Safe and Supportive Schools
Technical Assistance Center
in partnership with
Meet our team
The SSS-TAC has a dynamic and motivated team with extensive knowledge and experience working in and with schools. Learn more about each of our staff below.
Halley Eacker, M.S.
Ms. Halley Eacker brings a unique combination of perspectives to her work, including special educator, researcher, and field supervisor for pre-service teachers. Prior to joining the SSS-TAC, she provided technical assistance around the implementation of Positive Behavior Interventions and Supports to specialists in regional support centers across New York State. Ms. Eacker has expertise in special education, multi-tiered systems, and designing environments that support students’ behavioral and social-emotional health. She has conducted research on social cognition and literacy interventions for students with autism. Ms. Eacker has presented on topics such as positive behavior supports, connecting school-based and community mental health, and instructional environments for students with disabilities. She hopes her contributions will help build positive school climates that ensure students feel safe to learn and grow.
Rebecca Shea, M.Ed.
Ms. Shea brings over 21 years of experience with comprehensive knowledge of curriculum, instruction, assessment, and school improvement to her work as a Senior Staff Developer. Ms. Shea is responsible for designing, implementing, and supporting embedded professional development for the Safe and Supportive Schools Technical Assistance Center (SSS-TAC). Ms. Shea has facilitated professional development for well over 15 years in multiple capacities and to various audiences at the school, district, regional, and state levels in areas such as leadership, explicit instruction, literacy, supporting ENLs, and data-driven instruction with the goal to strengthen educators’ knowledge, innovation, and research-based practices. Ms. Shea has utilized multi-media technology to design and deliver online courses through synchronous and asynchronous modalities. Prior to MI, Ms. Shea has served in roles as a teacher, instructional coach, and administrator where she has led collaborative efforts to support all students reaching mastery through a standard based state curriculum. Throughout the years Ms. Shea has worked with professional learning communities, data-driven instructional planning teams, literacy frameworks, both academic and behavioral intervention supports, and programs for second language learners, with extensive experience of Dual Language One Way and Two Way programs. Ms. Shea is currently a doctoral student and has conducted research in understanding ways leaders and teachers engage in culturally responsive practices for improved student outcomes and school improvement. Ms. Shea holds certifications in the areas of teaching, master reading teacher, cognitive coaching, and school and district administration.
Kat Owens has recently come to the SSS-TAC from Denver, Colorado, where she worked as a school support specialist for Denver Public Schools. At DPS she helped schools implement multi-tiered systems of support, guided discipline and culture reforms, coached teachers on classroom management strategies, and consulted on individual behavior planning for struggling students. She was also a leader in bringing trauma-informed practices to the forefront in DPS, and along with her team she trained schools, departments, and agencies across the district in principles of trauma-informed education. Prior to working in public education, Kat was a classroom-based therapist in a day treatment center, working primarily with children with autism and developmental disabilities, and she started her career as a paraprofessional in an alternative school. As a social worker, Kat brings a holistic perspective to her work, and strives to be responsive to the unique strengths and needs of every school that she serves.