NCAIS Innovate 2026

Bio coming soon.

Christina Lewellen, MBA, FASAE, CAE, President and CEO, Association of Technology Leaders in Independent Schools, is a seasoned association executive who brings a data-driven framework to business planning and strategy, having earned her MBA from the Rochester Institute of Technology and the Certified Association Executive designation from the American Society of Association Executives. She was named the CEO of ATLIS in 2019 and travels coast-to-coast speaking at industry events and visiting independent schools and their leadership teams. She serves as a trustee for Harmony, Incorporated, and is an active volunteer in the association management space. She was named an ASAE Fellow in 2025, a designation bestowed upon less than one percent of ASAE’s membership.

For nearly twenty years, Michael has lived and led in independent schools—first as a teacher in math, physics, and computer science, and later as a school leader. Before becoming the Associate Head of School for Academic Affairs at Carolina Day School in Asheville, North Carolina, he served as Dean of Studies at ‘Iolani School in Honolulu and as Director of STEM Programs and New Faculty Development at Rabun Gap–Nacoochee School, where he taught and designed courses that bridged science, computation, and creativity. Michael also served as the Senior Consultant for AI and Large Language Models at MehtaCognition, where he helped organizations navigate the promise and peril of emerging technologies.

Michael holds a doctorate in Educational and Organizational Leadership from the University of Pennsylvania and a master’s degree in Applied Mathematics, and has been teaching and thinking about machine learning and AI since long before it became fashionable. His work centers on helping schools—and increasingly, hospitals, churches, and nonprofits—respond to AI in ways that are safe, humane, and mission-aligned. It’s not enough to live on the cutting edge; schools are places that prize responsibility, integrity, and care for young people. His coaching helps leaders and teams operate on the smart edge of AI—where innovation meets wisdom, and technology strengthens rather than replaces human capacity.

Ari Hausman is the Director of Finance and Operations at The Fletcher School in Charlotte, NC, where he drives AI and automation initiatives to transform financial systems, budgeting and forecasting processes, and parent-facing tools. With over a decade of experience in North Carolina independent schools, Ari previously served as Business Director at B'nai Shalom Day School in Greensboro, where he contributed to 70% enrollment growth. He began his career in residential life at American Hebrew Academy, where he is proud to have directed, recorded, and produced their student a cappella group. Ari is a 2025 NBOA Unsung Hero Award recipient, 2025-2026 NBOA Leadership Academy member, and Perplexity AI Business Fellow. Fueled by an entrepreneurial spirit and endless curiosity, he thrives on big ideas and is increasingly focused on solving problems beyond just his school. When not automating the tedious parts of his job (and everyone else's), Ari can be found with his very impressive wife, two children, and two dogs.

Barbara Morrow is an experienced secondary education engineering and computer science educator with nearly three decades of teaching and curriculum-design experience. She teaches AP Computer Science Principles, AP Computer Science A, AP Networking, Honors Java Data Structures, AI-Integrated Web Design, Engineering Design Methods, and advanced FabLab courses that integrate CNC machining, 3D printing, laser cutting, and microcontrollers.

Barbara is MIT Fab Academy certified (’22) and holds an M.Ed. in Secondary Science in Inquiry-Based Science Education. She is also the co-founder and CEO of The Angelica Institute and, most recently, a developer of AlignEd AI, a curriculum-alignment platform that helps schools and teachers streamline standards alignment in both AI-generated lessons and already-existing lessons. Her work focuses on empowering teachers, supporting authentic student
documentation, and shaping thoughtful, responsible AI integration in K–12 education. Barbara is currently developing an AI agent that evaluates digital portfolios.

She frequently collaborates with schools, districts, and national organizations on curriculum development, curriculum alignment, AI-enhanced teaching practices, and innovative engineering pedagogy.

Keller Onstad is a high school junior who has spent the past three years immersed in advanced engineering coursework, developing strong skills in design, fabrication, and problem-solving. His work reflects a deep curiosity about how things function and a commitment to pushing his technical abilities across challenging engineering projects.

