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< Back Carrie Grimes Associate Dr. Carrie Grimes is a skilled and dynamic academic with a broad array of experiences in independent school and university settings. She currently serves as a professor at Vanderbilt University’s Peabody College, in the Department of Leadership, Policy and Organizations where she teaches at the master’s and doctoral level and directs Peabody’s M.Ed. in Independent School Leadership. Her expertise ranges from community building in online professional degree programs, early childhood education, strategic planning, institutional advancement, emotionally intelligent leadership and instruction, and programmatic design/management. Dr. Grimes prides herself on possessing strong communication skills interfacing with collaborative groups of people including professional students, advancement teams, consultants, teachers, religious leaders, trustees, academics, and community based organizations. Dr. Grimes' professional passions include imaginative problem solving, creative partnerships, curriculum design, community/culture building, evidence-based quality improvement, emotional intelligence, and leadership within school settings. Her current research agenda focuses on organizational supports for independent school leaders of color, resources to promote retention in early-career faculty, and strategies for building community in adult online learning environments. Grimes received her B.A. in English literature and psychology from the University of Pennsylvania, her M.A. in Education and Counseling Psychology from New York University’s Steinhardt School of Culture, Education, and Human Development , and her Ed.D. in Leadership and Learning in Organizations from Vanderbitl University’s Peabody College of Education and Human Development.

< 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.

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 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).

< Back Andrea Cruz Associate Andrea Cruz, Ed.D., is a seasoned administrative executive with over 25 years of leadership experience in K–12 public education and educator preparation. Throughout her career, she has championed strategic initiatives in human resources, administrative operations, and leadership development across multiple Texas school districts and education service centers. Dr. Cruz has served in key roles including Assistant Superintendent of Administrative Services, Executive Director of Human Resources, and Director of Educator Preparation Programs. Her work has supported critical functions such as staff recruitment and retention, certification and compliance, strategic planning, family and community engagement, and systems-level problem-solving. Andrea supports school districts and educational organizations through consulting, training, and coaching services. She leads customized professional development aligned to organizational goals and facilitates retreats and strategic planning sessions that build team clarity, capacity, and alignment. Her approach is practical, relationship-centered, and grounded in her extensive experience in school and district leadership. Andrea holds a Doctorate and Master’s in Educational Leadership from Texas A&M University–Kingsville and a Bachelor of Science from Southwest Texas State University. A published researcher and experienced mentor, she remains committed to helping others grow through thoughtful leadership, strategic action, and sustained support.

< Back Brian Czapla Senior Associate Brian P. Czapla is a former Superintendent with 31 years of experience in Education. As Superintendent he transformed the climate and culture of his district by partnering with staff to embrace and implement new educational and operation systems to facilitate greater student learning. He has a background in enhancing learning environments by responsibly leveraging educational technologies. As a former Director of Education Technology for an award winning school district, Brian led his district in one of the first 1:1 iPad integrations in the State of Connecticut. Brian also served as a University Supervisor at Central Connecticut State University where he coordinated and taught administrative interns working towards their school administration certification. He has been the recipient of awards and recognitions including Schools of Distinction Award, Future Ready Schools, Connecticut Quality Improvement Award, Connecticut Association of School Librarians Administrator of the Year, and Connecticut Assistant Principal of the Year. Brian earned his Bachelor's Degree in Mathematics from Providence College, as well as his Master and Sixth Year Degrees in Educational Leadership from Central Connecticut State University.

Helping exceptional leaders find their passion. "The best time to look for a new position is when you don't need one!" Whether you’re seeking your first superintendency or exploring your final leadership opportunity, we invite you to register using the form below. Your information will be held in the strictest confidence , and we will reach out as new positions align with your interests. Registrants will receive a FREE copy of our newest resource: Confidential Candidate Registration Form First name(Required) Last name(Required) Phone(Required) Email(Required) What is your current title? What is your geographic location? Are you willing to relocate? Yes No Which best describes your current status? I am not interested in a new position at this time I am not really looking, but i'm open to offers I am starting to think about my next role I am actively searching for my next position I'm retired and open to interim superintendent roles Where did you hear about Zeal? LinkedIn Website Google / Search Conference Word of Mouth Other Please upload your most recent CV or Resume in PDF format Upload File Submit

