Tim Leet

Executive Director

Tim Leet is the Ethics and Character Coordinator at Columbus Academy (OH), where he also teaches upper school courses in ethics, physics, social research, and moral psychology.  He has developed a curriculum for adolescents that explores moral identity and ethical decision making and is the author of Ethics and Identity, a textbook to support that curriculum. His diverse academic and professional background includes graduate degrees in both theology and nuclear engineering, as well as considerable experience coaching student leaders, aligning discipline systems, and developing a school-wide program in ethics and character.  A regular presenter at local and national conferences, Tim has spoken on topics such as academic integrity, school culture, ethics education, and the keys to internalizing motivation.  Tim formerly served as the character development consultant to the Center for Spiritual and Ethical Education, and is the Executive Director of Heart of Character.

David Streight

Resident Scholar

David Streight taught and worked as a school psychologist in public and independent schools in the Portland (OR) area before being named executive director of the Center for Spiritual and Ethical Education in 2004. He left CSEE in 2015 to begin serving as senior fellow for Grab the Torch. David is the author, editor or contributing editor for a number of short books for educators or parents, all reflecting his primary interest in fostering goodness in young people and the society they will soon be enriching. Among the most important of these are Breaking into the Heart of Character: Self-Determined Moral Action and Academic Motivation (2013), Parenting for Character: Five Experts, Five Practices (2008), and Structure and Guts of Character Education (2015).

Michelle Bostian

Michelle Bostian, LCSW,  is a counselor, professional coach and consultant supporting leaders and teams. Passionate about ensuring decisions are made considering our innate needs for autonomy, belonging and feelings of competence, Michelle has been instrumental in developing a tool to assess a community’s strengths in meeting these needs for adults as well as for students. Michelle has deep experience in advocacy, counseling, leadership development, program development, and creative problem solving.

Board Certified, International Coaching Federation (ICF) certified, and certified with the National School Reform Faculty, Michelle’s experience includes coaching leaders at all levels. At Greensboro Day School she serves as Head of Counseling, MS Dean of Student Affairs, and leader of the Character and Ethics team. The latter is responsible for inculcating character and ethics in the curriculum, developing a discipline philosophy and supporting a healthy school climate. Michelle is a frequent presenter at local and national conferences.

Anne Cass

Retired from full-time school administration in 2017, Anne Cass brings decades of experience in teaching and administrative leadership to her work. Believing that building strong relationships is at the heart of effective education, and that the existing wisdom in a school can effect change if the tools are made available, she works to create positive communities and develop ethical young people and adults.  A skilled facilitator, Anne helps groups clarify a problem, identify their own strengths and expertise, and create a process to solve the problem. Her broad experience as a teacher and administrator in both independent and public schools as a high school English teacher and Principal, an Upper School Head, and an elementary school administrator informs her focus on building relationships to promote student growth, create strong leadership teams, and develop ethical school cultures.

Lee Dieck

Eileen (Lee) Dieck has been a teacher at The Masters School since 2004, and has served as class dean and co-developer of the School’s Ethical Leadership program.  In her current role as Ethical Leadership Coordinator Lee develops programing for students, faculty, parents, and alumni with the goal of fostering a strong community that will produce ethical leaders for the future.  

Lee served as a  consultant for the Center for Spiritual and Ethical Education (CSEE) and has presented on topics related to Ethical Leadership and Academic Integrity for CSEE and the Grab the Torch Foundation. In her community, Lee has served on multiple boards and is currently serving her second term as chair of the board of Professional Children’s School.

Bridget Gwinnett

Bridget Gwinnett began working with children as a Child and Adolescent Therapist in clinical mental health, and then in private practice. As the Upper School Counselor at Greensboro Day School (NC), she seeks to support students in the hard work of being a teenager, provide parents with tools for handling the everyday experience of raising adolescents, and supply teachers with the resources to deliver challenging quality instruction while recognizing the developmental and emotional needs of their students. In addition to counseling, Bridget works with students in Health and Wellness and teaches Individual Ethics in Community. To plant the seeds of servant leadership and help students discover their purpose, she requires that they attend to how they are shaping their identities, consider their responsibility to others, and imagine the ways they will impact their communities. Bridget holds a Master’s Degree in Counseling Psychology and is a Licensed Professional Counselor.

Damaris Maclean

Damaris Maclean began her professional life by joining the Peace Corps in Guatemala. Since then she has dedicated her career to empowering students to see their potential to improve the world through individual steps and major social movements. An alumna of the Nightingale-Bamford School, Damaris is now a member of the faculty there and serves as the Director of Community Engagement and Service Learning, including teaching Agents of Change, a ninth grade seminar. Her commitment to connecting service learning and social justice helps students see their role in changing the world.  Damaris holds an M.Ed. in Private School Leadership from the Klingenstein Center at Teachers College and an M.A. in Spanish from Middlebury College. An inspiring speaker, she has presented on critical service learning and public-private partnerships at national and regional conferences.

Kelly Sipe

Kelly Sipe is an educator, author, speaker and early childhood advocate who has worked in independent schools for 23 years in a variety of roles.  Kelly currently teaches at Greensboro Day School (NC) and as a member of the school-wide Ethics Committee is leading the charge to develop character and ethics programming in the Lower School. She brings to students and colleagues a strong interest in social-emotional learning and the culture of classrooms.

As a certified coach of the National School Reform Faculty, Kelly leads Critical Friends Groups and offers professional development to her colleagues. Topics of interest include school readiness, developing empathy in children, social-emotional learning, character and ethics instruction, and language and motor skill development. She has presented at local and regional conferences, and served both as a mentor teacher and on various school leadership committees.

Marie-Claire Wonacott

In 2005 Marie-Claire Wonacott began learning and actively using the principles of Attachment Theory, Developmental Discipline and Self-Determination Theory in her elementary school classroom. Her success spurred other staff members to adopt the approach; their work transformed the school and was recognized by the Oregon State Department of Education. Marie-Claire was subsequently invited by a supportive principal to work toward a similar transformation in a different school. Other schools in the district followed suit, and after two decades in the classroom, she currently works as a district-wide teacher leader training educators in Restorative Practices, Developmental Discipline, Self-Determination Theory, Social Emotional Learning, and the effects of poverty and trauma on the brain.