Our Consulting Services Team

Executive Director / School Improvement Specialist / Senior School Improvement Consultant

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. 

Primary Expertise: Comprehensive school improvement and diagnostic inquiry; leadership development and principal coaching; strategic and school improvement planning; implementation support and continuous improvement; instructional improvement; alternative education.

Years in Education: 40 years

Teaching: 19 years

Administration: 16 years in building-level administration, including assistant principal, interim high school principal, and elementary principal; additional alternative-education program leadership.

Consulting: 7+ years through TLCS, in addition to earlier school-improvement and coaching work.

Bio: Thomas J. Ledue brings nearly four decades of K-12 experience as a teacher, school administrator, program leader, coach, and school improvement consultant. Since founding Tom Ledue Consulting Services in 2019, he has supported New Hampshire and Maine schools in strategic planning, leadership development and coaching, data-informed decision-making, instructional improvement, PLC development, and implementation support. His leadership experience includes service as an elementary principal, high school interim principal and assistant principal, and alternative-education program leader, extensive coaching and wilderness guiding. Ledue's work emphasizes respectful partnership, high expectations, shared accountability, disciplined use of evidence, and building school and LEA capacity to sustain improvement.

Senior School Improvement Consultant / Strategic Planning Specialist

Primary Expertise: School and district improvement planning; continuous improvement; state and LEA technical assistance; strategic resource allocation and budgeting; stakeholder engagement; project management; policy development; leadership coaching and capacity building.

Years in Education: 20 years

Consulting: 8+ years

Bio: Felicia Brown Reed brings two decades of experience supporting education systems transformation, school and district improvement, and organizational capacity building. Her work includes developing strategic and continuous-improvement processes, facilitating stakeholder engagement, building systems for implementation monitoring and organizational coherence, and leading complex technical-assistance initiatives. Felicia also brings expertise in education finance and resource allocation. Her combination of improvement-planning expertise and disciplined project management strengthens TLCS's ability to move schools from diagnostic findings to focused, implementable, and well-supported improvement plans.

Senior School Improvement Consultant / Comprehensive Needs Assessment Specialist 

Primary Expertise: Diagnostic and School Quality Reviews; principal and leadership coaching; instructional improvement; literacy; strategic planning; data-informed instruction; PLC development; continuous improvement; school redesign.

Years in Education: 32 years

Teaching / Instructional Coaching: 13 years of classroom teaching, literacy intervention, and instructional coaching.

Administration: 4 years as founding K–5 charter school principal; additional organizational/program leadership.

Consulting: 12+ years

Bio: Reed Dyer brings more than 30 years of experience as a teacher, literacy specialist, instructional coach, principal, and school improvement consultant. Since 2014, he has worked with schools and districts across New England on principal coaching, strategic planning, instructional improvement, PLC development, data-informed instruction, school redesign, and continuous improvement. As a founding K-5 charter-school principal, Reed led instructional systems, assessment, special education, professional learning, family engagement, and schoolwide improvement. His experience connects rigorous diagnostic inquiry with the leadership coaching and sustained implementation support needed to translate findings into changes in adult practice and student experience.

Senior School Improvement Consultant / Multilingual Learner and Inclusive Instruction Specialist

Primary Expertise: Multilingual learners; multilingual learners with disabilities; inclusive instruction; K–12 literacy; MTSS; evidence-based instruction; HQIM implementation; professional learning and coaching; continuous improvement and implementation monitoring.

Years in Education: 30 years

Teaching: 5 years of direct secondary ESL/ELA teaching and instructional coaching

Consulting / Technical Assistance: Approximately 18+ years

Bio: Cerelle Morrow brings approximately 30 years of experience supporting state education agencies, districts, schools, and educators in school improvement, evidence-based instruction, and systems change. Her work has focused on identifying needs, strengthening implementation, monitoring progress, and building educator and organizational capacity. Morrow brings specialized expertise in multilingual learners, multilingual learners with disabilities, inclusive instruction, literacy, MTSS, and evidence-based practice, giving TLCS strong capacity to connect subgroup outcomes and system-level improvement decisions to equitable access to rigorous classroom instruction.

Instructional Coach 

Primary Expertise: Classroom Instruction, Building a Learning-Centered Culture, New Teacher Onboarding and Support 

Years in Education: 7 years

Bio: Melissa Hall is a current New Hampshire educator whose experience spans rural district, charter, and PK-12 school settings and students from preschool through high school. Her practice is grounded in research, student assessment, reflection, collaboration, and continuous refinement of instruction. Hall brings particular strength in connecting school-level improvement priorities to the daily experience of teachers and students and in understanding the practical conditions that shape improvement work in rural and small-school communities.