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Subject Matter PD Hiring Zeal Education Group for subject matter professional development (PD) offers districts a tailored, expert-led approach to enhancing instructional quality and educator effectiveness. Leveraging our specialized expertise, we deliver targeted PD sessions designed to address specific curriculum areas, pedagogical strategies, and emerging educational trends. By partnering with us, districts can ensure that their educators receive high-quality, relevant training that fosters instructional excellence, promotes student engagement, and aligns with district goals and priorities. Our customized PD offerings empower educators with the knowledge, skills, and resources needed to enhance student outcomes, foster continuous improvement, and cultivate a culture of excellence within the district. Retaining Zeal Education Group to facilitate curricula review and professional development presents a transformative opportunity for educational institutions aiming to enhance instructional quality, student engagement, and educator effectiveness. With a proven track record of excellence and a deep understanding of curricular best practices, Zeal Education Group brings a wealth of expertise and innovative solutions to guide schools and districts through comprehensive curricula evaluations and tailored professional development initiatives. By partnering with our team of thought-leaders, your school or district can ensure that their curricula are aligned with current standards, pedagogical trends, and student needs, fostering a more cohesive and impactful learning environment. One of the primary benefits of partnering with Zeal Education Group lies in our holistic approach to curricula review and professional development. Our team collaborates closely with educators, administrators, and stakeholders to conduct thorough curricula evaluations, identify areas for improvement, and develop targeted professional development programs that empower educators with the knowledge, skills, and resources needed to enhance instructional delivery and student outcomes. Moreover, our commitment to ongoing support and collaboration ensures that schools and districts can navigate the complexities of curricular implementation with confidence and efficacy, ultimately fostering a culture of continuous improvement and innovation. Deliverables provided by Zeal Education Group include: Comprehensive Curricula Review: Conducting a thorough analysis of existing curricula to identify strengths, weaknesses, and opportunities for enhancement. Alignment with Standards and Best Practices: Ensuring curricula are aligned with current educational standards, pedagogical trends, and research-based practices. Customized Professional Development: Designing tailored professional development programs that address the unique needs and goals of educators, administrators, and support staff. Instructional Coaching and Support: Providing ongoing coaching, mentoring, and support to educators to enhance instructional effectiveness and student engagement. Resource Development and Implementation: Creating and implementing instructional resources, tools, and materials that align with curricular goals and objectives. Stakeholder Engagement and Collaboration: Facilitating collaboration among educators, administrators, parents, and community stakeholders to foster a shared vision for curricular excellence and student success. By leveraging Zeal's expertise and resources, you can transform your curricula and professional development initiatives, fostering a culture of excellence, innovation, and continuous improvement that positively impacts student learning and achievement. 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: Change Management Get on the balcony to identify the obstacles to change Learn More Reimagining Learning Spaces Create contemporary learning spaces that will truly engage students Learn More Leadership Coaching Bespoke coaching for all levels of leadership Learn More

< Back Jack Zamary Senior Associate Dr. Jack Zamary’s passion for learning drives him both personally and professionally. As a career educator with 35 years of service in some of Connecticut’s highest performing districts, he has a wealth of knowledge and experience in leading educational communities to reach their highest aspirations. The universality of learning has been a fascination of Jack’s for many years. He believes that best practice is embraced and sustained when it is modeled and owned by all practitioners in the district. To this end, his doctoral research studied authentic teacher practice through Kim Marshall's mini-observation model and explored the kinds of feedback that teachers found most beneficial in bringing about changes to their practice. Outcomes from this research have been utilized by numerous districts as well as the Northeastern Educational Research Association and also published by the National Association of Elementary Principals. As an adjunct professor at the University of Connecticut, Jack has dedicated his current efforts toward one of the most important aspects of high quality instruction, namely teacher preparation. As a professor and staff trainer, he has a long history of providing highly engaging and relevant sessions for adult learners. In addition to his work at higher education, he has provided national and regional presentations for the Association for Supervision and Curriculum Development (ASCD), New England Association of Schools and Colleges (NEASC), National Association for Music Education (NAfME), as well as numerous sessions at the state, district and school levels. Jack earned his undergraduate and masters degrees from the University of Connecticut and his doctoral degree from Southern Connecticut State University.

