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< Back Keri Snowden Associate Keri Snowden is an experienced and dedicated school leader with a passion for student-centered learning, curriculum innovation, and fostering a positive school culture. Currently serving as Director of Teaching, Learning, and Assessment in a small, affluent, Connecticut school district, Mrs. Snowden oversees all aspects of district curriculum, instruction, and professional development. With a rich background in curriculum development, professional learning, and educational leadership, Keri previously served as an Elementary School Principal and Director of Curriculum, Instruction, and Innovation. In these roles, she led school and district-wide curriculum initiatives, professional development programs, and instructional improvements that resulted in measurable student growth. Holding a Sixth Year Certificate in Educational Administration from the University of Bridgeport, an M.S.Ed. from the University of Pennsylvania, and a B.A. in Anthropology from Connecticut College, Keri is committed to advancing excellence in teaching, learning, and assessment. Her work in educational leadership spans multiple Connecticut districts, where she has championed positive school climate and innovative teaching practices.

< Back Marie Hubley Alcock Strategic Partner Marie Hubley Alcock, Ph.D., is a futurist educator and visionary force behind LSA’s remarkable team of expert consultants and learning leaders. For more than 25 years, Dr. Alcock has worked in every type of learning and teaching configuration, both domestically and internationally. She is a world-renowned consultant, advisor and author of numerous books and articles in education, technology, change theory, gaming and AI, among other leading edge topics facing educators today. In education, her specialties include contemporary curriculum design, meaningful assessment practices, questing and engaging instructional practices, the future of education systems and policy, game design in the classroom, virtual interdependent thinking in humans, standards-based practices, and educational technology.

Chronic Absenteeism Audits At Zeal Education Group, we understand that regular student attendance is fundamental to academic success and overall school performance. Our Chronic Absenteeism Support services are designed to assist schools and districts in identifying the root causes of absenteeism, implementing effective intervention strategies, and fostering a culture of consistent attendance. Chronic absenteeism is rarely about a single cause—it’s often the result of academic, social-emotional, and systemic barriers. That’s why our support goes beyond surface-level fixes. We work alongside district and school leaders to build a proactive, collaborative strategy that addresses the needs of students and families, with the goal of re-engaging learners and improving outcomes for all. Our Approach: Data-Driven Analysis: We begin by conducting a comprehensive analysis of attendance data to pinpoint patterns and underlying factors contributing to chronic absenteeism. This enables us to tailor interventions that address specific challenges within your school community. Stakeholder Engagement: Recognizing that attendance issues are multifaceted, we engage educators, families, and community partners to collaboratively develop solutions that are both effective and sustainable. Customized Intervention Strategies: Based on our analysis, we design and implement targeted interventions, such as mentoring programs, family outreach initiatives, and student engagement activities, aimed at reducing absenteeism and promoting a positive school climate. Professional Development: We provide training for school staff on best practices for monitoring attendance, identifying at-risk students, and implementing supportive measures to encourage regular attendance. Ongoing Support and Evaluation: Our team offers continuous support to monitor the effectiveness of implemented strategies, making data-informed adjustments to ensure long-term success in improving student attendance. By partnering with Zeal Education Group, your school or district can develop a comprehensive, community-centered approach to combat chronic absenteeism, ultimately enhancing student achievement and well-being. Schedule Your FREE Confidential Consultation OUR PROMISE We understand that our clients are not just districts and schools, but ultimately the students that they are designed to serve. As fellow educators, we are committed to acting with integrity, honesty, and transparency. Zeal is unlike any other consulting firm because we guarantee complete and total satisfaction on any service we provide, or we will start over. Learn more about our other services: Behavior Intervention Learn More Financial & HR Optimize your human and fiscal resources at the school and district levels Learn More Special Education & MTSS Identify the strengths and opportunities that will improve your programs Learn More Organizational Effectiveness Clarify roles and responsibilities to promote a stronger organization Learn More Board Policy Still have policies from the 80's? We can help! Learn More

< Back Jennifer Rasmussen Associate Dr. Jennifer Rasmussen brings over 20 years of experience as both a researcher and practitioner in the fields of Health and Physical Education. For over a decade, Jen has served as an Adjunct Professor in the Health and Behavior Studies department at Teachers College, Columbia University where she has taught graduate-level courses specializing in curriculum mapping and design, analysis of teaching, and pedagogical practices. Jennifer is a published author on topics such as time management, student practice and student competency in the area of physical education, and has been an invited speaker at both regional and national conferences as well as district-wide professional development seminars. As a practitioner in the fields of Health and Physical Education, Jennifer has served as a teacher, and Grant Coordinator responsible for managing government-issued monies to improve health and physical education programs from the ground up. Jennifer has contributed to her field by supervising student teachers at Teachers College as well as other universities. Dr. Rasmussen earned a Master’s Degree in Elementary Education from Southern Connecticut State University and a doctorate in Curriculum and Teaching from Teachers College, Columbia University.

