Anthony Messina Jr., Head of School

Tony Messina has enjoyed a rich and rewarding career as an educator. As a music teacher in the Shoreham-Wading River School District on Long Island, Tony worked under the mentorship of Dr. Dennis Litky, noted innovator in school reform and alternative education. Tony completed both graduate and post-graduate studies in School Administration and Education Technology at New York University and served as Director of Technology at the American School in London. His background in technology, teaching methodology, and cognitive and neurosciences gives him a unique perspective on learning-disabled students.

After 28 years as a public school teacher and administrator in New York, Tony bought a sailboat. It had been his dream to retire, buy a sailboat, and take it easy. Tony enjoyed a few months of agenda-free leisure. Unfortunately for Tony, he realized he couldn’t relax, couldn’t take it easy, and that he had work still to do. As he would say, he couldn’t “get the taste of school out of his mouth.”

He kept seeing the faces of all the kids that he helped over the years and realized that his work wasn’t finished. He remembered the special impact that an educator can have in a person’s life and he wanted back in. Before he retired he began to consult with high schools in the New York metropolitan area and had been asked to create alternative schools for kids who didn’t fit the traditional high school model.  While working in a school that he had created for at-risk middle school students, he realized that he had reached back to his core values. “The kids that we had then had emotional issues, but I found that when I helped them become better readers, better thinkers, and producers of knowledge, the emotional problems were dispersed and the child was able to succeed.”

With a recharged sense for helping students who didn’t fit the mold, Tony accepted the position of Head of School at Chelsea School in 2005. When he arrived, his first mission was to talk with students and listen to them about the challenges they faced and what he could do to improve the school. He found that the needs and core values of the school were very much in tune with his own.
           
“I was back at the kitchen counter with my son in the fourth grade,” said Tony. “My son was classified as learning disabled in elementary school and I remembered the struggles and challenges that we faced as a family. It all came rushing back to me and it sealed the deal. I knew that Chelsea School was a place where I could make a huge impact.”

 

Katherine Fedalen, Assistant Head of School

The nickname “Chelsea for Life” has been one of the descriptors her students have attached to Kate since joining Chelsea School 18 years ago. “I read about Chelsea School moving campuses and expanding to middle school in the local newspaper during the summer after graduating from Towson University. I applied to several public schools and was in the process of making a decision regarding where I’d start my teaching career. I was intrigued by the vision of the school and the caring, nurturing feel of the school that came through in the article by way of the Executive Director at the time, Margie Gray. I cold-called the school, interviewed in the midst of moving dust and boxes and knew I had found a special place.”

Kate’s professional development and experience with Chelsea School students has hard wired a deep belief that “There are all kinds of learners, which means there needs to be all kinds of teaching practices that work with the students from where they are. Even when a student’s profile is similar to another’s, his or her personal experiences, family dynamics, and that which drives us all to be individuals makes each student’s learning needs very individual. That is why I believe it should be a school’s mission to provide a learning environment that allows for and celebrates the strengths and needs of each student. Chelsea is a school where that type of understanding and acknowledgement of each child’s unique self occurs every day in every class.”

Kate, Chelsea’s Assistant Head of School, has presented at MANSEF’s annual conference, was recognized by NAIS “Stars in Education” conference and is currently finishing her Master’s of Education in Instructional Technology.

 

HarDisha Miller, Program Coordinator

Prior to joining Chelsea School in the fall of 2000, HarDisha Miller taught in the District of Columbia Public School System.  While working in the public school setting, she gained an interest in children with special needs.  To explore this interest, she taught in Chelsea School’s ESY program in the summer of 1999 and 2000.  After realizing that Special Education was definitely her passion, she accepted an offer at Chelsea School and completed her M. A.T. in Special Education, with a 3.98 GPA.

HarDisha received a Bachelor’s degree in Pre-Med Biology with a minor in Chemistry, with pursuits to attend medical school.  After tutoring for her church, she realized that her father’s advice, which she ignored, was a reality.  She should become an educator.  She decided to put medical school on hold and pursued a career in teaching.  “I feel a real connection with students, and it is a true delight to watch them enjoy learning.” 

HarDisha taught math in the Middle Division for three years and Biology I and II in the Upper Division for two years.  In the summer of 2005, HarDisha was asked by Headmaster Anthony Messina to join his administrative team as the Program Coordinator.  “I was very apprehensive in the beginning, but Mr. Messina assured me that I had the ability to take on such a challenge.”  Presently, she is working on her Master’s Degree in Educational Administration at Trinity University.

