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< Back Kevin Eberle Associate Dr. Eberle is a passionate and driven school educator who has focused on creating a school culture for all to be successful. He has served four Western New York school districts over the past thirty-two years with the last eighteen in the Buffalo Public School District. As building principal, Dr. Eberle's vision has always focused on enriching the school building environment through cooperative initiatives that are conducive to learning and strive towards the highest student performance. He has redesigned schools by empowering faculties to become true educational leaders within their own classrooms. As an organizational leader, Dr. Eberle believes excellent communication and implementing a total team approach in creating a collegial, trusting, caring, and safe atmosphere, is essential for organizational change. He understands that change is inevitable and must continue to be visionaries for effective change. Dr. Eberle received his Doctor of Education from The State University of New York at Buffalo concentrating on Educational Leadership and Policy. With a master’s degree in counseling education, and a bachelor’s degree in criminal justice, Dr. Eberle has focused on the social/emotional effects of schools and how to create positive relationships that develop positive learning environments. As Chief Operations Officer for the Buffalo Public Schools, Dr. Eberle was responsible for Facilities management of eight million square feet of school space, Food/nutrition, Transportation, Safety, and Security for 32,000 students. Within these years as COO, he gained a systemic thought process at a macro level of management and developed vital relationships within the business, district, and municipal communities to focus on collaborative efforts to support our educational mission for academic growth. Dr. Eberle’s present vision is to assist school personnel with changing the culture and fabric of schools where students are beginning to perform at a higher level. Creating an inviting and safe school environment is essential for academic success. Building relationships is the essence of success for every student and teacher to create a learning environment that is conducive for all students to be academically proficient. Dr. Eberle has attended many professional development and post-graduate seminars including Harvard University Summer Leadership Institutes. He believes we must continue to be lifelong learners to assist the next generation of educators. Dr. Eberle is presently an adjunct professor at Empire State University focusing on School Leadership and Policy. Dr. Eberle’s foundation for leading people began over forty years ago when he started his professional career in law enforcement. Before entering the field of education, he studied Criminal Justice and was hired as a police officer in Hampton Virginia. Over seven years as an officer, he aspired to be a special weapon and tactical (SWAT) officer along with becoming an instructor in the regional police academy. It was during these years that he developed his teaching, counseling, and leadership skills which were transferable attributes entering the field of education. Dr. Eberle presently advises Technology companies with school safety and solutions throughout the country. He is committed to the continued focus on the correlation between safe schools and academic success. His passion for civic duties is evident in his continued work as a current or past board member with the Buffalo, NY Police Athletic League, OLV Human Services, and the Family Justice Center of Buffalo, NY.

< Back Elizabeth Van Tassel Associate Elizabeth Anne Van Tassel is an accomplished literacy specialist and educator with extensive experience in curriculum design and pedagogical innovation. With a robust background spanning from graduate-level teaching at Teachers College, Columbia University to national educational organizations such as Advancing Literacy, Teach For America, and various charter networks, she has dedicated her career to advancing literacy education. As an author of narrative writing units and a staff developer who has consulted with schools nationwide, Elizabeth has demonstrated exceptional skills in crafting comprehensive writing curricula and providing targeted professional development.

< Back Alyssa Sabbatino Associate Alyssa Sabbatino, a dedicated and accomplished National Board Certified Teacher (NBCT), brings a wealth of experience in education and consultation to her roles. Currently serving as the Director of Teaching and Learning and Acting Principal in Schodack, NY, Alyssa oversees and co-creates academic and social-emotional curricula rooted in differentiation, visible learning, and student-centered strategies for grades PreK-12. In her extensive career, Alyssa has excelled as a Professional Development Leader and Consultant, specializing in Restorative Practices, Trauma-Informed Care, Social Emotional Learning, Classroom Management, Diversity, Equity, and Inclusion (DEI), and Curricular Development. Her expertise extends to instructional design, differentiation training for teachers, and aligning curriculum to learning standards. As an Assistant Superintendent for School Improvement in Mechanicville, Alyssa led and coached instructional coaches, paraprofessionals, teacher mentors, student teachers, and new teachers through orientation and ongoing Professional Learning Communities. Her leadership also extended to the creation and oversight of an Alternative Learning Program for Middle School to engage at-risk students and improve attendance. Alyssa's commitment to educational excellence is further evident in her role as a Capital Area School Development (CASDA) Trainer since 2017. In this capacity, she trains educational administrators in Restorative Practices, Diversity-Equity-Inclusion Initiatives, and Data-Driven Instruction, contributing to the professional development of educators across different levels of education. Throughout her career, Alyssa has held various impactful roles, including Associate Principal in Hudson, NY, where she organized and supported strategic initiatives around student engagement, and as an Engagement Dean of Students at Keane Elementary School in Schenectady, NY, where she created restorative practice interventions for students and staff.