Community Engagement At Zeal Education Group, we believe that when families and communities are meaningfully engaged, student outcomes improve, school culture strengthens, and trust grows. But authentic engagement requires more than newsletters and back-to-school nights—it demands intentional strategies that meet families where they are and empower them as true partners in the learning process. Our Family and Community Engagement services help schools move from outreach to impact. We provide the tools, training, and strategies needed to build relationships, elevate voices, and create inclusive pathways for collaboration between families, educators, and community partners. Our Approach: Parent Engagement Workshops: We design and deliver dynamic workshops that equip families with the knowledge and confidence to navigate school systems, support their children’s learning, and engage in meaningful conversations with educators. Workshops are tailored to reflect the cultural and linguistic needs of each community. Tailored Communication Plans: Zeal helps schools develop communication strategies that are multilingual, accessible, and culturally relevant. We support districts in crafting messages that resonate with families, using a mix of formats and platforms to ensure every family is informed and included. Student Programming to Support Engagement: To maximize family participation, we offer afterschool programming for students during engagement events. These activities provide academic enrichment and social-emotional learning opportunities—allowing caregivers to attend workshops while their children are engaged in safe, supportive environments. Building Community Partnerships: We help districts strengthen partnerships with local organizations, faith-based groups, and service providers to build a broader network of support for students and families. These partnerships extend the reach of your school and reinforce a shared investment in student success. Partnering with Zeal means creating a culture where families feel welcomed, heard, and empowered—turning engagement into action, and relationships into results. Schedule Your FREE Confidential Consultation OUR PROMISE We understand that our clients are not just districts and schools, but ultimately the students that they are designed to serve. As fellow educators, we are committed to acting with integrity, honesty, a nd transp arency. Zeal is unlike any other consulting firm because we guarantee complete and total satisfaction on any service we provide, or we will start over. Learn more about our other services: Strategic Communications Ensure your most important messages are received Learn More Team Building Bring the best out of your team for optimal performance Learn More Subject Matter PD Contemporize your curriculum and teaching in all content areas Learn More Strategic Planning Develop a one-page plan that is actionable and impactful Learn More

< Back Dino Coronado Senior Associate Dr. Dino Coronado has more than 18 years of experience in public education. He started his educational career as a Substitute Teacher, then worked as a middle school Special Education teacher and head football coach. Dr. Coronado later became a High School Principal, Area Superintendent, Superintendent of Schools, and Monitor for the Texas Education Agency. Prior to his educational career, he served proudly as a combat arms soldier in the U.S. Army for nearly 22 years and retired as First Sergeant. Dr. Coronado earned a Doctor of Education in Educational Leadership and a Master of Education in Educational Administration from The University of Texas at El Paso; a Master of Arts in Business Management from Webster University; and a Bachelor of Arts in Public Administration from The University of Northern Iowa. He is a graduate of the Superintendent Leadership Academy-Cohort VI, with the Association of Latino Administrators and Superintendents (ALAS) and has completed the Strategic Marketing Management for School Leaders program at Rice University as well as the Redesigning High Schools for Improved Instruction Institute at Harvard University.

< Back Megan Bennett Senior Associate Megan Bennett joins the Zeal Education Group from the Phoenix, AZ area with educational experience in Connecticut and Massachusetts. Megan’s professional experience has allowed her to serve students in urban, rural and suburban areas. As a former Connecticut superintendent and current Arizona principal, Megan has led teams to create strategic plans as well as building systems to operationalize the action plans developed in the process. Megan uses her background in curriculum and instruction and as a school and district leader to design for the specific needs of the schools. As a systems thinker, Megan seeks synergies within departments and school functions to maximize school efficiencies. Megan has 22 years of experience in public school education. She has worked in Central and Western Connecticut schools as a transformative leader, bringing her schools to be recognized as Schools of Distinction and also the 2021 Top Rated Elementary School in Connecticut. Her passion for curriculum and instruction is particularly notable with her work with intervention systems. Her work led her to serve as a special education liaison to the House Majority leader in 2017. Megan has served as an educational mentor, coach, and consultant in the fields of educational leadership, curriculum, instruction, and assessment (CIA), as well as mathematics. Megan earned her M.A. and Ed. M from Central Connecticut State University and an M.A. from Sacred Heart University. She is a certified educator in Connecticut, Massachusetts, and Arizona.

