“As a student with complicated and challenging circumstances, I kept on fighting the battle to remain intact with positive educational outcomes. I remember a teacher that stepped out of the ‘pattern’ of traditional opportunities and reached out to me to help me with deficits. I determined then, and never lost the vision or the fire to give back the hope that was given to me.”
Lori Lamb is the Director of Alternative Education for Arkansas Department of Education. Employed with ADE since 2004, She has been in education since 1985 and in alternative education since 1987. Her experience in elementary through Junior high school programs are the bulk of her teaching while she has also enjoyed homebound activities with high school students. Her experience in foster care allows great understanding to the immense struggles of children in our educational settings. Lori was a foster child briefly, and in turn raised foster children for nearly ten years. Lori proudly serves as an advisor for the Arkansas Association of Alternative Educators and is appointed by Governor Beebe to serve as a Commissioner of the Pygmalion Commission on Nontraditional Education.
Lori is available to conduct professional development sessions in the following broad areas: alternative education, student discipline strategies, motivating the alternative educator, building a state’s infrastructure for alternative learning, constructing a sense of school/program community and changing the challenging child.
"All students deserve a second chance and alternative education programs often provide them with just that. Across Tennessee and our nation, schools and programs are providing behavioral interventions when necessary, while still meeting the student’s specific educational needs and increasing the likelihood the student will graduate. My goal as a state coordinator and Vice President of the NAEA is to support educators in their efforts to lift up students, so they can realize their own true potential. Hand in hand, we can change the world, one student at a time."
James Witty attended Middle Tennessee State University and received a Bachelors of Science Degree and his Masters Degree in Business Education. He currently attends the University of Tennessee at Chattanooga pursuing a Doctor of Education degree in Learning and Leadership with research efforts geared toward best practices in alternative education.
James has over ten years experience working with at-risk students as a teacher, district administrator, and state coordinator. Currently, he works for the Office of School Safety and Learning Support, a division of the Tennessee Department of Education, where he is the Director of Alternative Education. James is also a certified instructor and trainer for the American Red Cross with extensive knowledge in emergency management. Areas of specific interest and topics for presentation include the following: building a state’s infrastructure to support alternative education, exemplary practices in the field, restoring a safe and supportive learning environment, and emergency management for schools.
“My commitment to providing alternative education opportunities to youth grew out of working with adults who had dropped out of school and were returning to complete their education.”
Mark Fernandes is a past President of the NAEA and a now serves as Treasurer. He is the principal of Louis P. Slade Middle School in New Britain, CT where he has been employed since 1987. Mark is also a member of the National Council of Social Studies and the Association for Supervision and Curriculum Development. Mark provides professional development sessions in the following areas: rigor and relevance, data driven decision making and classroom management.
“As an administrator in ALE I was asked one day by a teacher, ‘Are we making a difference?’ I replied to the teacher, ‘YES.’ I would go on to hear that same question asked around the state by other educators and my reply was still, ‘Yes.’ Ask me today as a teacher or administrator in ALE if you are making a difference and I will reply, ‘YES’ and this is why. We may not see it tomorrow or next week but somewhere down the road you will cross paths with a student you had in your classroom or school. You will find out that they were listening and you had a part in making a difference in the life of a student. This is why I am proud to be part of an organization like the NAEA whose purpose is to serve the professional needs of teachers and administrators who are making a difference in student lives. "
Dr. Gardenhire is an ALE Program Advisor with the Arkansas Department of Education where he monitors and coordinates program development according to best practices, state/federal regulations, and law. He organizes and presents specialized training for teachers, administrators, and parents. Dr. Gardenhire joined the military straight out of high school; he is a Persian Gulf Veteran having served as an 82nd Airborne Paratrooper before being honorably discharged to start his collegiate career. Upon graduating with his bachelors, he began professionally working with at-risk students and has spent his whole career since working with at-risk students in various capacities. Dr. Gardenhire has been an administrator, dean, teacher, and case manager; he has held positions in a variety of settings including behavioral hospitals, day schools, juvenile correctional facility, and alternative learning environments in the public schools. Dr. Gardenhire is an instructional coach trainer and youth suicide prevention trainer of trainers. Dr. Gardenhire holds B.A.degrees in Criminal Justice and Psychology, M.Ed. in Secondary Education, and Ed.D. in Educational Leadership and Supervision.
