A more humanway forward.

Vicki brings a career in educational leadership and complex school systems to her role at LYNC. Before joining the team, she served as Superintendent of the Green Bay Area Public School District, where her work included strategic budget planning, facilities investment and maintaining community trust through change.

Her experience also includes developing alternative learning pathways and service options with an emphasis on equitable access. At LYNC, she brings that perspective to organizational leadership: connecting a clear mission with the systems, resources and thoughtful decisions needed to put it into practice.

Bryce came to LYNC after a career in telecom and IT sales. Bringing the Framework into business development offered a welcome shift toward relationships grounded in safety and trust.

That perspective shapes interactions with colleagues, prospective partners and people outside work. Bryce is enthusiastic about introducing LYNC to more people and helping them see how it can fit into everyday interactions.

Kristen brings more than 20 years of experience across K–12 education, higher education, nonprofit and federal settings. Her background spans instructional design, workforce development and training for education, behavioral health and community organizations.

At LYNC, she leads curriculum and training with a focus on translating frameworks into practical learning experiences. She connects curriculum, coaching and professional learning so that people can carry consistent, values-driven practice into their work. Grounded in both lived and professional experience, her approach emphasizes learning that is usable in everyday situations and training that organizations can sustain.

Jackie’s work centers on aligning the systems and processes that help LYNC reach people, businesses and communities. She values the opportunity to connect the organization’s vision with the practical work of bringing it to more people.

Her connection to LYNC is personal as well as professional. She applies its principles in family life, leadership and communication, using them to bring greater intention to how she shows up each day.

Michelle has been part of LYNC Academy since its beginning. Her work includes supporting students through transitions and working alongside the people involved in their school lives.

She especially values hearing teachers, principals and family members use a shared language. For Michelle, that consistency helps communicate a simple priority: the adults around a student are working together and bringing a common approach to their support.

Abbey connects neuroscience and behavioral science with practical approaches at LYNC. She earned her PhD in Biomedical Sciences, with a concentration in Neuroscience, from the Medical University of South Carolina. Her NIH-funded research examined how chronic alcohol exposure affects brain regions involved in decision-making, behavior and motivation.

Her experience spans academia, government and biotechnology, including an Innovation Fellowship at DARPA and work evaluating emerging biotechnology and healthcare innovations through intellectual property strategy. She is committed to making neuroscience understandable and useful, translating scientific knowledge into accessible, evidence-informed tools for everyday settings.

Ben works with teachers and school staff to bring LYNC into the school day. His experience includes LYNC Academy and collaboration in public school settings, helping students consider both academic and social-emotional goals.

He especially values opportunities for students to take an active role in group learning. Making room for their initiative and perspective is an important part of how he approaches engagement and participation.

Macy’s work as a special education teacher focuses on helping students feel safe, connected and able to participate in their classroom communities. Relationships with peers are an important part of that work.

Her perspective on LYNC begins with creating a safe environment and building trust. She values helping students take an active role in their own learning, alongside collaboration and a sense of personal agency.

Paul brings a lifelong commitment to helping people to his work at LYNC. His background includes time as a counselor, foster parent and self-help author, experiences that inform his connection to students and the adults supporting them.

He finds meaning in being part of the LYNC Academy community and in supporting students as they develop confidence and coping skills. Their futures are a deeply personal motivation for his work.