Mitchell Nida

With 18 years in education and 15 years of experience as a principal, including 11 years leading Berkeley Springs High School, Mitchell Nida is a dedicated instructional leader committed to improving teaching and learning for all students. His work centers on strengthening instructional practice through yearlong coaching, intentional goal setting, and reflective systems that provide meaningful support for classroom teachers. As both a school leader and prior basketball coach, Mitchell brings a team-oriented mindset to leadership, always grounding decisions in one guiding question: What is best for our kids? His approach emphasizes continuous growth, strong relationships, and sustainable systems that empower teachers and improve outcomes for students.

Story – After implementing the Model of Instruction (MOI), it has been encouraging to observe a significant increase in active student engagement across all learners. Students who were previously disengaged are now assuming leadership roles within the classroom, contributing more confidently and consistently to learning activities. Overall, MOI has measurably elevated student interest, ownership, and participation throughout instruction.

Kris Scallon

An experienced, dynamic, and compassionate K-12 educator, Kris is dedicated to facilitating professional learning and providing coaching that drives impactful changes in teaching practices, student achievement, and instructional effectiveness. She leads research-based school improvement initiatives with a focus on root cause analysis, strategic planning, and targeted coaching to create lasting positive outcomes in education.

Her areas of expertise include leadership for teacher collaboration, adult learning theory, and advancing data-driven continuous improvement efforts that foster teacher efficacy. Her mission is to educate with optimism and courage, fostering belonging and ensuring equitable opportunities for all.

With extensive experience across multiple school districts, Kris has specialized in both special and general education while leading K-8 out-of-school time initiatives. Her career includes serving as a principal and assistant principal in diverse educational settings, where she prioritized creating inclusive and effective learning environments.

Recognized as the principal of a Minnesota Department of Education Reward School for significant progress in closing achievement gaps, she has also presented nationally on Responsive Classroom approaches and served as a panelist for the Comparative and International Education Society. Most recently, she completed specialized training in structured literacy for multilingual learners and students with dyslexia.

She holds a Doctorate in Education, a Specialist degree in Educational Administration, a master’s degree in special education, and a bachelor’s degree in elementary education.

With a strong educational foundation and a commitment to lifelong learning, Kris brings a deep understanding of instructional leadership, adult learning theory, and effective instructional practices to her role as an educational consultant.