Services Leadership Coaching In today's complex educational landscape, school superintendents and leaders face multifaceted challenges that demand strategic acumen and resilience. Executive coaching emerges as a pivotal tool, empowering these leaders to refine their skills, enhance decision-making, and drive organizational excellence. By offering personalized guidance, coaching helps address unique challenges, foster inclusive environments, and navigate policy reforms effectively. In essence, executive coaching serves as a catalyst, enabling school leaders to transcend barriers, inspire change, and achieve enduring success within their institutions and communities. Choosing Zeal Education Group for executive coaching offers a distinct advantage rooted in our team's unparalleled expertise and firsthand experience as practicing and former superintendents. Here's why our service stands out: Relevant Experience: Our team comprises seasoned superintendents who have navigated the complexities of educational leadership firsthand. This firsthand experience ensures that our coaching is grounded in practical wisdom, real-world insights, and a deep understanding of the challenges and opportunities unique to superintendent roles. Empathetic Understanding: Having walked in the shoes of superintendents, our coaches bring a level of empathy, understanding, and relatability that resonates with leaders grappling with complex decisions, stakeholder dynamics, and organizational challenges. This shared experience fosters a trusting and supportive coaching relationship, enabling open dialogue, reflection, and growth. Strategic Guidance: Leveraging their extensive experience, our former superintendents provide strategic guidance tailored to the nuances of educational leadership. They offer actionable insights, best practices, and proven strategies to navigate governance, policy reforms, stakeholder engagement, and organizational dynamics effectively. Stakeholder Trust: Our team's credibility and track record as former superintendents foster trust and confidence among leaders, stakeholders, and communities. This trust enables more meaningful engagement, collaboration, and alignment around shared goals and priorities. Customized Approach: Recognizing that every leadership journey is unique, our experienced superintendents provide customized coaching solutions tailored to individual needs, challenges, and aspirations. They leverage their diverse experiences and expertise to offer personalized guidance, resources, and strategies that resonate with each leader's context and objectives. Our executive coaching can support leaders at all levels in your district, including specialized roles such as finance, human resources. Your leaders will receive guidance rooted in practical wisdom, empathy, strategic insight, and a deep understanding of the realities of educational leadership, empowering them to navigate challenges, inspire excellence, and achieve enduring success within their institutions and 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: 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 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

Behavior Intervention Audits At Zeal Education Group, we understand that student behavior is a form of communication—and often a reflection of unmet needs, unclear expectations, or systemic gaps. Schools that proactively address behavior through supportive, data-driven approaches see stronger relationships, improved learning conditions, and reduced disciplinary incidents. Our Behavior Intervention services are designed to help schools shift from reactive discipline to restorative, equitable, and strategic approaches. We guide school teams in understanding behavior trends, strengthening systems, and equipping staff with the tools to respond consistently and compassionately. Our Approach: School-Wide Behavior Assessment & Data Analysis: We begin with a detailed review of behavior-related data—referrals, suspensions, attendance, and classroom disruptions—to uncover root causes, identify patterns, and highlight where systems may be breaking down. This analysis sets the foundation for targeted improvement. PBIS Strategy Design & Implementation: Zeal partners with school teams to design and implement Positive Behavioral Interventions and Supports (PBIS) that are clear, consistent, and tailored to your unique school culture. We help define behavioral expectations, build systems for reinforcement, and ensure alignment across classrooms and grade levels. Restorative Practices & Staff Training: Beyond behavior management, we focus on relationship-building and conflict resolution. Our team provides professional development in restorative practices, trauma-informed approaches, and de-escalation strategies—ensuring staff are prepared to support students with empathy and effectiveness. Customized Interventions & MTSS Alignment: We work within your Multi-Tiered System of Supports (MTSS) to develop layered interventions for students who need additional support. This may include mentoring programs, behavior plans, or wraparound services—all informed by data and rooted in student dignity. With Zeal as your partner, your school or district can move toward a culture of consistency, connection, and accountability—where every student feels seen, supported, and empowered to 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: Fine Arts Increase engagement and participation 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 Chronic Absenteeism Increase student attendance and engagement Learn More

