Leadership Team2018-10-15T14:49:06+00:00

Leadership Team

The Center’s leadership team brings over 200 years of hands-on experience and deep expertise to our partnerships. Prior to joining the Center, its staff members served as principals, central office leaders, superintendents, instructional coaches, university researchers, and policy makers. Our staff offers practical, seasoned, in-depth expertise in large-scale instructional improvement, disrupting inequity, systems change, leadership development, adult learning, executive coaching, and family and community engagement.

Richard Lemons

Executive Director
rlemons@ctschoolchange.org
Richard brings over 25 years of experience to the Center, formerly serving as a classroom teacher, literacy coach, change coach, researcher, policy advocate and university professor.  Regardless of the role, Richard’s professional career is defined by a commitment to the large-scale improvement of instruction and leadership aimed at bringing about more equitable outcomes for young people.  Richard earned a bachelor’s degree in political science from North Carolina State University, and master’s and doctorates in administration, planning, and social policy from Harvard.  Richard co-authored Change Leadership:  A Practical Guide to Transforming our Schools with his colleagues at the Harvard Change Leadership Group.  He has published numerous book chapters and articles in periodicals including Kappan, Journal of Staff Development, ASCD Express, Voices in Urban Education (VUE), and Education Canada.  Richard also serves as a faculty member for Yale University’s Education Studies Program.  In addition to working with the board to provide leadership for the Center, Richard helps facilitate the Superintendents’ Network, teaches in the annual Equity Institute and works closely with numerous district clients on strategic planning, central office transformation and capacity and coherence audits.

Jerry Belair

Program Coordinator
jbelair@ctschoolchange.org
Jerry joined the Center after 39 years in public education, including serving as superintendent in Waterford and Weston. Earlier in his career, he served as assistant superintendent in Southington and as principal of a nationally-recognized Blue Ribbon Middle School during his 16 years in East Lyme. Under his leadership, Weston High School was ranked as the top high school in Connecticut and in the top 1 percent of high schools in the country by US News and World Report. In 1997, Jerry was recognized by the New England League of Middle Schools for his distinguished service in advancing middle-level education. He served as president of NELMS and on the board of the National Middle School Association. Jerry served as a contributing editor to the monthly National Middle School Journal and published a chapter in “Becoming a Middle School:  A Successful Transition.” He holds a bachelor’s degree from Georgetown University, advance degrees from the University of California, Berkeley and Southern CT State University, and is an adjunct professor at UConn. Jerry co-facilitates the SIIP Network of Assistant Superintendents and supports instructional improvement for all students, facilitates the development of leadership teams, coaches leaders and advances systemic improvement.

Laura Boutilier

Director of District Partnerships
lboutilier@ctschoolchange.org
Laura joined the Center after eight years as assistant superintendent for Curriculum and Instruction in Rocky Hill. Prior to Rocky Hill, she served as principal of two middle schools, both having gained the honor as a U.S. Department of Education Blue Ribbon Middle School for Excellence. In 1993, Laura was recognized as Middle School Principal of the Year by the CT Association of Schools. She was president of the CT Association for Supervision and Curriculum Development, and served as adjunct faculty at the University of Connecticut and University of St. Joseph. Laura holds advanced degrees from UConn and CCSU. As program coordinator, Laura partners with school districts on systemic instructional improvement, leadership development and instructional rounds as a process for school improvement.  She co-facilitates the Systemic Instructional Improvement Program (SIIP), which includes assistant superintendents from across Connecticut.  She also serves as a leadership coach for a number of principals and assistant superintendents, and facilitates communities of practice in a variety of districts. Improving educational outcomes for all students serves as her ultimate goal in partnering with CT educators.

