About CEC
A perspective shaped by experience.
Nearly two decades in education — built across public schools, independent schools, classrooms, leadership teams, and the daily work of designing systems that serve the full range of learners.
Begin the conversationWhy CEC exists
School has shaped every chapter of my life.
As a student navigating my own learning challenges, as an educator across public and independent schools, and now as a parent raising children who learn in beautifully different ways — school has been a throughline. Each of those vantage points taught me something different about how learning actually happens, and where it tends to break down.
Over nearly twenty years, the same truth surfaces again and again: when outcomes fail to reflect potential, the problem rarely started with motivation. More often, it is misalignment between students and the systems meant to support them.
As a student
I'm grateful for the relentless grit and determined spirit that accompanied my journey. I'm also honest about the cost: overcoming years of negative internal dialogue about myself as a student.
As an educator
I saw students working twice as hard to meet expectations that weren't built for them, and teachers carrying complex learners without systems strong enough to sustain them.
As a parent
I've sat with families — and sit as one myself — championing children behind the scenes when school made them feel small, and asking systems to see what we see when our children don't quite fit the box.
Crockett Education Consulting was born from a refusal to accept that gap as inevitable. This work remains deeply personal. When systems shift, everyone benefits.
Leadership experience
Built inside schools, alongside teachers and leaders.
CEC's work is grounded in nearly two decades of progressive leadership across public and independent schools — roles that span classroom teaching, learning specialist work, senior academic leadership, and program design.
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2025 – PresentDirector of Upper School Academic SupportBaylor School · Chattanooga, TNPartner with colleagues across the upper school — interpreting psychoeducational evaluations, designing Student Success Plans, and cultivating a collegial environment that strengthens curriculum accessibility for the full range of learners.
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2024 – 2025Upper School Learning SpecialistBaylor School · Chattanooga, TNWorked alongside teachers to identify students needing additional support and design systems for managing complex academic loads.
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2019 – 2024Dean of Curriculum and Instruction · Director of Learning Services · MS Academic DeanBattle Ground Academy · Franklin, TNServed on the Leadership Team, Division Head Team, and Academic Leadership Team. Led school-wide action research, vertical curriculum alignment, faculty onboarding, and the strategic planning team for the Bold Academics initiative. Taught AP Psychology.
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2017 – 2019Director of Academic ResourcesEvangelical Christian School · Memphis, TNSenior leadership team member responsible for vertical curriculum alignment Pre-K through twelfth grade. Built a proactive early-intervention model, including the development of a universal screener for reading disabilities, and led the lower school and middle school learning specialists.
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2016 – 2017Director & Founder · The Center for Student SuccessSt. Paul Christian Academy · Nashville, TNFounded and built a comprehensive, inclusive model of education — designed not as supplemental support but as a redesign of how the school served its full range of learners. Built the philosophy, hired and led a multidisciplinary team (Assistant Director, Speech-Language Pathologist, Student Support Specialist), coordinated teacher and parent training across the school, and partnered with senior leadership on the strategic, structural, and financial decisions that shaped its growth.
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2010 – 2016Special Education TeacherGrassland Elementary & Sylvan Park Paideia Design CenterTaught students with a wide range of learning profiles, conducted IEP meetings, analyzed psychoeducational evaluations, and developed individualized programs for students with severe disabilities, dyslexia, ADHD, autism, and other complex needs.
Formation
Three disciplines. One practice.
The work at CEC rests on formal training that mirrors its three-part focus — each discipline answering a different question about how children learn and how institutions change.
Each answers a different question. Together, they shape every engagement.
What guides the work
A set of beliefs that shape every partnership.
CEC's approach isn't a methodology off a shelf. It's a set of convictions — built over years in classrooms, evaluation meetings, and living rooms — about what it takes for students to actually thrive.
01
Potential is rarely the problem
When a student struggles, the instinct is often to search for what's wrong with the child. The more useful work starts with the child's strengths — and examines the system in relation to their learning profile.
02
Strong design unlocks effective support
Proactive systems — clear, consistent, teacher-usable — let teachers meet the needs of more learners, so intervention lands where it's truly needed.
03
Clarity is a form of care
Families and educators make better decisions when the picture is clear. Translating complexity into understanding is itself the work.
04
Students deserve to be partners
When students understand how they learn, they develop the agency and confidence to advocate for themselves — long after our work together ends.
When outcomes fail to reflect potential, the issue rarely started as motivation or ability. More often, it is misalignment between students and the systems meant to support them.
When the right systems are in place, something powerful happens.
Let's find out what that looks like for your child or your school.
Begin the conversation