Supporting Educators in the Empowerment of Students and Teachers
Tom Ledue
Tom is an educational consultant and school coach with over thirty years in school leadership and instruction. As a teacher, Tom continually created powerful opportunities for his students that built durable learning. As an Alternative School Director, Tom began and led a small school that effectively supported high-need learners from multiple sending schools. As a teacher-leader, Assistant Principal, and Principal, he was at the forefront of leading both a high school and an elementary school through strategic change to support dramatically improved student outcomes. Tom is passionate about education; he is always eager to work with teachers and school leaders to improve their craft.
Across Tom’s career, from being a young teacher and coach to being a veteran principal, he excelled at creating structures and processes to support critical leverage-point goals. Tom brings this skill set to the principals and teachers he works with. His extensive experience and professional toolbox empower him to quickly identify common ground and establish both trust and credibility to engage in the work of school improvement.
When not in school, with his partner Deneen, or with one of his four daughters, he is most likely to be found in a canoe on a river in Northern New England.
Reed Dyer of Reed Dyer Consulting, LLC
Reed has been active in the struggle for educational equity for nearly 30 years, working as a teacher, interventionist, literacy coach, curriculum designer, principal, and educational consultant. In his eight years as a Senior Associate for Great Schools Partnership, Reed provided direct, context-specific support at the elementary, middle, and high school level, to traditional district schools, charter schools, alternative education programs and career and technical education programs.
Before working as a consultant and school coach, Reed spent 20 years in public schools across the country. Reed was the principal of a progressive K–5 charter school in Denver, taught in classrooms in New Jersey, New York City, and Maine, and served as a literacy coach and intervention teacher. Through these experiences, Reed developed deep professional interests in the role of child development on quality teaching and learning, the social-emotional development of students within school settings, and the role of race and identity within supportive learning environments. He has presented about literacy, assessment, proficiency-based learning, and parent engagement at the state, regional, and national levels.
Reed lives in Maine with his awesome educator wife and trombone-playing son.