< Back Stephen Murley Senior Associate Steve Murley served as Superintendent of Schools for the Green Bay Area Public Schools from 2020 through 2022, the Iowa City Community School District from 2010 through 2020, and the Wausau School District from 2005 through 2010. He has also served as a teacher, coach, athletic department administrator, building administrator, and director of human resources and employee relations. Each of the three districts he served as superintendent of schools represented metropolitan communities including schools with urban, suburban, and rural profiles. The students in these districts brought an enormous range of diversity to the classrooms including issues related to poverty, navigating life as black/indigenous/ students of color, adjusting to life in the United States, learning English as a second language, and meeting their unique needs in special education programs. Steve has a deep and abiding commitment to public education and developing the next generation of leaders who will serve our students. He was appointed as an Assistant Professor in the College of Education in the Educational Policy and Leadership Studies Department at the University of Iowa in 2022. Steve has been active as a graduate school adjunct faculty member since 2001 having taught at the University of Iowa in the Educational Policy and Leadership Studies Department, the University of Wisconsin – Superior in the Educational Administration Department, Marian University in the Educational Leadership Department, and the University of Wisconsin – Oshkosh in both the Department of Human Services and Professional Leadership and the Department of Educational Foundations. Recognizing the need for early- and mid-career coaching, mentoring, and support for superintendents, district level leaders, and school leaders, Steve has worked to provide the scaffolded assistance these leaders need to succeed for over a decade. Beginning in 2013 he has served as the lead instructor for the American Association of School Administrators National Superintendent Certification Program – Midwest Cohort. More recently Steve has begun coaching and mentoring through AASA’s Learning 2025 Learning-Centered Future Driven Education initiative working with national-level demonstration districts to advance their work individually and collectively. From 2020-24 he served as the lead instructor for the American Association of School Administrators National Superintendent Certification Program – Minnesota. Steve also worked in the Chicago Public Schools from 2012 through 2015 providing support to Network Chiefs and their leadership teams at the distinct level and school leaders at the building level. As a Superintendent of Schools, Steve has been active in professional organizations at the national level including the Alliance for Education Impact, the American Association of School Administrators, the American Association of Community Colleges Commission on College Readiness, the District Administration Leadership Institute, the District Management Group, the Education Advisory Board, the Futures 21 Council, the Horace Mann League, the Institute for Education Innovation, New Era Superintendents, the National Superintendents Dialog, the National Superintendents Roundtable, the Superintendents Environmental Education Collaborative, the United States Department of Education Digital Promise League of Innovative Schools, and the Urban Superintendents Association of America. Steve earned a Bachelor of Arts degree from the University of Michigan with a triple major in Economics, History, and Communications. He has also completed a Master of Science degree from the University of Wisconsin in Educational Administration and an Education Specialist degree from the University of Wisconsin in Educational Leadership and Policy Analysis.

< Back April Lewis Associate Dr. April Lewis retired in August 2024 as Executive Director of the Department of School Safety for Baltimore County Public Schools (BCPS), ending 44 years of full-time service in education. Her responsibilities included developing and managing a comprehensive safety plan; responding to emergencies; coordinating active assailant training; implementing safety and security technology; providing safety-related professional learning for staff; collecting, reporting, and analyzing safety related data; and writing and managing grants. Before joining BCPS, April served for over 32 years with Baltimore City Public Schools where she began her career as a health education teacher. As director of Safe and Supportive Schools, she secured millions of dollars in grants to procure resources for safety and student support initiatives. Interagency collaboration is among April’s strengths. She garnered the respect of agency partners while serving as chair, co-chair, or a member of numerous committees and workgroups. She also worked across departments and divisions in BCPS to secure collaboration on safety and security initiatives. April is passionate about building organizational capacity through mentoring and coaching staff, particularly women. She has been honored with gubernatorial, mayoral, senatorial, county executive, and county council citations and awards from the National Association of School Resource Officers and the Maryland Center for School Safety. April has a bachelor’s degree in School and Community Health from Towson University, a master’s degree in Adult Education: Supervision and Administration from Coppin University, and a doctorate in Educational Leadership from the American College of Education. She is a member of Sigma Gamma Rho Sorority, Inc., serves on the Integrity Institute board, is an active member of her church, and is a consultant to Access411 based in Pennsylvania.

< Back Richard Henderson Associate Richard Henderson has been in education for nearly 30 years with a focus on supporting students with disabilities and special population programs. Richard started as a middle and high school teacher before moving on to serve as a Principal and District Director of Special Education. From there, he went to work as a Special Education Regional Coordinator at the Idaho State Department of Education with a focus on supporting EL students with disabilities, SLD Identification, Disability Law and Policy, and Compliance Monitoring. This work eventually led Richard to become the State Director of Special Education and State 504 Coordinator at the department. Outside of public education, Richard has served as the National Director of Special Populations for a private education company with campuses all over the globe. Richard has also worked as a professor teaching undergrad and graduate education courses for general and special education teachers, administrators, and school psychologists. During his time, Richard has been involved with and presented at the National Council for Exceptional Children (CEC), National Association of School Psychologist (NASP), and the National Association of State Directors of Special Education (NASDSE) where he also served on the executive board and committees with the Office of Special Education Programs (OSEP) and Office of Special Education and Rehabilitative Services (OSERS). Richard has also been involved with the National Center on Learning Disabilities (NCLD) RTI Action Network as a SLD Identification Toolkit Roundtable Participant and Editorial Advisor, the National Center on Assessment and Accountability for Special Education (NCAASE), and the National Alignment Task Force for the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504) and Americans with Disability Act (ADA).