Superintendent of Schools | Vacancy Announcement Oxford, Connecticut About Oxford, Connecticut Oxford Public Schools, located in the charming town of Oxford, Connecticut, serves approximately 1,667 students across four schools, with a student-teacher ratio of about 11.79, fostering a supportive and personalized learning environment. The district’s demographic composition is predominantly White (86.3%), with Hispanic or Latino (8.4%), Asian (2.4%), and Black or African American (1.2%) students contributing to the community’s diversity. Oxford itself is a picturesque New England town offering a rural ambiance while being conveniently situated near major cities like New Haven and Waterbury, providing residents with both tranquility and easy access to urban amenities. The town boasts a strong sense of community, excellent public schools, and abundant natural beauty, making it an attractive place for educators seeking a fulfilling career in a supportive and enriching environment. Why Lead Oxford Public Schools? Oxford Public Schools offers an exceptional opportunity for a leader to make a meaningful impact in a district defined by strong values, collaboration, and a commitment to excellence. Located in a close-knit town with a deep dedication to education, Oxford benefits from the active engagement of families, educators, and community leaders who work together to support student success. With approximately 1,600 students across a small number of schools, the district provides the ideal balance of scale and intimacy—large enough to pursue innovative practices, yet small enough to foster deep, personal connections. Oxford’s educators and school leaders are passionate, talented, and growth-oriented, creating a culture that embraces continuous improvement, professional learning, and collaborative leadership. Compensation and Benefits: The district is offering a salary in the range of $230,000 commensurate with experience, as well as a comprehensive benefits package. Key Dates: April 1, 2025: Announcement of Vacancy May 6, 2025: Presentation of Leadership Profile | Available at zeal-ed.com/oxford on May 7, 2025 May 11, 2025: Application Deadline at 11:59 PM EST June 13, 2025: Semi-Final Interviews, In Person with the Board of Education June 23, 2025: Final Interviews, In Person with the Board of Education June 24, 2025: Anticipated appointment of new Superintendent at Board Meeting Application Process: Zeal Education Group has been retained by the Board to engage with the community and develop a Leadership Profile. The Leadership Profile will serve to identify the key skills and dispositions expected of its next superintendent. The Leadership Profile will also serve as a standard by which each application will be evaluated. Please take note that the Leadership Profile will be available on/after May 7, 2025 at www.zeal-ed.com/oxford . All serious candidates are strongly encouraged to review the Leadership Profile before finalizing and submitting their application. Interested candidates should submit the following documents: Completed application Cover letter detailing why you believe you are a fit for this specific role Current résumé or curriculum vitae Three current letters of recommendation Ability to obtain CT Superintendent Certification All of these materials must be submitted in one single PDF to oxford@zeal-ed.com no later than May 11, 2025 at 11:59 PM EST Questions: Please direct any questions regarding this unique opportunity to the search team at Zeal Education Group by emailing oxford@zeal-ed.com . All inquiries will be treated with confidence and discretion. You may also visit www.zeal-ed.com for more information. DOWNLOAD LEADERSHIP PROFILE DOWNLOAD APPLICATION

< Back Lee Gaul Associate Considered “one of the leading voices in the AI community”, Lee Gaul, founder of Long Horizon AI, is an accomplished AI advisor and speaker with a deep fascination for Large Language Models (LLMs), AI-powered chatbots, alignment, and education. With a background in philosophy and over a decade of experience in the tech industry, Lee brings a unique perspective to the rapidly evolving world of AI. Lee's influence as a change agent in education is echoed by the success of the podcast "Sold a Story,” in which he and his daughter Zoe were featured. The podcast's impact has transcended the realm of education, directly influencing policy changes in 15 states that have adopted science-based reading curricula. Its reach and impact are further underscored by Pulitzer Prize-winning podcast creator Ira Glass, who lauds it as having "real political impact in a way no podcast ever has."

< Back David Arnsten Associate David Arntsen has more than 35 years of experience in Career and Technical Education (CTE). He began his career as a vocational instructor with the New York State Department of Corrections before joining Madison-Oneida BOCES as a Carpentry Teacher. Continuing his education at SUNY Oswego, he earned a Bachelor of Science in Vocational Education, a Master’s in Educational Administration, and completed his Certificate of Advanced Study in 1997. He went on to serve as Assistant Director of CTE at Herkimer County BOCES, where he was later appointed Interim Director of CTE and Adult and Continuing Education. Dave then returned to Madison-Oneida BOCES, serving six years as Principal/Assistant Director of CTE before being appointed Director of CTE, a position he held for thirteen years. A respected statewide leader, Dave served on the Board of Directors for the Association of Career and Technical Education Administrators (ACTEA) and as its Secretary for many years. Since retiring in 2016, he has continued his commitment to CTE as a consultant, supporting BOCES and school districts across New York State in areas including program approval and reapproval, Perkins V grant development, curriculum design, and teacher mentoring. He also led a statewide review of integrated academics for the Technical Assistance Center, developing a rubric for schools to self-assess their academic integration initiatives. Dave has served as an adjunct professor at SUNY Oswego in the CTE Teacher Preparation Program and as a member of its CTE Advisory Committee. He also founded the New York State Trade and Technical Teachers’ Association to ensure that CTE teachers had representation within NYSACTE. He continues to serve on the NYSACTE Board, representing Trade and Technical Teachers statewide. His areas of expertise include organizational leadership, program development, NYSED program approval and reapproval, Perkins V compliance, instructional improvement, academic integration, and professional development for CTE educators.

< 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.