Specific areas of research interest and presentation include: ALE leadership at the school, district, and state level, ALE organizational structure/culture development, and organizational evaluation.
“Our most socio-economically challenged, emotionally in need, and intellectually starved students deserve the best schools, teachers, and support services. When provided with a world class education, these students become self-sufficient, confident, and motivated life-long learners. They turn despair to hope, create happiness from sadness, and mold failure into success. Outspoken and relentless advocacy has been and will always be my mission in support of each of our heroic students.”
Robert L. Eichorn is currently the Principal of New Directions Alternative Education Center in Manassas, Virginia. He has served students in alternative education since 1990. Mr. Eichorn began his career in residential mental health as a teacher, went on to facilitate program management in a host of inter-agency alternative school settings, and subsequently opened several new alternative schools. He holds four degrees and five certifications in education. Mr. Eichorn is a member of numerous professional organizations targeting alternative education and leadership development. He and his students have been recognized at the local, regional, and national level for their achievements.
Mr. Eichorn is available to conduct professional development seminars in the following areas: alternative and non-traditional school creation, data-driven success, inter-agency collaboration, effective reorganization of alternative education programs, turn-around schools, special education services in alternative education programs, digital instruction, portfolio assessment, and standards based teaching and learning.
“We are fortunate that the United States of America is a not only the land of opportunity, but a nation that allows those who have faltered, a second opportunity to pursue and realize their potential. Abraham Lincoln, a man most historians consider our country’s greatest president, experienced more failure than success before making it to the White House; he experienced personal, business, and political failure but refused to give up on himself or his lofty aspirations. Alternative education provides an opportunity for those who have chosen not to operate within the parameters of their home school. It gives these students a chance to reflect upon the choices that led them to an alternative school. At Smyrna West, our goal is to guide students toward self-actualization by providing them with a positive and encouraging learning environment. Beyond punitive settings like Smyrna West, the National Alternative Education Association encompasses all schools that are out of the "norm." It is my goal as an NAEA Board Member to assist in providing quality resources, professional development, and recognition for these schools.”
Kay, a member of the National Association of Secondary School Principals, has been principal of Smyrna West Alternative School, grades 6-12, for the past eight years and in education for 32 years. She has led a team of twenty faculty and staff to connect students to their talents while helping them to advance academically. Believing that the education system is the cornerstone of the community, Kay has served as secretary of Leadership Rutherford, President of North Rutherford Soccer League, facilitator at the World Scholar Athlete Games, and Board Member of Smyrna’s Sister City Committee with Zama, Japan. Kay is now serving on Governor Bredesen’s appointed Board for Volunteer Tennessee and is coordinator for the Rutherford County School District Learn and Serve Grant for 2009-2012.
Smyrna West is a past recipient of the Tennessee Learn and Serve Grant, a grant designed to help implement the methodology of service-learning. The National Dropout Prevention Center identifies service-learning as an effective dropout prevention strategy. When students and teachers are engaged in the educational process together, students’ grades, attendance, and lifestyle choices improve. All Smyrna West faculty members have been trained in service-learning. Furthermore, with the support of the Rotary Club of Smyrna, which serves as a PTO for Smyrna West, service-learning is infused in all curricula.
“I entered the field of education as a special education teacher working with students with mental retardation. Therefore, I would have to say that I have been drawn to this population since I began my educational career. What “cemented” my commitment to working in alternative education was when I observed the success of a student that was headed toward self-destruction. This student was a 15-year-old father, with poor attendance; poor grades and a long discipline history of being disrespectful, disruptive, defiant, fighting, etc. The list could go on and on. He was placed in our alternative center where he received support on an individual basis. He received anger management counseling, guidance to obtain employment, and academic supports. He successfully completed the alternative program and met the criteria to return to his base school. He has returned to his base school and is doing very well. He is maintaining a “B” grade point average, working part-time to support his child, and will graduate June 2007. When you observe the benefits of alternative education and the impact it has on the success of students, you know it is all worth while.”
Dr. Edward G. Lowther is a professional educator. He earned a Doctoral degree in Education Leadership, an Education Specialist degree in Special Education and Administration & Supervision Prek -12, a Masters degree in Special Education, and a Bachelor in Therapeutic Recreation.
