Educate Tomorrow is the founding organization of the Global Field Academy Project, to see full biographies of this visit the Educate Tomorrow website.
Virginia Emmons McNaught, MSEd, President & Co-Founder, Educate Tomorrow
A social-entrepreneur and education advocate, is co-founder and President of Educate Tomorrow, and is a co-founder of the SEED School of Miami. Virginia began visioning the Global Field Academy while developing her first school in the Peace Corps in West Africa. She sought to create a option for all children, including her own, where no matter your socio-economic status, all members of the family could participate in the learning process and use the world as their classroom. Read Full Bio
Dr. Amy Rubinson, Educate Tomorrow, Chief Program Officer, Research & Development
Dr. Amy Rubinson is a scholarly practitioner who has worked as a formal educator, an informal educator, a program director, and a school board chair. At Educate Tomorrow, as a senior level staff person, Dr. Rubinson inspires and manages the programming and program staff. She also directs the grant-reporting, manages internal database, and conducts internal evaluations on programming.
She completed her PhD in Education from Colorado State University. Her research is related to understanding factors that contribute to academic
outcomes for underrepresented students who participated in an out-of-school-time STEM college-readiness program. She earned her Bachelor's from Emory University in Biology and a Master's of Science in Community and Social Change from the University of Miami. Dr. Rubinson is a life-long learner who is consistently excited for the opportunity to grow from her professional settings and disseminate her knowledge with others.
Cecilia Palavecino, Home-School Enrichment Center Manager
Cecilia Palavecino is the manager of the Global Field Academy enrichment center and Montessori workshop. Cecilia was born and raised in Buenos Aires, Argentina where studied Anthropology at the University of Buenos Aires. She is a Certified Montessori Teacher in Early Childhood Education by the American Montessori Society, and she has been teaching since 2005. She is also a certified Yoga Teacher.
The influence Cecilia had during her childhood and adolescence by being
surrounded by children, adolescents and parents that were walking in and out of her home to receive psycho-pedagogical therapy since her mother
was a psychopedagogist, have shaped the foundation on which Cecilia became an educator today: understanding that children learn at their own pace, that family environment and circumstances of each child contribute and determine their learning and development process, and that each child achieves his level of excellence with appropriate and right stimulus. Cecilia is an active member of the American Montessori Society.
Anja Sherry, Tutoring Center Manager
Anja Sherry is the manager of Global Field Academies tutoring center. Anja was born and raised to Swedish-American journalists in Hong Kong. She spent her teen years in Washington, DC and moved to Florida in 2010 where she pursued her studies and career in Elementary Education. A certified K-6 Educator, Anja was inspired by a paragraph in her college textbook, and embraced Montessori philosophy and became a fully certified and working Montessori teacher in Lake Mary, Fl. After five years in private education, Anja followed a calling to teach at a Title-1 struggling public school, where she was determined to understand and improve the system for the children and teachers. Anja was rated highly-effective each year and was nominated team leader for her 2nd-grade team, though she was often shocked and discouraged by the demands on students and school staff in the public school.
Lara Peco-Fazanes, GFA Implementation Specialist & Coach
Lara Peco-Fazanes was born in Madrid, Spain. Lara holds a Bachelor of Science in Psychology and a minor in Biology. She also holds a certification in Business Psychology & Communication at the University Fernando Pessoa of Portugal. She was trained in Fontan Relational Education through Learning One to One, where she had the opportunity to travel to Colombia to learn about the formal autonomous learning system that fosters the potential of each student. Lara is passionate about redefining educational excellence and believes that the core of academics begins with psychology. Lara is CPR, AED and
First Aid Certified Lifeguard. She was also selected to present her senior project at the 91st Annual Meeting of the Midwestern Psychological Association. While in college she received a NCAA Division II scholarship from Upper Iowa University to be part of the women's tennis team. She was a member of the Athletic Director Honor Roll.
Emile Innocent, GFA Implementation Specialist & Coach
Emile Innocent was born and raised in St Marc Haiti. After spending his first 12 years in Haiti. Emile moved to the united state to reunite with his Mother. The vast differences in language, culture, and resources between St. Marc, Haiti and Boston, Massachusetts made adjusting to life difficult initially. Emile credits his love for soccer for guiding him trough adolescence, motivating his overall discipline, and supporting his education. Emile Holds a Bachelor of Health sciences Degree from the historic Howard University in Washington DC, and was the founder of a technology school in rural Haiti. Emile views excellence in academic, and excellent personal health as inseparable. Participation in Sports not only benefits the learning process but also plays a major role in regulating the most common psychological disorders in adolescence include those related to anxiety, depression, attention deficit-hyperactivity. Emile is a passionate youth Futsal and soccer coach who takes great pride in sharing his love and the benefits of sports with children. He has developed a complete developmental philosophy for young American athletes, and is working on adapting the GFA model to serve disadvantaged athletic hopefuls in our community.
Since 2011, non-profit and for profit leaders, social entrepreneurs, educators, way researchers and most importantly students and their families have been meeting to vision a way to create the most robust educational experience these leaders and organizations could think of. They include but are not limited to:
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