Board Members

Dr. Traci Korhonen

FOUNDER, Director, and educator

Dr. Traci Korhonen started Dream AcadeME in 2013 to create opportunities for children to learn from the lens of their dreams while meeting their needs. In order to build this type of learning dynamic, Traci viewed the parent-teacher partnership as a vital component to the model’s success. Over the years as Dream AcadeME was formed into a nonprofit, the business expanded because of word of mouth from parents. Traci remains forever grateful to these families who were the cornerstones of Dream AcadeME’s early days and its success. Now, she calls on parents to work together to build a new vision to change the face of public education. It’s long overdue and the time is now. Here is Traci’s Charter School Vision, which will hopefully one day grow into many charter schools, and inspire all public education:

The industrialized model of education was formed nearly 100 years ago, based around the industrial revolution and the growing need for child care so parents could work. One room, multi-age schoolhouses phased out, replaced by large buildings with long hallways where children were separated by age. The curriculum became scripted and uniform, mostly disregarding individual needs. It wasn’t until 50 years later that the IDEA (Individuals with Disabilities Education Act) was passed. It typically takes a long time for systems to change and adapt, as can be seen with this example of providing adaptable education for those with special needs and rights. The current model of education is stale, disconnected, and quite simply, not good enough for children. As technology has advanced 100-fold in the last 100 years, this education model mostly remains the same.

The problems with the current system invites innovators to reimagine education, to look at what families and children want and need, and to evolve education to meet challenges of the modern world. We now know much more about psychology, child development, motivation, biology, and sociology to create a model that is unique and adaptable for all children. A place where children love to come to learn, and where families feel confident in their school choice. 

How many families would choose a different model than five long days apart from each other every week if they could? How many families already choose another model? What if we could bring families with different models and means together more often? What type of schedule would the child choose?  What if there was a flexible model? What if a flexible model didn’t mean sacrificing diversity? 

Meeting the modern world doesn’t mean the same to everyone. Meeting the modern world in education is not just giving every child an iPad or laptop, and in fact, this greatly distracts and hinders learning in many ways. Walk into a public school classroom and look at what the children are doing on their devices. Most are often playing video games, watching shows, on social media, goofing around on the internet, etc. In this way, they are not using these devices as tools for learning. What the students are receiving are dopamine highs, therefore deepening an addiction to technology. Students need more time outdoors and less time on devices, only allowed with intentional and restricted supervised use as a learning and research tool.

Meeting the modern world means inviting children to be inventors and engineers, and allowing them time and space to use real tools to bring their ideas to life, with plenty of time to play and learn from and in nature. The modern world requires various modalities of communication, working on teams, and becoming problem solvers. Success is bred from curiosity and wonder, finding out what you are good at and love, and bringing those aspects into your work and life. The technology is a tool, but it is not the center of education. What is at the center is the child and their interests, needs, and what is developmentally appropriate for their age. 

School no longer requires rote memorize of facts because answers are easily accessible. Students need to learn self discipline to say no to the temptations at their fingertips daily where instant gratification is the norm. With so much information they need real life experiences and support to develop an understanding of it all. We can cultivate students who have an awareness of themselves and the world, and who can weigh the pros and cons of the choices they face. Students need to be developed as lifelong learners with emotional intelligence and believe that they can make a difference in the world doing what they love.

The industrial model is stale, it ignores humans’ five senses and the need for interaction and play. Students should not spend their days mostly inside four walls sitting at a desk. This environment is stressful, boring, and not conducive to learning and problem solving. Students need to spend a lot of time outdoors at all ages! Indoors they need a comfortable space, warm and cozy, like a home with intimate spaces for discussions and small group work. Outside there would be more quiet areas in nature for independent study, and with access to animals and spaces for mindfulness that develops the heart, mind, and soul of the child.

Students also need to be taught about the connection between their mind and their body, their gut and their brain. They need to understand how a mind and body will feel stressed, depleted, depressed, anxious, etc. when it is low in certain nutrients and minerals and overloaded with toxins in the environment. They need to learn how animals and healthy soil is the source of these nutrients and minerals and understand the importance of biodynamic growing practices that enrich their food. Assuming a child needs to change their behavior without looking at their diet and surrounding environment is illogical. We can cultivate mental and physical health by empowering students with skills and knowledge that will improve their overall wellbeing for a lifetime.

Imagine this, a large home where the kitchen is led by student chefs preparing lunch harvested from the gardens and animals on school property. Where living rooms and dens serve as meeting spaces for students and teachers for group work. Where other rooms are turned into subject specific spaces led by a teacher who has studied and taught that subject and understands that subject on a developmental scale. Where multiple subject classroom teachers are guides and mentors helping each child create a personalized curriculum. 