 

Janis G. Pressley, Head of Related Services

Janis G. Pressley joined the Chelsea School in February 2007 after a second brief retirement period.  Prior to this second retirement, Janis had acquired an extensive background working with children and adolescents with developmental delays and learning disabilities.  She worked for the National Children’s Center in Washington, DC, as a school social worker and for the Children’s Guild in Chillum, MD, as the Senior Clinician.  Additionally, she taught adjunct courses at the university level and provided consultant services to local school systems and mental health agencies.  Janis’ first retirement was an early-out from the Federal government after 25 years of service.  Her work as a regulatory analyst heightened her call to be “part of the solution and not part of the problem.” 

Consequently, she chose to return to school to change careers.  Combining her passion for education and social justice, Janis earned a Bachelor of Social Work from Bowie State University and a Master’s of Social Work from Gallaudet University, with a school social work specialty.  Janis has maintained social work licensure and certification through both the Maryland and District of Columbia Social Work Boards.  A lifelong learner, she has remained open to new ideas that may enhance her work with students.  She stays abreast of best practices through her affiliations with local universities and through professional memberships in organizations such as the National Association of Social Workers.  She continues to teach adjunct courses and to work with all types of social service agencies.

Most important of all, Janis continues to learn from the students with whom she collaborates.  “I find that young people regardless of age have a great deal to contribute to their own growth and development.  Meeting them where they are and allowing them to work at their own pace to identify their strengths and weaknesses in order to better access education affords me the personal and professional rewards I seek.  The opportunity to work here at Chelsea School with so many students, teachers, and parents/guardians who value education highly is an extra bonus and well worth coming out of retirement a second time.”

 

Deborah Lourie, Director of Admissions

Deborah Lourie began at Chelsea School in February of 2007.  Deborah was excited to join the Chelsea Team to help promote the education and learning goals of Chelsea School.  From early in her career, Deborah knew that she wanted to work with adolescents and their families.  She received a BA in Sociology at Hobart and William Smith Colleges, and her Master’s of Social Work from the University of Pennsylvania. 
She began her career as a social worker working with adolescents and children for 10 years, providing individual, group and family therapy.  Most of her job experiences were in school settings. 

Almost 4 years ago, Deborah transitioned from social work to admissions in schools with students with learning disabilities.  She enjoys being in a position that assists families in identifying the best possible learning environments for their children. Her primary job responsibilities are to review the records when a child application has been submitted, determine whether to continue the application process, and to set up visits to the school.  Deborah notes that, “The best feeling for me is when the Chelsea School is a true match for the student and they can’t wait to come to the school!  It is amazing to watch the growth of the students once they arrive both academically and socially.”   

 

Melissa Wood, Literacy Coordinator

Melissa Wood joined the Chelsea School in January 2007 after relocating from Boston.  Melissa’s previous work as a reading specialist and speech-language pathologist in public school and clinical settings instilled in her a love for teaching adolescents, and in particular teaching struggling adolescent readers.  “There is nothing more powerful than teaching a student who never thought he or she could read a book. The look on their faces makes every day worthwhile!” says Melissa. 

Melissa has an extensive background working with children with learning disabilities.  After receiving her Bachelor’s Degree from Williams College and her Master’s Degree from the Massachusetts General Hospital Institute of Health Professions, Melissa began work as a speech-language pathologist in the Dedham, MA elementary schools.  Her passion for the integration of spoken and written language led her next to the Massachusetts General Hospital, where she became a member of their Learning Disabilities Team, and later to the Kennedy Krieger Institute.  Melissa noted that her past experiences strongly shaped the manner in which she “thinks about the interplay of cognition, language, executive functions, and emotions in adolescent learning.”

Through memberships in the International Dyslexia Association and the American Speech-Language-Hearing Association, Melissa works hard to integrate new research and technology into her daily practice.  She believes that combining research with innovation and passion is crucial when teaching adolescents. 

Melissa is so happy to have found a home here at Chelsea School.  “I will never forget my first week at Chelsea School when a student who I did not yet know approached me early one morning.  He said, ‘You teach reading. Can you help me with something?’ This type of drive and dedication is representative of our students.  I feel so strongly for them and it is my honor to work with them every day!”

 

James Cowan, Director of Curriculum and Instruction

James Cowan comes to Chelsea School with a wealth of special education experience in both the public and private school sectors as both a teacher and administrator. James holds a bachelors degree from the Citadel and a Master’s Degree in Special Education (Moderate Special Needs) from Simmons College. Before coming to Chelsea School, James taught at the Landmark School in Massachusetts and served as can administrator in New Hampshire public schools.

“I’m very excited to be a part of the good work that is being done here at Chelsea School,” said James. “The level of innovation and commitment to students here is amazing.’