< Back Jordin Williams Associate Jordin Williams has dedicated her life to the field of sport and leadership development. She is a former collegiate athlete with 20 years of leadership experience within collegiate recreation and student affairs. Her professional career began in 2005 when she spent 4 years at Temple University within their collegiate recreation program. In 2009 she went to Delaware State University where she has been able to build a leading HBCU campus recreation department that offers a comprehensive student staff development program that prepares and consistently places students in career positions across the country. Jordin brings a unique and diverse array of skills within the higher education spectrum. Ms. Williams brings specialized expertise in the areas of collegiate recreation, student leadership development, sport facility operations, and strategic planning and assessment. She has over 10 years of experience serving on both the Title IX and DEI committees, and has served as Chair of the Student Affairs Professional Development Committee, Chair of the Student Affairs Strategic Planning; Assessment Committee, and lead instructor for the University Customer Service Initiative. Ms. Williams is a transformational leader who believes any team can be made stronger through effective leadership and communication of a shared vision. She views her current position as Executive Director of Wellness and Recreation as a true blessing and privilege that provides her the opportunity to use sport as a way to prepare students for success in life. She has been recognized many times over the years by receiving awards and leadership positions such as Risk Manager of the Year, Student Affairs Vice Presidents Award, National Intramural Sports Association (NIRSA) Founders Award, Co-Chair of NIRSA HBCU Taskforce, Campus Rec Magazine Expert Covid-19 Panelist, and the Matrix Project COURAGE Leadership Team. Jordin earned a BA in Business Management and an MS in Sport Administration from Indiana University of PA. She is a 2014 Leadership Central Delaware graduate and a 2022 Pennsylvania Sports Hall of Fame inductee.

< Back Gregory Rodriguez Associate Dr. Greg Rodriguez is a seasoned cybersecurity and technology leader with extensive experience designing and implementing comprehensive IT and security programs in K-12 education. As the Director of IT and Information Security Officer for the Nashua School District, Dr. Rodriguez has driven transformative initiatives to enhance organizational security and operational efficiency for over 10,000 users. Under Dr. Rodriguez’s leadership, the district has strengthened its security posture through a defense-in-depth strategy. He has implemented a disaster recovery system, software and hardware controls, multifactor authentication, privileged account audits, a cybersecurity incident response plan, user awareness training, and district-wide policies in a relentless pursuit to protect students and staff. Dr. Rodriguez earned his MS in Higher Education Administration from New England College, an MS in Information Technology in Security from Southern New Hampshire University, and his Ed. D. from the University of New England. Dr. Rodriguez also holds the prestigious Certified Information Systems Security Professional certification from ISC2, demonstrating expert-level cybersecurity knowledge. Dr. Rodriguez also teaches graduate courses in cybersecurity and technology leadership. Beyond his technical expertise, Dr. Rodriguez is a dedicated leader and collaborator who actively serves his community. As Chairman of the Economic Development Council for the Town of Goffstown, he fostered relationships with local businesses and town officials to promote economic growth and innovation. Additionally, as a vestry board member of his local church, he demonstrates servant leadership by contributing to the betterment of his community. Dr. Rodriguez seeks to inform and educate other technology directors and educational leaders through speaking engagements at MassCUE and the Christa McAuliffe Conference and published articles for cybersecurity organizations such as ISC2. With a mission to create secure, sustainable technology ecosystems, Dr. Rodriguez leverages his skills in collaboration, technical expertise, and a simplified approach to sharing industry best practices, overcoming challenges, and advancing K-12 cybersecurity nationwide. His efforts continue to drive lasting impacts, empowering schools to thrive in a rapidly changing security landscape.

< Back Jason Mantell Senior Associate With over two decades of experience in K–12 education and local government, Jason has dedicated his career to empowering people, transforming systems, and creating opportunities for individuals and communities. From the classroom to the superintendent’s office, Jason has led at every level—including roles as teacher, principal, assistant superintendent, and executive director. Jason draws on this rich leadership journey to support current and aspiring leaders through coaching and consulting. His work focuses on strengthening leadership capacity, fostering innovation, and driving organizational improvement. Known for his strategic insight and practical guidance, Jason helps individuals and teams lead with clarity, courage, and purpose. Jason is also a longtime mentor and guest speaker, supporting both emerging educators and seasoned executives. He brings both vision and empathy to his work—believing deeply in the potential of people to lead meaningful change.

< Back Mark Toback Senior Associate Dr. Mark Toback is an experienced educational leader with over two decades of experience managing organizational growth and transformation in school districts. Dr. Toback relishes any opportunity to collaboratively find solutions to the most difficult of organizational challenges. His expertise includes change management, team development, strategic planning, executive coaching, career and technical education, and school finance. He has considerable experience designing administrative systems and processes that lead to greater efficiency, positive change, and increased organizational effectiveness. Dr. Toback received his undergraduate degree from the University of Delaware, his master's degree from William Paterson University, and his doctorate from Rutgers University, where he focused his research efforts on the correlation between leadership behaviors and capacity to lead significant organizational change initiatives. He is adept at building high-performing teams and fostering a culture of trust and continuous improvement. Dr. Toback has implemented professional development initiatives to enhance school leadership, communication, and teamwork, improving overall performance. His strategic planning skills enable him to design long-term plans that align with the goals of schools and districts, focusing on operational efficiency and student outcomes. Dr. Toback also works closely with boards and senior leadership teams to develop actionable, data-driven plans. As an executive coach, Dr. Toback enhances leaders' performance, helping them understand their strengths and growth areas. His school finance expertise includes working as a school business administrator responsible for managing budgets, securing funding, overseeing financial operations, and ensuring resources maximize student achievement. Dr. Toback assisted numerous EdTech startups with understanding public school finance and the education marketplace.

