About Us

With 18 years of experience in education, Meagan brings a deep understanding of teaching, coaching, and campus-level systems, having served as a classroom teacher, testing coordinator, mentor, and instructional coach. Her expertise centers on high-quality instructional materials (HQIM), mathematics instruction, Tier 2 intervention, data-driven decision-making, new teacher support, and coaching both teachers and campus leaders to strengthen instructional practice. She holds a Master of Education in Curriculum and Instruction with a focus in Reading Education, as well as a Bachelor of Arts in Sociology, grounding her work in both instructional depth and an understanding of systems and communities. Known for being a strong communicator, Meagan excels at building clear structures and sustainable systems, leading campus innovations, implementing programs with fidelity, and developing data systems that translate insight into action. Her work is rooted in building teacher capacity and a strong professional culture, ensuring educators feel supported, confident, and equipped to meet the diverse needs of students. Through a strengths-based, collaborative approach, she partners closely with leaders and teachers to turn vision into practice and data into meaningful instructional moves. Driven by the belief that every educator and student has gifts that can be nourished and sustained through high-quality systems and intentional support, Meagan is committed to equitable, student-centered work that transforms instruction, empowers educators, and accelerates learning for all.

With 16 years of dedicated experience in education, including roles as a bilingual elementary teacher, AP secondary Spanish teacher, department chair, new teacher mentor, and district curriculum writer, Melissa Ghuneim is a true champion for tapping into the genius of every educator and student. Melissa's expertise shines in coaching, supporting Emergent Bilingual learners with second language acquisition strategies, driving bilingual literacy development, and fostering high-quality instructional materials (HQIM) implementation. Known for building deep trusting relationships and collaborative cultures, she empowers teachers and leaders to recognize and leverage their innate strengths, supporting campuses to create environments where all students can grow linguistically and academically. Holding a Bachelor of Bilingual Education and a Master of Education in Multicultural Studies, Melissa's approach is rooted in providing supportive listening alongside promoting educator accountability, ensuring that teachers and leaders are equipped to grow student outcomes. She is driven by the belief that all educators have a purpose and deserve to tap into their strengths to provide the most equitable and excellent education for all students, reinforcing her commitment to transformational, student-centered instructional support. 

Paige Stavena is an experienced educator and instructional coach with 15 years in education, known for her ability to build strong relationships and cultivate positive, high-functioning classroom culture. With a background as a teacher, mentor, and coach, she specializes in HQIM implementation, data-driven instructional planning, and coaching that empowers teachers by breaking down complex work into moves they can use tomorrow. Paige holds dual Bachelor of Arts degrees in Psychology and Child Development, along with EC–6, ESL, and RBIS certifications. She is recognized for her strengths-based, accessible coaching style that helps educators feel confident, supported, and equipped to tackle challenges with manageable, out-of-the-box solutions. Guided by a deep belief in educational equity and accessibility, Paige’s work is grounded in the conviction that every educator shows up each day wanting to make a difference for kids and thrives when intentionally invested in. She is committed to fostering transformative, student-centered instruction that unlocks the genius of teachers and creates bright futures for all learners.

Kiana Johnson is an experienced educator and instructional leader with 16 years in the classroom, coaching, and school leadership, dedicated to empowering teachers and students to reach their full potential. She specializes in mentoring instructional coaches, literacy instruction, HQIM adoption, and research-based instructional strategies, bringing a strengths-based, student-centered approach to every partnership. Known for servant leadership, collaboration, and building strong relationships, she delivers impactful professional development across multiple districts, designing innovative solutions to increase student achievement and equipping educators to provide equitable, systematic, and data-driven instruction. Trained in the Science of Teaching Reading and holding a Master’s in Curriculum & Instruction, ESL certification, Texas EC-6 Teacher Certification, and Texas Principal Certification (K-12), she blends expertise with practical strategies that support diverse learners. Guided by the belief that educators already possess valuable strengths, Kiana focuses on amplifying those strengths, fostering confidence, and creating meaningful growth. With clear communication, thoughtful coaching, and a commitment to equity, she helps teachers and leaders transform classrooms into environments where every student can thrive.

Tanisha Tate is an experienced educator with 32 years in education, bringing a rich background as a classroom teacher, instructional coach, literacy specialist, curriculum writer, and district administrator. She specializes in instructional coaching, literacy and literacy interventions, HQIM implementation, and supporting multilingual learners, with a strong focus on translating research-based practices into clear, actionable moves teachers can use immediately. She holds a Bachelor of Science in Early Childhood Education, a Master of Science as a Reading Specialist, and an ESL Certification, which grounds her work in both deep content knowledge and practical classroom application. She is known for her ability to build trusting relationships and foster collaborative partnerships that help educators feel supported while addressing persistent learning gaps for struggling students. Her strengths-based coaching approach centers on empowering teachers to refine their practice in ways that directly improve student outcomes. Guided by the belief that teacher actions profoundly influence student success, she has dedicated her career to improving teaching quality and curriculum. She remains deeply committed to advancing equitable, student-centered instruction that taps into the genius of educators and creates meaningful learning experiences for all students.

