This customized executive leadership development program is exclusively designed for state leaders in early education.
The core competencies of the LA are built upon three pillars of leadership: Personal Leadership, Program Improvement and Organizational Leadership.
LEADERSHIP ACADEMY
.jpg)
The goal of the NASLEE Leadership Academy is to increase leadership and organizational capacity of state early education leaders to implement effective early education programs and policy.
Selected state early education leaders will increase their knowledge and competencies in various dimensions of leadership. In turn, these increased leadership skills will result in more effective policy implementation and stronger impact on teachers, administrators, and ultimately children.
Meet Our 2026 Leadership Fellows
Chris Whitehead
Chris Whitehead is the Director of Early Learning Quality and Supports for the Tennessee Department of Education. In this role, Chris leads statewide efforts to support and monitor early learning programs by analyzing data, reviewing policies, and ensuring best practices are implemented to promote high-quality early learning experiences for children and families. Chris provides oversight, technical assistance, and guidance to teams responsible for monitoring public and private early learning programs, including Pre-K, Head Start, school-based child care, and before- and after-school programs.
Chris has extensive experience in program monitoring, compliance, quality improvement, complaint investigations, and collaborating with internal and external partners to strengthen early learning quality initiatives across the state. Prior to this role, Chris served as a classroom teacher, Curriculum Specialist and instructional coach, and RTI/Tutoring Coordinator, bringing a strong practitioner perspective to systems-level work.
Chris holds a Bachelor’s degree in Elementary Education, a Master’s degree, and an Education Specialist (Ed.S.) degree in Administration. Chris also holds a Special Education Endorsement and remains dedicated to ensuring Tennessee’s youngest learners and their families are supported through strong, effective early learning systems.
Buen Abo
Buen Abo serves as a Program Manager in the Office of the State Superintendent of Education (OSSE), Division of Early Learning (DEL) in Washington, DC. In this role, he leads the division’s Workforce Development and Enhancement team, overseeing key initiatives that strengthen the early childhood education workforce. These include the District’s Child Development Associate (CDA) Training and Preparation Program, the DC Leading Educators toward Advanced Degrees (DC LEAD) program, and the early childhood educator credential review process. Through these efforts, Buen ensures that current and aspiring child development professionals have the resources and support needed to meet the District’s evolving education requirements.
With over 15 years of experience in education, Buen has helped a number of early childhood educators earn their CDA credentials by providing instruction and professional development services. He also spearheaded the development of the early childhood curriculum review system and contributed significantly to updating the District’s early learning standards and school readiness goals. Furthermore, he played a pivotal role in implementing Capital Quality, the District’s Quality Rating and Improvement System (QRIS).
Buen holds a master’s degree in early childhood education from the University of the District of Columbia and a doctorate in Development Education from Central Luzon State University.
Meg Swanson
Meg Swanson serves as a program manager for early care and education division of the Office of Child and Family Services within the Maine Department of Health and Human Services. In this role, she oversees several programs and services including the state directed Head Start funds, Maine State Parent Ambassadors, Improving Outcomes for Youth and is the office lead for the Maine Pyramid Model pilot and Maine’s Early Learning Standards (MELDS).
Meg has two decades of experience serving children, families and young adults in the non-profit, higher education, public education and public service sectors. Prior to her time at the Department, Meg served as a school counselor for a Prek-8 community school where her passion for early childhood was realized. Most recently, Meg led First4ME, a two-year public-private pilot project focused on quality early care and education, family partnership and early intervention in four locations across the state of Maine. Meg remains committed to developing a strong mixed delivery system, to advancing systems that empower all Maine children to reach their full potential and ensuring relationship-centered support to the adult caregivers in their lives.
Meg holds a master’s in education from the University of Maine.
Jacquelin Foultz
Jacque Foultz serves in a dual leadership role at OCDEL, providing statewide support, monitoring, and technical assistance for Pennsylvania Pre-K Counts, the Head Start State Supplemental Assistance Program, and Early Head Start, while directing Pennsylvania’s federally funded Early Head Start Home-Based grant. Her work emphasizes data-driven decision-making, fiscal accountability, and continuous quality improvement across complex early childhood systems.
With over twenty years of experience in early childhood education, Jacque has served as a pre-kindergarten teacher, program director, preschool program specialist, adjunct faculty member, and state-level advisor. Her leadership approach is informed by her service as a United States Air Force veteran, bringing a strong foundation in systems thinking, accountability, and mission-focused collaboration to cross-agency work.
She holds a master’s degree in curriculum and instruction from Pennsylvania State University, with a focus in early childhood education.
Shanna Birkholz-Vasquez
Shanna Birkholz‑Vasquez is an Associate Director with the California Department of Education’s Early Education Division. In her role, she leads statewide efforts in Universal Prekindergarten (UPK), including implementation support, mixed‑delivery coordination, and development of P‑3 resources and guidance for educators and districts across California.
With more than 25 years of experience in education, Shanna has served as an elementary teacher, instructional coach, district administrator, adjunct faculty member, and statewide educational leader. Her work spans professional development, coaching, curriculum design, and large‑scale systems implementation. She has presented both statewide and nationally on UPK, culturally responsive teaching, and equity in early learning. Shanna is deeply committed to advancing inclusive, research‑based practices and collaborates on initiatives that elevate the voices of families and educators, support anti‑bias teaching, and strengthen early learning systems.
She earned a master’s degree in reading from California State University, Fullerton and as well as a masters in educational leadership from the University of Denver.
Tiffanie Meehling
Tiffanie Meehling serves as the Associate Director of Preschool Programs at the Virginia Department of Education (VDOE), where she leads the Virginia Preschool Initiative (VPI), the Commonwealth’s largest publicly funded preschool program. She oversees statewide implementation and strategic alignment across all public school–based preschool programs, working to strengthen coherence and access for young learners and their families.