< Back Tom McMorran Senior Associate Dr. Tom McMorran is motivated by a passion for developing schools into communities of learners and therefore is interested in promoting dialogue, building healthy cultures, collaborating with the larger community on school-to-career planning, auditing expenses via evidence-based budgeting and promoting moral leadership. Tom has leveraged this passion over a 37 career in public education with tremendous accomplishments. He has taught English for 20 years in some of the highest-performing schools in Connecticut, where he has also held administrative positions including English Department Chair, Dean of Students, Assistant Principal, Head of School / Principal and Superintendent of Schools. During his tenure as a school administrator, Tom’s school was recognized by U.S. News and World Report as a Gold Level school, and Tom was named Principal of the Year by the Connecticut Association of Schools in 2012. Tom earned his undergraduate degree from Boston College, masters degrees from Southern Connecticut State University and Fordham University and a Doctorate from Seton Hall where he has been named to the Seton Hall University Graduate School Hall of Fame. Tom has served at the Harvard Graduate School of Education's summer institute, "Leadership: An Evolving Vision", as a group facilitator since 2010. An active member of the Tri-State Consortium, Tom served on the Steering Committee and has led site visits. He was also a member of the Strategic Planning Committee of the Connecticut Association of Public School Superintendents.

< Back Cliff Claflin Associate Chris “Cliff” Claflin has been in public education for over 20 years and has managed, developed, and supported dozens of principals, assistant principals, and aspiring school leaders. He has also led, developed, and supported teams in reaching strong outcomes for students as a principal for four different schools, and principal manager for nine different schools ranging from elementary to high school, across four different organizations. These various roles have allowed Cliff to learn from amazing colleagues and to develop key skills within leadership development, academics, talent, and operations for running successful schools and regions. As a principal manager and executive director, he led and collaborated on the development of the principals and assistant principals in the region to become instructional and cultural leaders for their schools. He was responsible for coaching and developing leaders through modeling, walkthroughs, one-on-one coaching, curriculum internalization, and whole-group professional development. Application of instructional and coaching best practices led to strong growth in a struggling middle school moving from an F to a B under the state accountability rating system and in building on a strong foundation with another middle school to become A-rated. As a principal, he oversaw the growth of a 6-12 campus over the course of 8.5 years to become an exemplary campus and a National Blue Ribbon School. Claflin has supervised or contributed to the launch of new schools in a variety of community settings, which has provided experience tackling problems and challenges in multiple contexts. He has overseen the launch of schools in refurbished and new facilities, allowing the schools to creatively prioritize funding toward the classroom. As an executive director, Cliff has overseen operating a middle school under a district partnership, which has involved working across different departments within the district, managing various stakeholder relationships, and maintaining commitment to outcomes, including exceeding the first year academic growth goals with the middle school attaining the highest academic rating it has in over six years. Cliff earned his undergraduate degree from The George Washington University, a Masters Degree in Education from Sam Houston State University and a Masters Degree from the University of Michigan.

< Back Gregory Stowell Senior Associate Dr. Greg Stowell is a seasoned educator with a rich background spanning over two decades in the field of education. His career includes extensive experience in elementary education as a special educator and later as an administrative leader both at the building and district level. As current Assistant Superintendent who has served both Putnam and Westchester County districts in New York, Dr. Stowell’s experience spans a diverse range of areas, including human resources, equity, inclusion and diversity, transportation, school finance, budget preparation, policy development, capital project supervision, Board of Education relations, and facilities and operations. For the past 20 years, Dr. Stowell has held pivotal leadership roles, demonstrating a profound commitment to enhancing educational institutions. In his capacity as both a building-level and central office administrator, he has overseen crucial district functions, including technology, pupil personnel, clinical services, nursing, intervention services, therapeutic programming, and district safety, and security. Additionally, Dr. Stowell has provided professional development for staff and administrators, focusing on key areas such as instruction, assessment, social-emotional learning, special education, and leadership. His passion is to provide unique, innovative, and comfortable learning environments that engage students and fosters social/emotional and academic growth, which is critical in educating the whole child. Dr. Stowell holds a Bachelor of Science in Elementary and Special Education from SUNY Geneseo, a Master of Science in School Administration and Supervision, and a Doctorate of Professional Studies in Informational Technology for Educational Leaders, both from Pace University.