< Back Maria Suttmeier Senior Associate Dr. Maria Lagana Suttmeier has been a public educator in New York for over 30 years. She served as the Superintendent of Schools of the Hudson City School District for a decade. Prior to this leadership appointment, she served as the Assistant Superintendent for Curriculum and Instruction and was a Building Administrator for Hudson’s Middle School. Besides her leadership experience, she has served in elementary classrooms and has experience managing entitlement grants along with competitive grants such as Title V, McKinney-Vento, 21 st Century Afterschool and My Brother’s Keeper. Maria received her doctorate from The Sage Colleges Esteves School of Education and is a graduate of the College of St. Rose with a BS degree in Elementary Education and an MS degree in Reading. During her tenure as an educator, Maria co-founded a not-for-profit, Investments in Youth, the popular Hudson Children’s Book Festival and The Bridge alternative high school. She was one of the early founders of the Greater Hudson Promise Neighborhood, served as Chairperson of the CASDA Executive Committee, Chairperson of Questar’s Academics Program Subcommittee and served on the Boards of Dollars for Scholars and the Columbia Economic Development Corporation. Maria continues to contribute to the field of education through her dedicated service as an Executive Coach for school leaders and doctoral candidates and remains passionate about developing and improving school cultures.

Superintendent of Schools Yarmouth School Department Yarmouth, Maine Start Date: July 1, 2026 About Yarmouth Public Schools Yarmouth Public Schools serves the coastal community of Yarmouth, Maine, a town known for its strong civic engagement, high expectations for public education, and deep commitment to children and families. Located along Casco Bay and just north of Portland, Yarmouth offers the quality of life and community connection that define the best of Maine living. Residents value education as a shared responsibility and take pride in schools that are both academically strong and deeply rooted in the community. Yarmouth's mission is "empowering all students to create fulfilling lives in a changing world. " The district is characterized by a culture of professionalism, collaboration, and care. Educators are dedicated to knowing students well and supporting their academic, social, and emotional growth. Families are highly engaged partners in the life of the schools, and community members consistently express pride in the district and a desire to see it thrive for generations to come. Yarmouth Public Schools is recognized for its commitment to student learning, thoughtful instructional practices, and a balanced approach to academics, the arts, athletics, and enrichment. The district’s schools reflect a shared belief that excellence and well-being go hand in hand, and that strong relationships are foundational to meaningful learning. Why Lead Yarmouth Public Schools Yarmouth Public Schools offers a unique opportunity for a superintendent who values collaboration, trust, and purposeful leadership. The district’s scale (approximately 1,700 students) allows for meaningful connection with students, staff, and families, while still providing the complexity and scope to engage in strategic, system-level leadership. Yarmouth is a community that cares deeply about its schools and is eager to partner with a leader who listens, communicates clearly, and leads with integrity. The next superintendent will join a district with dedicated educators, an engaged School Committee, and a community that values transparency and thoughtful decision-making. This role is well suited for a leader who believes in shared leadership, understands the importance of presence in schools, and is committed to supporting educators so they can do their best work for students. Yarmouth seeks a superintendent who can honor the district’s strengths while guiding it forward with clarity and confidence. This is an opportunity to lead a high-performing district with strong community support, where a values-driven leader can make a lasting and meaningful impact. Leadership Profile The Yarmouth School Department has asked Zeal Education Group to conduct a comprehensive engagement with all stakeholders throughout the Yarmouth community. Once complete, we will share the Leadership Profile. All serious applicants should review the Leadership Profile in consideration of this role. Key Dates January 5, 2026 — Announcement of Vacancy January 12-16, 2026 — Community Engagement February 5, 2026 — Presentation of Leadership Profile to School Committee March 5, 2026 at 11:59 PM EST — Application Deadline March 30-31, 2026 — In Person Semi-Finalist Interviews with the Search Committee April 6, 2026 — Finalist Interviews April 9, 2026 — Anticipated Appointment of New Superintendent July 1, 2026 — Start Date of New Superintendent Application Process This will be a confidential search process. Interested candidates must submit the following materials in one PDF: Completed application form Cover letter detailing your fit for this position and alignment with the Leadership Profile Current résumé or curriculum vitae Three current letters of recommendation Proof of, or eligibility for state-specific Superintendent Certification Unofficial copy of educational transcripts The successful candidate will be offered a base salary of no-less than $175,000 plus benefits, with the potential for additional compensation commensurate with experience. Please email the completed application packet to yarmouth@zeal-ed.com no later than March 5, 2026 at 11:59 PM EST. Questions All inquiries will be treated with full confidentiality and discretion. Please contact the Zeal search team at yarmouth@zeal-ed.com .