Beyond the classroom, Keller is a highly engaged member of school life and a dedicated multi-sport athlete, competing on both the varsity wrestling and varsity tennis teams. His leadership, resilience, and work ethic are evident in every arena he steps into—academic, athletic, and extracurricular.

I currently work as the Upper School History Department Chair at Providence Day School teaching AP World History and Herstory: Women and Gender in Global Context. I also serve as the Upper School’s Professional Learning Coach. 

Hayley Field is the Director of Technology for GRACE Christian School, where she has served for the past five years. In this role, she guides the school in effective use of technology as a tool in education. With a passion for education rooted in her background as the daughter of both a teacher and a systems administrator, Hayley combines her technical expertise with a commitment to supporting the school's mission of equipping students for life.

Hayley has worked in technology for over 10 years, gaining diverse experience in the corporate, governmental, and non-profit sectors as a systems administrator before transitioning into the educational field. Her deep commitment to being a lifelong learner has allowed her to stay informed on technological innovations. With the rapid rise of AI in education, her current efforts are dedicated to evaluating and implementing AI effectively to aid in the academic and administrative lives of students and staff alike.

When not managing the school’s one to one Apple environment, network, and student information system, she assists the school’s theatre department as a volunteer technical director.

Marcia Wingerd is the Library Director at GRACE Christian School, where she empowers teachers and students through innovative library programming and strategic technology integration. With a Master's degree in Library and Information Science and a diverse background spanning publishing, project management, and secondary education, Marcia brings a unique perspective to 21st-century school librarianship.

At GRACE, Marcia specializes in teaching research skills, 3D design, media literacy, and AI literacy while collaborating closely with teachers on curriculum design and technology implementation. She provides AI guidance to faculty navigating emerging educational technologies and has established herself as a leader in helping her school community use AI tools responsibly and effectively. 

Beyond her library leadership, Marcia serves as STEM Department Head and advises both the National Honor Society and Chick-fil-A Leader Academy. She has presented at NCTIES and NCLSMA conferences and is the Conference Technology Coordinator for the North Carolina School Library Media Association, helping shape professional development opportunities for librarians across the state.

When she's not at school, Marcia enjoys making pottery, playing board games, and spending quality time with her family.

Kate McGroarty serves as the Head of Upper School at Rabun Gap–Nacoochee School and brings over twenty-five years of experience in international and domestic independent schools. She leads a dynamic learning community rooted in the school’s mission of nurturing informed, compassionate, and resilient young people. Kate champions transdisciplinary curriculum design, student-centered assessment, and meaningful real-world partnerships that empower students to lead, create, and solve authentic problems. With a forward-thinking approach to school leadership, she is committed to building innovative learning environments where students and teachers thrive together.

Paul Brazinski, Ph.D., is the Dean of Faculty Recruitment and a social studies teacher at St. Timothy’s School in Raleigh. He serves on the planning committee for NCAIS’ Educator Hiring Fairs. An educator with 15 years of experience, he has taught at the college, high school, and middle school levels at institutions including The Catholic University of America (DC), St. Elizabeth University (NJ), and Woodberry Forest School (VA). He has presented at academic venues such as the University of Oxford (UK), the University of Vienna (AUS), and the University of Cardiff (Wales), as well as at several professional associations.

This marks his first presentation at an education conference focused on AI and innovation, and he looks forward to contributing insights from his work with emerging educational technologies.

Barbara Morrow is the co-founder and CEO of The Angelica Institute and a lead developer of AlignEd AI, an innovative platform designed to make curriculum alignment simple, accurate, and sustainable for schools. AlignEd AI not only streamlines standards alignment for both AI-generated and existing lessons, but also helps schools continuously update their standards as they change and strengthen curriculum coherence during accreditation and reaccreditation cycles. Barbara’s work centers on empowering educators with responsible AI tools that meaningfully reduce workload and improve instructional clarity.