Before joining VDOE, Tiffanie spent 15 years in Colorado’s early childhood system, holding roles across a wide range of settings including private Montessori programs, Head Start, itinerant Early Childhood Special Education (ECSE), Child Find, and district‑level ECSE team leadership. Her cross‑sector experience gives her a deep understanding of the full early childhood continuum—from classroom practice to systems‑level coordination.
Tiffanie holds multiple teaching licenses in both Virginia and Colorado and earned an Education Specialist (Ed.S.) degree in Educational Leadership and Special Education Administration from the University of Northern Colorado. She is committed to advancing equitable, high‑quality early learning opportunities for all children.
Heather Craiglow
Heather Craiglow is the Head Start Collaboration Office Director and National Partnerships Lead for the Colorado Department of Early Childhood.
In this role, Heather establishes and fosters partnerships between Head Start agencies, states, and Tribal entities to improve coordination within early care and education systems. Her current portfolio includes initiatives that bring partners together for stable housing, quality nutrition, kindergarten transitions, early literacy, and early learning guidelines.
With 25 years of experience in the field, Heather has held various roles aimed at strengthening system alignment and effectiveness. Her background includes serving as a preschool teacher and working as a Training and Technical Assistance Specialist for the Office of Head Start in multiple states. Additionally, she has been a member of the state advisory council, which further enhances alignment across various sectors.
Heather earned a master’s degree in Early Childhood Development from the University of North Dakota.
Sakile Braithwaite-Hall
Sakile Braithwaite-Hall is a Commonwealth Preschool Partnership Initiative (CPPI) Community Coordination Specialist and Grant Manager with the Massachusetts Department of Early Education and Care. In this role, she supports the implementation and oversight of CPPI, working closely with school districts, community-based early education providers, and state partners to advance high-quality, equitable preschool across the Commonwealth. Her work focuses on bridging policy and practice by translating community needs into guidance, tools, and funding decisions that shape statewide early learning systems.
Sakile’s background spans community-based early learning, research, and statewide grant management, with experience working across mixed-delivery systems that include school districts, community-based providers, and interagency partners. Grounded in culturally responsive and community-centered practice, she has advanced quality efforts through research, policy alignment, and cross-sector collaboration that center equity, social-emotional development, and the lived experiences of children, families, and educators.
Sakile holds a Master’s degree in Education with a concentration in Learning and Instruction from Northeastern University and a Certificate in Early Education Leadership from the Harvard Graduate School of Education.
.jpg)
Thank you for your vision to set the NASLEE leadership academy in action. It has been a remarkable experience to gather with some of the most elite experienced colleagues across the nation. Time and relationships will continue in the future no matter where our roles lead us.
—NASLEE Leadership Academy Fellow
Learn About Our Leadership Coaches
Coaches are experienced leaders in early childhood education and provide peer support and leadership expertise to the Leadership Academy.
In this role, Demetria leads initiatives that improve accessibility, quality, and affordability of early childhood services, including measuring the impact and effectiveness of early childhood initiatives. Demetria formerly led the Early Childhood Policy Fellowship at Bank Street College of Education. Demetria also formerly led curriculum, assessment, and instruction initiatives at the Georgia Department of Early Care and Learning.
Director of Early Childhood Strategy Implementation at the Bainum Family Foundation
Demetria Joyce
Taylor Dunn is a Senior Director at Watershed Advisors and a former Deputy Assistant Superintendent of Early Childhood Strategy at the Louisiana Department of Education, where she helped lead the state’s unified early childhood system. Before state government, Taylor taught high school English and special education. She lives in New Orleans with her husband and cats.
Senior Director at Watershed Advisors
Taylor Dunn
Deb Adams started her career as a preschool teacher and then director of programs in eastern CT. Moving on to state level policy work she now helps the Office of Early Childhood develop trainers and coaches to support early childhood settings. Her work with Systems Thinking began 5 years ago and she is now a Systems Thinking facilitator.
Former Education Consultant for the CT State Department of Education (2006-2013) and CT Office of Early Childhood (2013-2025).
Deborah Adams
Anna has served with the Nevada Department of Education for the last 18 years serving as the State PreK Administrator and Birth-3rd Grade Education Programs Professional.During this time she has served on the NevAEYC State Board, Nevada State Early Childhood Advisory Council (ECAC), Governor's Commission for National Service, been a member and served on the Executive Committee of the National Association for State Leaders in Early Education (NASLEE).
Education Programs Professional
Nevada Department of Education
Anna Severens
Before NIEER, she worked for 16 years at the New Jersey Department of Education, where she oversaw data and finance policy for the state's preschool program, and eventually served as Chief of Staff. Karin lives in Lawrenceville, New Jersey and is currently working on a Ph.D. in early childhood policy at Rutgers University.
Early Childhood Education Policy Specialist at the National Institute for Early Education Research (NIEER)
Karin Garver
Yvonne Rossiter
Yvonne Rossiter serves as an Early Childhood Specialist with the Oklahoma State Department of Education. In this role, she supports high-quality, play-based learning across the state by providing statewide professional development aligned to the Oklahoma Academic Standards. Yvonne works closely with educators and administrators to strengthen instructional practices, classroom environments, and systems of support for young learners, including early OKMTSS implementation in pre-K and kindergarten settings.
Yvonne brings over 15 years of classroom experience teaching pre-kindergarten through first grade and has served as a team leader, mentor, and supervisor for educators and student teachers. Her work is grounded in a strong commitment to supporting effective early learning environments for young children.
Yvonne holds a degree in Early Childhood Education from Oklahoma State University. She also earned a master’s degree in Curriculum and Instruction and a Principal certification from Southeastern Oklahoma State University.