an effective leadership team, empower teachers and students to achieve instructional autonomy, and create a culture driven by the team’s vision for success.

Before joining IE, Jennifer had over 20 years in Texas public education where she was a high school teacher and coach, Educational Diagnostician and Principal. She served in seven school districts including suburban and rural schools. She served as a campus principal for four years in a turnaround school and that is where she found her passion for assisting campus administrators in becoming instructional leaders to ensure growth for all students.

Jennifer Wood earned her bachelor’s degree in Agricultural Economics from Texas A&M University. Upon graduation, Jennifer received her teaching certification in Secondary Math. After years of coaching and teaching she was inspired to obtain her Master’s degree in Educational Psychology from University of Mary Hardin Baylor. During her time serving schools as an Educational Diagnostician, she received her K-12 School Administrator Certificate, as well as her K-12 Superintendent Certification.