NFTE Chicago Staff
Scott Nasatir, Director
During his 18 years in education, Scott’s innovative reform work has yielded increased educational access for diverse learners in North America and the United Kingdom.
During his administrative tenure in Chicago Public Schools, District 89, and the UK, Scott was a fierce advocate for marginalized youth. In 2012, Scott’s work in the creation of a blended learning model and the initiation of streamlined intake processes and procedures for incarcerated youth increased the education access for over 1,000 detainees in the Cook County Department of Corrections. In 2010, The Chicago Board of Education appointed Scott SWAT Team Leader to overhaul failing and non-compliant schools. From 2009-2012, Scott’s compliance supervision over Corey H., a special education lawsuit, helped restore the academic standing of 25 high schools, and 10 elementary schools. Most recently, Scott overhauled district 89 policies leading to a new student discipline policy framework calling for a reduction in punitive measures for “at-risk” students.
Prior to working as an administrator for Chicago Public Schools, Scott led education reform efforts abroad in the London Public School System. He also served as Program Director of Prince’s Trust Group, a philanthropy dedicated to working with London’s at-risk youth. Scott coordinated programming and supports aimed at curbing recidivism and exclusion.
A graduate of Indiana University, Scott also holds a Master’s Degree in Educational Leadership & Organizational Change from Roosevelt University and a Doctor of Education (Ed.D) in Educational Leadership from National Louis University.
Alexandra Terrana, Manager, Programs - Chicago
Alexandra has focused her career on developing communities through education. Over 10 years in the field, she has led initiatives across the United States and in Nicaragua developing unique and effective programming expanding access to literacy, creativity, and general education to its participants.
During her tenure as a Chicago Public School teacher, Alexandra was successful in transitioning her school community through a change in demographics, creating safe spaces for diverse populations to learn and grow together. Part of that initiative included advocating for bilingual services for students and families, creating multi-lingual newsletters and notification systems, and developing cross-cultural curriculum for teachers, staff, parents, and students.
Alexandra holds a Bachelor’s degree from the University of Delaware, and a Master’s of Teaching from Dominican University.
Jennifer Grandberry, Development Director (Chicago/St. Louis)