Fine Arts Audits At Zeal Education Group, we know that arts education is more than an enrichment—it’s a core component of student identity, expression, and engagement. Whether it’s visual art, music, dance, or theater, strong fine arts programs contribute to school culture, foster creativity, and support academic achievement. Yet many districts lack a clear understanding of how equitable, accessible, and effective their arts programs truly are. Our Fine Arts Audit helps schools and districts take stock of what’s working, what’s missing, and where to invest. By examining curriculum, participation, resources, and community feedback, we support school leaders in elevating arts education as a strategic priority—and an essential part of a well-rounded student experience. Our Approach: Program & Curriculum Assessment: We review existing fine arts offerings—including visual arts, music, dance, and theater—to evaluate alignment with national and state standards, instructional rigor, and accessibility across grade levels. We assess enrollment trends and identify equity gaps in student participation. Resource & Facility Analysis: Zeal examines staffing levels, scheduling practices, facility access, and budgets dedicated to fine arts. We assess whether current resources meet the needs of students and staff, and provide recommendations to enhance instruction and learning environments. Stakeholder Engagement & Advocacy: Through surveys, focus groups, and interviews, we engage students, families, educators, and community members to gather insights and elevate support for arts education. We also help districts build strategic advocacy plans to expand and sustain programming. Strategic Recommendations: Our team synthesizes findings into a clear, actionable report with recommendations tailored to your district’s goals, challenges, and values—empowering leaders to strengthen arts programming through short- and long-term improvements. By partnering with Zeal Education Group, your school or district can ensure that fine arts programs are equitable, high-quality, and aligned to your broader educational vision—providing every student with the opportunity to explore, create, and thrive. 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: Technology Modernize your infrastructure to future standards 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 Nicole Elliott Associate Nicole P. Elliott initially earned a BS degree in Aerospace Studies from the esteemed Embry-Riddle Aeronautical University. Simultaneously, she privately pursued and achieved a Commercial Helicopter pilot license and Certified Flight Instructor rating, forging a distinctive path. However, the trajectory of her career took an unforeseen turn in the aftermath of 9/11, igniting a profound passion for education. This pivotal shift in her "flight" path led Nicole to discover her true calling. It was during her early experiences at a private boarding school for at-risk youth that she realized her niche in supporting individuals with diverse needs. This revelation laid the foundation for her dedicated career, where she became an experienced educator and administrator with over two decades of diverse educational experience. Nicole is committed to enriching educational experiences for students with special needs, specializing in inclusive learning environments. She offers comprehensive services for students with special needs, supports families navigating special education processes, and provides coaching and professional development for educators and administrators. During her tenure at HelloHero in New York, NY, Nicole showcased versatile leadership within the virtual workplace, initially as the Associate Director of School Operations and later as the Director of Student Services. She excelled in optimizing efficiency and effectiveness in operational functions and successfully managing nationwide special education programs. Nicole streamlined processes and procedures, ensuring compliance and accountability for the required services and support. As the Director of Student Services at Colorado Connections Academy, Nicole showcased exceptional dedication and skill in overseeing Special Population Services. Her meticulous attention to detail ensured outstanding compliance ratings exceeding 97% in Special Education reporting and documentation, highlighting her commitment to excellence. Throughout her career, Nicole has held various educational leadership roles, including Assistant Principal at Middle Park High School (Granby, CO), Special Education & Federal Programs Director at Teton School District #401 (Driggs, ID), Principal at Moultonborough Academy (Moultonborough, NH), and Basin Alternative High School Principal (Driggs, ID). Her commitment to academic excellence is evident in her diverse leadership experiences. Additionally, as a dedicated board member for Granby Playdays from 2019 to 2020, Nicole actively shaped policies and initiatives, prioritizing the well-being and educational growth of children aged 3 to 5. Collaborating with fellow board members, educators, and parents, she contributed to creating a nurturing environment for young learners, championing the importance of early education and ensuring a joyful start to their educational journey. Nicole's commitment to professional development is reflected in her educational journey, holding an Ed.S. in Educational Administration from Northwest Nazarene University, an M.Ed. in Curriculum & Instruction from the University of Idaho, and a B.S. in Aerospace Studies from Embry-Riddle Aeronautical University. With a unique blend of educational expertise, strategic leadership, and a passion for inclusivity, Nicole P. Elliott is a valuable asset in supporting teams and achieving organizational goals within the field of educational consulting.