Roberta Kurlantzick

Program Coordinator
rkurlantzick@ctschoolchange.org
Roberta brings to the Center over 35 years’ experience in teaching, school leadership, and school improvement.  Prior to joining the CCSC staff, she served as a teacher and teacher leader in several school districts and as principal of two schools in Farmington, CT, one of which was recognized with a U.S. Department of Education Blue Ribbon Award for Excellence. During her tenure in Farmington, she led every phase of school development for the opening of a new intermediate school and was selected as a Connecticut National Distinguished Principal.  While a principal, she also consulted with districts across the state on multiple aspects of literacy instruction. After her retirement, Roberta consulted with school districts and the State Department of Education on aspects of school improvement. As a CCSC program coordinator, Roberta works directly with school districts that are partnering with the Center on systemic instructional improvement; she also coaches school leaders and has co-facilitated a network of central office and school leaders.  She holds a bachelor’s degree from Smith College and a master’s degree from Teachers College, Columbia University, and she completed a sixth year in curriculum and instruction at the University of Connecticut.

Kerry Lord

Director of Programs
klord@ctschoolchange.org

Over the last 28 years, Kerry Lord has enjoyed an exciting career as a public educator.  As an elementary teacher in San Francisco, Kerry worked with the Exploratorium Science Museum and the San Francisco Modern Art Museum to incorporate art and science inquiry into the school curriculum. During her 10 years in the Bay Area, Kerry taught elementary and middle school and began her Administrative career as an Assistant Principal at the Middle level. As a school leader in Denver, Kerry served as a principal at the elementary level for 10 years, and then became the Executive Director at a K-12 Expeditionary Learning public school of choice. In 2009 Kerry was recognized by the Commissioner of Education for her school’s outstanding student growth.  She was appointed by the Governor of Colorado to sit on the High School Graduation Guidelines Council, and contracted by the Colorado Department of Education to review school improvement plans for the alternative high schools in Denver. Kerry holds a Bachelor’s degree from the University of Colorado, a Master’s in Education from San Francisco State University, and is an instructor for the Residency Program for School Leaders.  Kerry is the project manager for the Center’s annual Equity Institute, works with district leaders to address systemic inequities, coaches and mentors school leaders, and facilitates communities of practice designed to support school leaders.

Patrice Nelson

Program Coordinator
pnelson@ctschoolchange.org
Patrice Nelson joined the Center in 2003 as a program coordinator focused on providing technical assistance and coaching to districts and leadership teams partnering with the Center on systemic instructional improvement efforts.  Prior to her work with the Center, Patrice worked in public and private education in New Mexico, Massachusetts and Connecticut as a teacher, curriculum developer and facilitator, and district wide coordinator.  For three years, she drew on skills in curriculum design, school-community partnerships and leadership to work with districts across Connecticut as a facilitator for the Understanding by Design curriculum development and as a coach and facilitator to nine Higher Order Thinking (HOT) Schools.   Patrice received her B.A. and M.A. degrees from Smith College and her Sixth Year Certificate in Educational Leadership from the University of Hartford.  At the Center Patrice continues to work with district and school leaders on systemic instructional improvement and equity including family and community partnerships, instructional improvement, leadership development, and early learning (PK-3).  Having co-authored the Parents Supporting Educational Excellence (Parents SEE) curriculum in her early years at the Center, she continues to oversee and coordinate implementation of the training in communities across Connecticut.

Isobel Stevenson

Director of Organizational Learning
istevenson@ctschoolchange.org
Isobel joined the Center in 2013.  Prior to coming to Connecticut, Isobel was Chief Academic Officer for a Denver metro area district, where she supervised the instructional program for the district.  Before moving to a central office position, Isobel was a principal in Colorado and a middle school assistant principal; a curriculum coordinator, and taught high school special education and social studies.  She also served on the AP Committee of the College Board for AP Geography and was a consultant for National Geographic.  Isobel has taught in three different principal preparation programs: University of Denver, San Jose State University, and UConn.  Isobel holds an undergraduate degree from Oxford University, a Masters in Special Education, and completed the graduate program in educational leadership at The University of Texas at Austin to obtain her principal’s license.  She has PhD in human and organizational systems from Fielding Graduate University. She also holds a certificate in Evidence-Based Coaching and is a Professional Certified Coach.  Isobel’s work at the Center includes leadership coaching and training coaches; strategic planning and improvement; and supporting instructional improvement.  Isobel writes the Coaching Letter, a letter to coaches and leaders about human and organizational development.