A multiage school where outside there are acres of land for the students to hike and explore and raise animals. There are chickens, goats, ducks, dogs, and/or cats, maybe even cows and pigs. The children care for the animals, and learn that in caring for these animals they do not need to detach from them, but honor them when they provide a source of nourishment. Where the food children grow to eat themselves is not spoiled with chemicals and aged for weeks on trucks with massive carbon footprints, but instead cultivated in their backyard and sown with their own hands or from local farms. In order for children to desire a sustainable lifestyle and protection of earth and its resources, the child must first connect to nature.

A schoolhouse where politics have no place as children have literally millions of things to learn about the world, themselves, and others without being indoctrinated by the political climate. A place where kids can be kids and are free to play, explore, invent, practice real life skills with the appropriate tools, connect with the earth and living creatures, and cultivate a feeling of gratitude. This will build a love for learning and an enthusiasm for life.

And finally, a school where families can choose one day, two days, three days, or four days a week, with Fridays being a special day supervised by staff tending the grounds and/or taking field trips. Those students who enroll, yet choose to learn at home will meet regularly with their teacher mentor, and will be invited to join Fridays to build community and relationships with peers. A school where students are practicing their interests during the week in the type of work they wish to pursue by volunteering and getting hands-on experience. Where they are invested in their learning as they are taking the driver’s seat, supported, nourished, and welcomed every day. A school that is “free” aka paid by taxpayers, but whose doors are open to anyone who shares a similar vision for learning. 

This vision needs leaders and educators, and problem solvers and innovators. It needs people giving their strengths and skill sets to turn a vision into a reality. Together we can create a model and track its successes and challenges in order to learn, grow, and thrive. We will be a pilot program that can be replicated in other areas. We will be pioneers in this new form of education!

Teresa Surette

SECRETARY

Teresa holds degrees in Early Childhood Development and Arts Administration, essentially a double major in Art/Management with music and marketing concentrations and a minor in Leadership. Teresa grew up playing soccer, classical double bass, and painting watercolors. She is a big fan of music, art, developmental math, and particularly loves finding ways to incorporate them into her daily life and that of her daughter. Teresa is passionate about the many subjects through which art can be a vehicle, whether is it science, technology, math, stories, anthropology...the list goes on! If there is a way to incorporate art into play and learning, she's all about it! 

Teresa first met Traci as a student in her ECE Curriculum class in 2011. Under Traci's strong tutelage, Teresa's interest and love in best practices for teaching children grew. Traci empowered Teresa with her infectious love of learning and Teresa looks forward to supporting Dream AcadeME's mission. 

In 2022-2023, Teresa worked at an outdoor nature school in the Boston area with PreK students. She is enthusiastic about learning anything and everything related to the way children learn, think, and the impact of intentional teaching to spark creativity and out-of-the-box thinking. She believes truly that in order to be successful in a technologically driven world, it is important to be able to think and imagine beyond the current scope. Teresa is fascinated with how the brain works, how we learn, and how we can help shape the most meaningful experiences for children by meeting them where they are in their interests, experiences, and strengths. She loves that Dream AcadeME focuses on all of these things. Teresa maintains an openness to learning more, challenging any previously held beliefs, and building on her existing knowledge and skills. 

Teresa also works as a Realtor and lives in Newton, MA, with her detective husband and elementary aged daughter, who is constantly messy - her daughter, not her husband. She's still working on her husband's comfort level with mess-making ;-) If she's not busy showing houses, she is in the children's section of the library picking out way too many books, watching her daughter dig in the sandbox her husband built, or maybe even trying to read a book for herself! She can't help but plan ways to bring art and math into their family playroom and make learning fun! Every day her family spends time outside, and they always end the night with a story, or two, or three, or sometimes 15. She also has two step-daughters, aged eight and 13, who enjoy making slime. 

Teresa looks forward to the opportunity to join an amazing Board and Staff, and to help grow the presence of Dream AcadeME to the New England area. 

Stephanie LaFlam

Treasurer

Bio here..