< Back Jillian Bumpus Associate Dr. Jillian M. Bumpus is a nationally recognized Career and Technical Education (CTE) and workforce development strategist with more than 20 years of experience guiding schools, state agencies, and postsecondary institutions in building career-connected learning systems that lead to sustainable employment outcomes. Bumpus has led large-scale consulting initiatives across New York State and nationally, specializing in CTE program design, Perkins V implementation, Comprehensive Local Needs Assessments (CLNA), faculty development, and work-based learning innovation. Her expertise lies in helping educational organizations align curriculum, policy, and labor-market data to create pathways that prepare students for high-demand careers. She has provided technical assistance to districts, BOCES, workforce boards, and colleges to strengthen CTE pipelines, enhance data reporting systems, and build effective advisory boards that meet both industry and compliance standards. During the pandemic, Dr. Bumpus pioneered “On the Job Solutions,” a virtual work-based learning model that used real-time, body-camera technology to connect students with professionals on live job sites. This innovation allowed schools to meet state work-based learning requirements while providing students with meaningful, hands-on engagement during remote instruction. The model was successfully piloted in multiple schools and has since been recognized as a best practice for virtual experiential learning. A former Dean of Instruction and CTE Technical Assistance Provider for the New York State CTE Technical Assistance Center, Dr. Bumpus has developed and delivered professional learning programs for educators in curriculum alignment, project-based learning, and evidence-based teaching strategies. Her work has consistently improved faculty retention, student engagement, and post-graduation outcomes. Dr. Bumpus holds a Doctorate in Human and Organizational Psychology from Touro University, where her research explored the impact of CTE availability on students’ job skill behaviors and attitudes. She also holds an MBA from the Massachusetts College of Liberal Arts and a B.S. in Organizational Management from Nyack College. Known for her practical, systems-level approach, Dr. Bumpus is a sought-after speaker and thought leader at state and national conferences, including SkillsUSA, SAiL, and NACE.