Susan Varuolo

Office Administrator
svaruolo@ctschoolchange.org
Sue is the Office Administrator for the Center. She provides financial, operational and administrative management in support of the Center’s programs. Sue joined the Center in 2014. She holds a bachelor’s degree from Western Connecticut State University. In the past, she has worked in finance and marketing at People’s Bank, Coldwell Banker and G&W Management.

Bridget Nahabedian

Executive Assistant
bnahabedian@ctschoolchange.org
Bridget joined the Center in 2015 to pursue a lifelong goal of working in education.  In 2006 Bridget obtained a Bachelor’s degree at Keene State College where she was actively involved on campus by working as a Resident Assistant, Orientation Student Leader, and Peer Advisor.  Bridget obtained a Master’s degree from Quinnipiac University in 2009 studying secondary English education, and having interned at two Connecticut high schools.  After graduate school Bridget worked in both the retail and non-profit sectors before joining the Center’s team in 2015.  As Executive Assistant at the Center, Bridget’s work includes staff and program support, event planning and coordination, public relations, graphic design, as well as website and social media management.

Staff Associates

Sarah E. Birkeland

Sarah Birkeland is the Founder of Helix Learning Partners, an education-focused research and consulting firm. She is a seasoned education researcher specializing in formative and developmental program evaluations, creating improvement-oriented measurement tools and feedback loops, and program alignment. Sarah has served as an evaluation consultant to the Connecticut Center for School Change since 2006, and was the primary evaluator for LEAD Connecticut.

Sarah previously served as a Senior Research Associate at Education Matters and as the Co-Director of the Teacher Learning Project at Brandeis University, where she taught an undergraduate course on education research.  She has published numerous articles and chapters about new teacher induction, teachers’ ongoing professional learning, and the use of evidence in decision making. She began her career as an elementary and middle school teacher.

Sarah holds a B.A. in English Literature from Stanford University, an M.A. in Education Psychology from the University of Colorado at Denver, and a doctorate in Administration, Planning and Social Policy with a concentration in Research from Harvard University.

Elizabeth E. Feser

For 16 years, from 2002-2018, Elizabeth Feser served as a Connecticut Superintendent, seven years in the Milford Public Schools and nine years in the Windsor Public Schools.  In both districts she led improvements in teaching and learning resulting in higher quality educational programs, increased leader and teacher efficacy, stronger student performance, narrowing of achievement gaps, and greater support for the public schools by the community at large.  

Elizabeth’s professional career has included serving in three states, working in both urban and suburban districts. She was an active member of the Connecticut Center for School Change Superintendents’ Network for 15 years.  Elizabeth was honored as Connecticut’s Superintendent of the Year in 2015 by the Connecticut Association of Public School Superintendents. She was also honored with the CAPSS Emeritus Award and the CAPSS Presidential Award, both in 2018.   

Elizabeth holds a bachelor’s degree from St. Xavier College (Chicago) and master’s degree from Boston College.  She earned a second master’s degree and her doctorate in Educational Administration from Teachers College, Columbia University.  

Robert Henry

Robert Henry is a retired former superintendent of schools in Hartford (CT) and The Bronx (NY) who is recognized as being a highly effective, disciplined, goal-oriented educator with superior interpersonal skills. Based on his vast experience, unique qualifications, leadership capacity, supervisory/management skills, he has served in a range of roles in addition to that of superintendent including, but not limited to, deputy superintendent, chief of staff and principal in a variety of school districts, as well as internationally. In those leadership roles, he has guided individual schools and districts to achieve numerous academic successes and improvements while meeting emerging challenges and opportunities as a result of the implementation of school/district reform initiatives and strategic planning. He is strongly committed to “students first” philosophy in all decisions.