Emily Rose Reeder

board member

Emily Rose graduated Pepperdine University Seaver College in 2012 where she studied Art History. For over a decade, she has created and taught inspiring ELA, math, history, and physical education curriculum to students at every level pre-k through high school in private, public, and homeschool settings. Emily Rose and Traci met in 2017 working together where she was the lead teacher and Traci was the administrator/coordinator. Here they started a microschool in Malibu on a seven acre farm with a blended classroom of children ages 5-10. Combining Emily Rose’s classical approach with Traci’s constructivist style, an inspiring and unique curriculum emerged which challenged the children to practice foundational skills in a hands-on student-led classroom. The students, as an example, wrote an original play inspired by their unit learning about the rainforest. They produced and starred in the play filming a short film, and even worked with Dream AcadeME music teachers and professional musicians to write lyrics and record a music video! This emerged organically and from the structure and support Emily Rose created in the environment.

Emily Rose is currently working to publish content for students to build strong, foundational literacy as well as innovate experiential entrepreneurial projects in the classroom to inspire the next generation of innovators. Running her own small business, she also works in the real estate industry part time gaining extensive experience harnessing technology in marketing and sales and acquisition, development, and management.

Emily Rose spent her childhood in Nebraska and Iowa. Growing up, she loved riding horses and raced sailboats competitively during the summers of high school. Emily Rose is passionate about discovering, testing, and sharing lifestyle inspiration with others. She lives with her husband, Matthew, and young son in Southern California. They love to explore new places around the world as a family.

Mark Castellino

Board Member

The editor and creative director of LA HOME magazine, Mark studied graphic design in the UK and was partner in a design consultancy in London for 15 years before he moved to Los Angeles.

In 2005, Mark created Fyndes.com, an online marketplace for art, design and vintage objects. The Los Angeles Times voted it one of the best sites for vintage shopping on the web.

An avid reader, Mark is fascinated by the power of storytelling, specifically the things which people collect and the stories that surround them. To this end, he founded Focus Media Agency which publishes Focus and LA Home. The magazines showcase the achievements of the people and creative community of Los Angeles who are largely under-represented in mainstream media.

Mark brings his enthusiasm for storytelling to the students at Dream AcadeME by guiding them through the creation of their own stories through research, interviews, and imagery. He has facilitated students publishing of their own school magazine, as well as worked in public schools to help students design their images for a business idea. Finally, he has made space in Focus magazine for students to publish articles, including a historical review of the Santa Monica Pier written by a high school tutee of Dream AcadeME.

Katie Hatlestad

Board Member

Katie worked in education for 10 years, mostly with middle school students. After graduating from Azusa Pacific University with her Bachelor’s in Psychology, she worked at City Year Los Angeles. CYLA is an education-based non-profit that serves students at high-needs school in LAUSD. While working at a high school in South LA, she was able to create meaningful connections with her students and truly see how profoundly her students were impacted by the educational inequity in our country. Though the task providing all students with an equitable education seemed arduous, if not impossible, Katie knew that she had to try because her students and all students deserved access to a quality education. Katie became a teacher the following year after getting her credential at Cal State LA and has been a middle-school teacher at Title 1 schools since. She taught 7th Grade Humanities and Leadership at Camino Nuevo Charter Academy.

Outside of the classroom, Katie loves to read, write, sing, and dance! She is always open to a quality book suggestion (especially Young Adult novels) and intentionally carves out time to focus on her own self-care via running, sleeping, and drinking LOTS of water to take care of herself in order to best serve others. She recently began exploring other roles outside the classroom and looks forward to exciting adventures ahead!

Anna Reeder

Board Member

Anna Reeder earned her dual masters in education and Counseling psychology at Columbia University. She completed her undergraduate degree with honors from Sarah Lawrence University. She runs her own practice focusing on holistic wellness and specializes in healing trauma. Anna is passionate about empowering women and children - supporting wellness from womb to adulthood. Since 2018, she has also worked in the real estate space innovating in interior design, marketing properties, and property management.

Anna has traveled extensively to nearly every continent. She thrives on exploring the world through a locals point of view - immersing herself in the people and culture wherever she is.

Nancy Fleming

Board Member

Nancy Fleming has dedicated her life to serving families and young children in a variety of ways in both nonprofit and public schools. Her artistic talent and love for gardening have influenced her teaching over the years. Nancy brings experience in education leadership and entrepreneurship to the board. Over the years she has woven her artistic abilities into marketing and advertising roles in the business world.

Nancy is known amongst the families she works with her for high level of emotional intelligence and fostering emotional integrity of young children. She has found herself in community based roles leading parenting coop programs and supporting other parents in the language and tools that help develop a young child’s emotional regulation skills.

Nancy has spent most of her life in Southern California and has been an integral part of the Dream AcadeME nonprofit organization and California program development over the years. You can find Nancy spending time sailing with her husband and two children in the Long Beach Harbor, cultivating pollinator plants to raise monarch butterflies every year, and supporting both of her children’s education through volunteering in their programs.