< Back Sharon Bradley Associate Sharon Bradley is a national educational speaker and school district director where she has helped shape the district’s approach to social-emotional development and truancy prevention for all students. Throughout her 24 years in education, she has served as director, alternative high school principal, assistant principal, dropout prevention program coordinator, general education teacher, and special education teacher. Sharon Bradley has recently been recognized by Education-First/Rockefeller Foundation and D CEO Magazine for her innovative efforts of decreasing chronic absenteeism. Sharon is the author of attendance reference guides "Chronic Absenteeism: Prevention and Intervention Strategies for Schools, Families and Communities" and “Combating Chronic Absenteeism through Attendance Improvement Plans” . Mrs. Bradley has recently been named a 2024 "Leader to Learn From" by EducationWeek Magazine. In 2023, she was named “Person of the Year” by the International Truancy and Dropout Prevention Association. Sharon Bradley is a graduate of Mississippi State University where she earned her bachelor's degree in Special Education; and master's degree in Educational Administration from Prairie View A&M University.

< Back Kim Marshall Associate Kim Marshall, a former Boston Public Schools teacher, principal, and central-office curriculum director, now coaches principals, gives workshops and courses on school leadership, and consults with school districts, often on rethinking teacher supervision and evaluation and curriculum unit design. He publishes the weekly Marshall Memo.

< Back Scott Cascone Senior Associate Dr. J. Scott Cascone has spent more than twenty-five years serving students in both private and public education. His career began as a volunteer English teacher with World Teach Costa Rica, an experience that shaped his lifelong belief in the power of learning to transform lives. He holds a Bachelor of Arts in International Affairs from The George Washington University, with minors in English and Latin American Studies, as well as a Master’s in Teaching (Second Language Acquisition) from Fairleigh Dickinson University and a Doctorate in Education from Seton Hall University. Dr. Cascone has served as a teacher of Spanish and ESL, athletic coach, assistant principal, principal, and later as director of personnel, curriculum, and superintendent of schools. Across each role, he has remained focused on building systems that support both student success and educator growth. His doctoral research examined parental involvement among culturally and linguistically diverse families, reinforcing his commitment to inclusive and equitable education. Known for his thoughtful approach to leadership, Dr. Cascone’s work centers on strategic planning, curriculum design, adult learning, and the development of collaborative school cultures.

< Back Chris Malone Senior Associate Christopher Malone has been an educator for over 25 years. Prior to his retirement, he served as the Superintendent of Tewksbury Public Schools and Assistant Superintendent of the Revere Public Schools, both in Massachusetts. He also served the Revere schools as a Middle School Principal, a Dean of Students at the High School, and a Student Services Specialist, and the Beverly, MA Public Schools as an Assistant Principal at Beverly High School. His work in three school districts and in differing administrative roles has strengthened his understanding of complex educational matters such as budgeting and state mandated testing. Before his work with Massachusetts K-12 public schools, Malone spent three years working with the Mentor Shelter in Somerville through the Massachusetts Department of Youth Services, and five years as a Captain in the United States Army. He received a Bachelor of Science in Crime, Law and Delinquency from Suffolk University, a Master of Education from the University of Massachusetts Lowell, and a Certificate of Advanced Graduate Study in Educational Leadership from Salem State University.

< Back Katherine Stahl Associate Dr. Katherine A. Dougherty Stahl is a literacy consultant who focuses on translating research into practice. Before entering academia, Dr. Stahl taught in public elementary school classrooms for over 25 years. She was Clinical Professor of Reading at New York University (2006-2021), where she taught graduate courses and served as Director of both the Literacy Program and NYU Literacy Clinic. As a consortium member of the NYS RTI/MTSS Demonstration School Projects (K-5 2010-2015; Middle School 2015-2020)., Dr. Stahl worked with school reform efforts across the state of New York. She is the author or coauthor of many articles, chapters, and books, including the widely used “ Assessment for Reading Instruction .” Dr. Stahl is a recipient of the Jeanne Chall Visiting Researcher Award from Harvard University and the Teaching Excellence Award from the Steinhardt School of Culture, Education, and Human Development at New York University.