With 20 years of experience in education, Charisse Lyman has served as a classroom teacher, instructional coach, and campus administrator, including roles as assistant principal and principal across both charter networks and traditional public school systems. Her work spans elementary, middle, and high school settings, giving her a comprehensive, K–12 perspective on instruction, leadership, and systems improvement. Charisse’s expertise includes instructional coaching, literacy and mathematics instruction, data-informed decision-making, school culture, turnaround work, and high-quality instructional materials (HQIM) implementation. She is known for her relentless focus on student outcomes, her ability to build strong systems that develop people and capacity, and her skill in translating data into clear, actionable priorities for educators and leaders. Charisse holds dual Bachelor of Science degrees in Psychology and Zoology, a Master of Arts in K–12 Education, and Texas certifications as a Principal and Generalist (4–8), along with a California K–12 Generalist credential. Her approach is grounded in a strengths-based philosophy that honors educator expertise while driving meaningful growth through clarity, coaching, and alignment. Charisse is deeply committed to equity and believes every child brings unique genius to the classroom—work that fuels her mission to support schools in creating the conditions where all students and educators can thrive.

With 29 years experience in education, April Coleman brings deep experience as a high school teacher, Middle School Assistant Principal, High School Dean of Instruction, Elementary, Middle, and High School Principal, and Executive Director of Instruction with a strong track record in turnaround work. The breadth of April’s expertise centers on instructional coaching for high-quality Tier 1 instruction, leadership coaching for campus and district leaders, and designing coherent systems that cultivate thriving, student-centered school cultures. April is known for translating vision into action—supporting educators in aligning curriculum, instruction, and data-driven decision-making to accelerate student learning while strengthening instructional capacity and leadership density. She holds a Master’s degree in Curriculum and Instruction and a Texas Principal Certification, grounding her work in research-based instructional practices and practical leadership application. Her approach is strengths-based, relational, and deeply collaborative, partnering with educators to surface what’s working, refine instructional practice, and build sustainable systems that honor the assets of students, teachers, and communities. Guided by the belief that every educator and student holds unlimited potential, April is committed to equitable, transformational instructional support that expands opportunity, fosters belonging, and drives lasting impact for all learners.

Dr. Cassandra R. Farley Martin is an education consultant and systems-level leader with nearly 20 years of experience supporting educators, leaders, and organizations across K–12, higher education, and the nonprofit sector. A former high school English teacher, school and district administrator, and national implementation leader, she brings deep expertise in instructional coaching, HQIM implementation, professional learning design, leadership development, family engagement, and data-informed improvement. She is particularly known for helping educators translate strong planning into high-impact classroom practice through aligned coaching, clear instructional moves, and reflective use of evidence. Dr. Martin holds an Ed.D. in Educational Leadership, an M.A.Ed. in Curriculum & Instruction/Teacher Leadership, a Master’s Certification in Executive Leadership Studies, post-master’s certifications in Diversity & Inclusion and Family Engagement, active teacher and principal licensure in both Texas and North Carolina, and has completed North Carolina’s Superintendent Preparation Program, deepening her capacity to lead coherent, equity-centered instructional systems at scale. Her work is grounded in a strengths-based, culturally responsive approach that honors educator expertise, builds collective efficacy, and centers students’ lived experiences. Guided by the belief that education is a birthright, Dr. Martin partners with schools and communities to unlock genius, expand opportunity, and create equitable, student-centered learning environments where both educators and students thrive.

With 19 years of experience in education, Natosha has served as a teacher, principal, instructional leader and coach, and director of talent development, bringing a deep and well-rounded perspective to supporting schools and systems. Natosha’s expertise centers on leadership coaching, literacy development, cultivating strong instructional culture, and leveraging data-driven instruction to improve outcomes for educators and students. She holds a Bachelor of Arts in Journalism, and a Master of Education in Supervision and Administration, along with Texas certifications as a Principal and teacher (ELA 4-8), grounding her work in both instructional excellence and strategic leadership. Known for asset-based coaching and authentic leadership, Natosha empowers individuals and teams to unlock their potential, maximize productivity, and lead with clarity and purpose. Her approach is rooted in mentoring, trust-building, and honoring the strengths educators bring to their work while providing practical, actionable support. Driven by a passion for educational equity, Natosha is deeply committed to cultivating positive working relationships that foster meaningful learning experiences. Through student-centered and transformational instructional support, she partners with schools to ensure every educator and student has the opportunity to thrive.

Dr. Laura Villaflor is an award-winning educator with 26 years of experience in K–12 education, serving primarily in campus and district administrative leadership roles in charter and public schools. She is known for her strength in data-informed decision-making, designing innovative instructional programs, and developing systems that translate vision into measurable classroom results. Laura holds a Doctorate in Educational Leadership from Texas A&M University, where her research examined the impact of institutional racism on the academic achievement of students of color, as well as a Master’s in Educational Leadership from the University of Houston and a Bachelor’s in Political Science from The University of Texas at Austin. She is certified as a Texas Teacher and Principal (EC–12) and has completed advanced training in Leading Change at Harvard University and Learning Experience Design at the University of Michigan. After transitioning into consulting, Laura has partnered with national and global organizations in educational technology, postsecondary advising, and instructional design, traveling nationwide to support educators in creating transformative learning experiences.  Her approach centers on building sustainable systems, elevating instructional exemplars, and partnering with educators to surface effective practices and scale them with intention.  Laura is driven by a deep commitment to equity and partners to ensure instructional improvement opens future pathways and delivers results where they matter most, in classrooms and for students.

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