With nearly three decades of experience as a secondary education engineering and computer science educator, Barbara teaches AP Computer Science Principles, AP Computer Science A, AP Networking, Honors Java Data Structures, AI-Integrated Web Design, Engineering Design Methods, and advanced FabLab courses that incorporate CNC machining, 3D printing, laser cutting, and microcontrollers.

Barbara is MIT Fab Academy certified (’22) and holds an M.Ed. in Inquiry-Based Science Education. She is currently developing an AI agent that evaluates digital portfolios as part of her broader mission to elevate authentic student documentation and champion thoughtful, responsible AI integration in K–12 education. She frequently collaborates with schools, districts, and national organizations on curriculum development, alignment strategy, and innovative engineering pedagogy.

Carey French, M.A., A/OGA, is a Language Development Specialist and Orton-Gillingham practitioner dedicated to supporting students through structured literacy and multisensory instruction. She primarily works in one-on-one settings, designing individualized lessons that target reading, spelling, and written expression while building students' confidence and independence.

Carey is especially passionate about working with neurodiverse learners and bridging the gap between research-based practices and real-world classroom application. In addition to her work with students, she enjoys collaborating with fellow educators, presenting professional development, and creating practical resources that support teachers and families alike. Carey deeply believes in the power of thoughtful instruction, meaningful relationships, and empowering students to see themselves as capable learners.

(Jessica Kennedy- pictured left, is presenting with Carey French-pictured right)

Chrissy Olson is the Director of Educational Technology at Greensboro Day School, with over two decades of experience supporting faculty in implementing technology. Her role involves educating and mentoring teachers about technology, a foundation critical to this session's goal of leveraging AI for efficiency.

As a speaker, Chrissy draws on her experience leading the school's technology adoption. This background makes her uniquely qualified to guide educators who are new to using AI as a time-saving partner. She will provide faculty with practical strategies for using AI to streamline planning, professional communication, and administrative tasks, ensuring they gain a clear understanding and an ethical framework for responsible use.

Estelle Stokes Bowden is the Director of Media Services and Learning Innovation at Greensboro Day School, specializing in the ethical integration of technology to cultivate advanced student research and critical thinking skills. Her twenty years of experience in K-12 education, including administrative roles like Upper School Dean of Student Life, has centered on empowering students and faculty to navigate complex academic landscapes with confidence and integrity.

Estelle's current work focuses on providing educators with practical strategies for AI-supported academic inquiry. She demonstrates how to effectively combine trusted research databases, such as JSTOR, with educational AI tools like MagicSchool to guide students through topic refinement, ethical source use, and literature review writing. Her philosophy is rooted in the belief that education must be a force for identity affirmation, always centering the stakeholder's voice to ensure growth in every learning environment.

Jessica Kennedy is a Language Development Specialist trained in Orton-Gillingham (OG) at the Associate Level, dedicated to supporting students through structured literacy and multisensory instruction. She works primarily with neurodiverse learners, including students with dyslexia, dysgraphia, ADHD, autism, and/or anxiety, providing individualized instruction that targets reading, spelling, and written expression while building confidence and independence.

Jessica brings extensive experience to her work, having taught first grade for nine years and served as a special education teacher for seven years. In addition to working directly with students, she values strong partnerships with parents and believes that collaboration and open communication are essential to supporting student growth both inside and outside the learning environment. Jessica also enjoys collaborating with fellow educators and presenting professional development sessions that provide teachers with practical, classroom-ready resources.

(Jessica Kennedy- pictured left, is presenting with Carey French-pictured right)

Will Muse brings 24 years of teaching experience to the challenge of AI in the classroom. Currently serving as History and Social Sciences Department Chair at Greensboro Day School, he teaches a wide variety of courses including AP Human Geography and Geospatial Data Analysis. Will’s approach to EdTech is simple: it must serve the learning, not the other way around. He has spent time refining workflows in NotebookLM that empower students to outline and analyze complex primary sources without bypassing the thinking process. A former American Geographical Society Teacher Fellow, Will looks forward to sharing the "thinking partner" model—a set of classroom-tested strategies to help colleagues reclaim their time and deepen student engagement.