Services Team Building Teams at all levels within a school district serve as the backbone of a cohesive, collaborative, and effective educational ecosystem. These teams, whether they consist of central office administrators, principals, teachers, or support staff, play a pivotal role in fostering a shared vision, driving strategic initiatives, and ultimately, enhancing student outcomes. By promoting collaboration, information sharing, and collective problem-solving, teams facilitate the alignment of resources, goals, and efforts across various departments and schools. Ultimately, high-performing teams organizations to navigate complex challenges, capitalize on opportunities, and achieve sustained excellence by leveraging diverse perspectives, expertise, and resources in pursuit of common goals and objectives. Partnering with Zeal Education Group to build high-performing teams within schools and districts unlocks a transformative approach to organizational excellence and student success. Our specialized expertise empowers educational institutions to cultivate collaborative, innovative, and results-driven teams at every level. By leveraging our proven methodologies and tailored strategies, schools and districts can foster a culture of accountability, continuous improvement, and shared vision, enhancing both operational efficiency and academic outcomes. Some of the deliverables encompass: Team Assessment & Alignment: Comprehensive evaluation of existing teams to identify strengths, areas for improvement, and opportunities for alignment with organizational goals. Customized Team Development Plans: Tailored strategies and action plans to enhance team dynamics, communication, collaboration, and effectiveness. Professional Development Workshops: Engaging workshops and training sessions focused on leadership development, conflict resolution, strategic planning, and other essential competencies. Stakeholder Engagement Strategies: Collaborative initiatives to engage stakeholders, build consensus, and foster a shared commitment to organizational objectives. Performance Metrics & Accountability Frameworks: Establishing clear performance metrics, accountability mechanisms, and feedback loops to monitor progress, evaluate outcomes, and drive continuous improvement. By entrusting Zeal Education Group with your team-building initiatives, schools and districts can accelerate their journey towards organizational excellence, collaborative success, and sustained impact within their educational communities. Schedule Your FREE Confidential Consultation OUR PROMISE We understand that our clients are not just districts and schools, but ultimately the students that they are designed to serve. As fellow educators, we are committed to acting with integrity, honesty, a nd transp arency. Zeal is unlike any other consulting firm because we guarantee complete and total satisfaction on any service we provide, or we will start over. Learn more about our other services: Community Engagement Gain deep insights into what your community is saying Learn More Superintendent Searches Attract the most ideal candidates for those key positions Learn More Board Governance Training Function as a high-performing Board and Superintendent team Learn More Change Management Get on the balcony to identify the obstacles to change Learn More Leadership Coaching Bespoke coaching for all levels of leadership Learn More

< Back Steven Adamowski Senior Associate Steven Adamowski is a nationally recognized school reformer, innovation leader, and equity champion with a track record of improving education opportunities and outcomes for students over 40 years in education leadership, research, and teaching. As Superintendent of Schools, he led the turnaround of the Cincinnati, Ohio, public schools, the redesign of Hartford, Connecticut'sportfolio of schools, and the education recovery of Norwalk, CT, to become the highest-performing city school district in the State during his tenure. Following his success in Hartford, Adamowski was named Special Master by the Connecticut State Board of Education to carry out state supervision of the New London and Windham, Connecticut school districts. He has been involved in the design, creation, and support of numerous high-performing schools, including small high schools. He held the position of Senior Fellow at the American Institutes for Research (AIR) in Washington, DC, where he assisted urban school districts to improve their effectiveness. He also served as Associate Secretary of Education in Delaware, where he played a key role in that state's early education reform efforts, including the development of content standards, state assessments, and accountability, and where he oversaw the development of the first state resource center devoted to facilitating experiential science education. Dr. Adamowski earned graduate degrees from Trinity College, Hartford, and the Harvard Graduate School of Education. He holds a Ph.D. in educational leadership from St. Louis University. He has taught as a visiting or clinical professor at the University of Missouri, the University of Cincinnati, and the George Washington University School of Education and Human Development. For the past ten years, he has served as an instructor and mentor to aspiring Superintendents at the University of Connecticut, Neag School of Education's Executive Leadership Program (ELP), where he teaches the Data-Driven Leadership for District Improvement course.