Robert graduated from the City University of New York with two Master of Arts degrees, one in Bilingual Education and the other in Administration and Supervision. His post-graduate education includes participation in a three-year leadership development training at the John F. Kennedy School at Harvard University. Being fully bilingual (English/Spanish), Robert has effectively functioned as an international educational consultant with entities in Latin America, Africa and Asia.

Robert has served as an adjunct professor, and most recently as Executive Coach supporting and developing the leadership capacity of superintendents and principals. Robert also provides interim administrative/operational management services to school districts and guides leadership forums to foster mutual trust, problem solving and peer-to-peer collaboration.

Elizabeth M. Osga

Elizabeth M. Osga served for 14 years as district superintendent in Griswold and Lyme-Old Lyme, Conn. These roles directly supported student achievement, instructional leadership, campus renewal, program development, resource management and district restructuring.

Among her awards and recognitions, Elizabeth was named as Connecticut’s Superintendent of the Year in 2011 and Stonington’s Teacher of the Year in 1985 and 1990, and a CT State Teacher of the Year semi-finalist in 1990. Since her retirement, she has served as a consultant for the CSDE Talent Office, LEAD CT, NESDEC, CAPSS Women’s Leadership Group and numerous Connecticut districts.

Elizabeth earned a BS degree in Education from Southern Connecticut State University, a MS degree in Language Arts from Eastern Connecticut State University, a 6th Year in Teaching the Talented from UCONN, and a PhD in Educational Administration from University of Connecticut.

John J. Ramos, Sr.

John Ramos served as Superintendent of Schools in Connecticut’s largest city, Bridgeport.  Under his leadership, the school district and supporting community developed an aggressive strategic plan that endorsed a focused mission to graduate all students college ready and prepared to succeed in life.

Prior to serving in Bridgeport, John was Deputy Commissioner for Educational Programs and Services for the Connecticut State Department of Education, Superintendent of the Watertown (CT) Public Schools Assistant Superintendent for Curriculum and Instruction for Norwalk (CT) Public Schools, and Principal of Norwalk High School, and consultant for the Academy for Educational Development (Washington, D.C.) and the South African Department of Education.  Since leaving Bridgeport, John has served as Interim Superintendent in Groton (CT), CEO/Principal of the Middle East International School in Doha, Qatar and, most recently, Superintendent of Schools in the School District of South Orange and Maplewood (NJ).

John received his doctorate in Educational Administration from Teachers College, Columbia University, where he has served as an adjunct professor; his M.P.A. in Public Administration from the University of Rhode Island and a bachelor’s degree in English and American Literature from Brown University. As

Founder and President of the Equity and Excellence Imperative (EEI), Dr. Ramos provides consultant and interim services to educational, community and business organizations in the global marketplace.

Robert M. Villanova

Robert Villanova serves as a district leadership consultant for the CT Center for School Change. He was a charter member of the Center’s Superintendents’ Network and now works as a facilitator/consultant in support of the Superintendents’ Network and other Center leadership development initiatives. Bob also serves on the faculty of the Neag School of Education at the University of Connecticut, and is the director of the Executive Leadership Program.

From 1993 through January 2009, Bob served as superintendent of the Farmington, Connecticut Public Schools. He was honored as the Neag School of Education Outstanding Superintendent in 2003 and the Connecticut Association of School Superintendents’ Superintendent of the Year in 2008. He was also honored with the CAPSS Emeritus Award in 2012, Educational Leader of the Year in 2013 by the CT Association for Supervision and Curriculum Development and the CAPSS Presidential Award in 2017. He was appointed in March 2013 as the director of LEAD Connecticut. He continues to be involved in numerous leadership-development initiatives including organizing and presenting Advanced Leadership Development Seminars for superintendents in Connecticut, supporting the professional development partnership between the Connecticut Association of Public School Superintendents and the Neag School of Education, and providing leadership development institutes for district leadership teams and boards of education. He also has served an executive coach for more than 15 Connecticut superintendents over the past few years.

Contact us for more information

Contact Us
Contact Us