His areas of expertise range from education to therapeutic recreation to music. He has been an education practitioner and leader in the areas of special education, (teacher, administrator and professor) transition coordinator for alternative education, education consultant and presenter, private music teacher, and a high school marching band instructor.
Edward resides in Woodbridge, Virginia (which is located 20 miles south of Washington, DC) with his wife, Angie and their 5 children, triplets Rachel, Joshua, and Emily born in 1994, Aaron born in 2000, and Madeline born 2004.
Dr. Lowther is available to share his expertise in the following areas: alternative education, behavior management, curriculum development, and special education.
“The dropout rate and juvenile crime was going off the chart. The Office of Juvenile Affairs wanted to build more beds for offenders and we convinced them to try alternative education. The successes that followed convinced everyone that this was at last the right thing to be doing. Some of the best educators in the world have been a part of this initiative and they do not want to leave. Neither do I!”
Denise Riley is the Assistant Director of the Oklahoma Technical Assistance Center (OTAC) in Cushing, Oklahoma. She has been in education since 1965 and employed with OTAC specifically since 1989. She also serves on the Oklahoma State Department of Education Advisory Board and the Oklahoma School of Math and Science.
Denise presents and speaks on the following topics: designing alternative education, creating statewide support, coaching methods for evaluation in alternative education, and program development.
"Equity and Excellence for All Children" - The Evansville Vanderburgh School Corporation
Karen Scheessele has been an educator in the Evansville Vanderburgh School Corporation in Evansville, Indiana since 1983. She received her B.S. degree and M.S. degree from Indiana State University. She holds certification for all grades in mildly mentally handicapped and learning disabled education. Karen served as a special education teacher for fifteen years at Thompkins Middle School in Evansville, IN and in special education administration for nine years. In December 2008, she was appointed Director of Alternative Education.
Karen is currently overseeing the redesign of alternative education in the Evansville Vanderburgh School Corporation. This redesign will include an innovative alternative education program that will include an intense focus on positive behavior and academic instruction provided through an individualized learning and behavior plan for each student. The program will strive to prepare students to meet rigorous academic standards by designing a learning environment that is student focused with administrators, teachers, support staff, and community partners, working to develop a trusting, respectful relationship with each student and addressing individual differences and needs.
Karen is very excited to be a part of the NAEA Board of Directors to help keep and drive the NAEA’s mission. Her new found passion for working on behalf of disenfranchised and at-risk youth has been life changing. She wants to work with and learn from dedicated individuals on the NAEA Board and with all those working diligently on behalf of students and families. Karen and her husband Matt, have three children: Keith (26), Lindsay (23), and Luke (19).
"In our world today, our cell phones can be personalized, our web pages can be personalized, our wardrobe is personalized, and our work environment is personalized. Throughout education, the ideal of meeting the needs of each individual is articulated. Then, why should it be expected that all students would take the same path to graduation through the traditional classroom. It has been my passion over the last 20 years to be a part of making alternative, individualized paths to graduation available and possible for students for whom the traditional classroom is not a good fit. It is my hope that my participation in the NAEA will help make alternative paths to graduation more available."
Tom Trautman, Ed.D., currently serves as the Vice President for Curriculum with The American Education Corporation. He joined the Company in his current position in May 2000. His responsibilities include curriculum design and establishment of future curriculum direction, design and oversight of state standards alignment to instructional content, interface of student learning and curriculum with technology, training and supervision, assisting school districts align technology integration with instructional goals, conduct and oversee scientific-based research investigating invention effectiveness.
Tom also serves as an Online Faculty Member with the University of Phoenix where he mentors doctoral students through the dissertation process in the School of Advanced Studies. Most students are pursuing their doctorate in Educational Leadership.From 1997 to 2000, Dr. Trautman was the Vice President of Electronic Learning Environments in Phoenix, Arizona. He worked with The Menta Group of Illinois in various capacities from 1982 to 1997. The roles included psychological assessment and planning educational and instructional programs for children and adolescents, administration of school programs, and fiscal management. His extensive experience with children in educational and therapeutic environments has led to a deep understanding of how to shape experiences, relationships, and environments to maximize student learning. From 1990 to 1997, Dr. Trautman served as the Executive Director of The Menta Group's Arizona operations.
Dr. Trautman has a doctorate in Educational Psychology from Northern Illinois University and Master's degree in School Psychology from Alfred University.
