Mission Statement

Teresa is a dedicated advocate for leveraging the arts to foster personal and societal growth. For the past 3 decades, alongside her husband, William, Teresa concentrated on public art initiatives centered on revitalizing cities grappling with industrial decline or social tensions, For 7 years, she managed an international arts competition and program.

Teresa actively engages communities in the design and significance of public spaces through large-scale community participation. She served as public art consultant for the American Institute of Architects' Center for Community by Design and co-founded Shared Vision: Public Art for Community Transformation. Teresa earned the Core Values Award from the International Association of Public Participation in 2000 for her work on Shared Vision’s innaugural project, Community Bridge.

At Lucy School, Teresa was a founder and the first chairman of the Luce Fund for Children, organized the 2009 arts integration conference "Rethinking Education," and wrote the “Welcome to Lucy School” song. The Cochran boys—Connor and Quinn—attended Lucy School through Kindergarten and are profoundly influenced by their formative years at Lucy School.

Gerri Chizeck has spent her professional life teaching, leading, and nurturing independent schools and guiding them toward sustainability and effective, progressive practices. Her educational background includes a BA in Education from Antioch College, a Masters in Human Development and Administration from Pacific Oaks College, and a Doctoral Studies in Administration from USC, where she received her administrative credentials. Currently semi-retired from being a school Head for many years, she consults with small schools, mentors new Heads of Schools, and enjoys time in nature. Her involvement with Lucy School over the years has included consulting on curriculum and administrative structure, and she is delighted to lend her expertise to help Lucy School continue to thrive. She deeply loves the mission of Lucy School and its community.

Anne Olesen received a master's degree in criminal justice from SUNY Albany in 1978 and graduated from New York University Law School in 1982. Since then, she has worked in various settings to advocate for the rights of criminal defendants, incarcerated persons, and ex-offenders. For the past 22 years, she has practiced as a criminal appellate attorney and directed a criminal appeals clinic at the George Washington University Law School. She is a strong proponent of experiential learning. She takes a holistic approach to legal education, helping students develop their emotional intelligence, professional identities, and legal skills. She has consulted with various institutions on clinical pedagogy and experiential learning, including at the University of Qatar. Anne has two grown children who grew up immersed in theater and other artistic activities, pursued theater majors in college, and continue to benefit significantly from their involvement in the arts.

Chris Zachariadis, PhD., has a doctorate in education from Berkley. He spent 55 years of his professional life organizing for and building institutions and organizations to improve community life. In addition to founding and heading the National Association for Community-Based Education for over 25 years, he has worked for over twenty years to help found and support Lucy School. He is now focused on assuring that Lucy School will grow as a model school, will continue to provide high-quality education, and will disseminate its methods and experience in other communities.

Elizabeth Pinkney Coyne, Ph.D., is a former elementary and middle school teacher with professional interests in intrinsic achievement motivation and ways to harness student strengths and interests to promote meaningful learning. Over the past 20 years, she has worked with teachers nationally and internationally as they develop their ability to recognize gifts and talents, design lessons to engage and challenge students of all ability levels, and establish classroom practices that celebrate how individuals can contribute to a larger community of learners. Locally, Dr. Coyne has been a 4-H leader and directed program evaluation in the early years of the Monocacy Valley Montessori Public Charter School. Dr. Coyne serves on the editorial board of Teaching for High Potential and is a lecturer at the University of Virginia.