Our Lead Facilitators/Co-Directors

Facilitators support students in clarifying their intentions, getting connected to resources, reflecting on their decisions, engaging with the community, and sharing their learning. Facilitators work to keep the space safe and respectful for everyone. They collaborate with students to develop a powerfully positive culture. They model clear communication, collaboration, and authenticity. They witness, model and reflect. They embody the Agile Roots, and they are grounded in trust.



Julia Cordero has worked with students of all ages in different settings over the past 25 years. She directed the elementary after school program at The Paideia School for seven years with a focus on social-emotional learning. She returned to complete her undergraduate degree as an older student at Goddard College, a self-directed learning institution where students design their own curriculum. She double-majored in Video Production Education as well as Race and Ethnic Studies in Children.  She moved on to co-direct a project-based youth program for teens in video production at Atlanta’s public access television station, People TV, as well as teach video production in the elementary, junior high and high school at The Paideia School. She served on the board at Sudbury School of Altanta and moved on to co-found and serve Heartwood ALC. Find out more about Julia by viewing her interview in The Time is Right video sponsored by the Center for Civil and Human Rights or listening to her podcast interview with Akilah Richards in Solutions to Whitewashed Self-Directed Education.


Anthony Galloway Jr. has spent 10+ years working in the field of childcare and education. In graduate school, Anthony realized he no longer wanted to be part of the problems he saw with conventional education. He’s been a summer camp counselor, a classroom aide, an after school tutor, and a college mentor. He has worked in a Montessori classroom, a Sudbury-model school, and democratic schools. He co-founded Heartwood as part of an effort to work towards solutions to the issues that arise from the structures of inequity. Find out more about Anthony in the article Across the Lines, Abolishing Racism With Education, or listen to his podcast interviews at For The Love of Learning and with Akilah Richards: How He's Using His Gifts, and Deschooling Through Time for Self.


contact: board@heartwoodalc.org

Our Board of Trustees 


Ms. Collis is a Georgia native who graduated from Georgia State University with an M.A. in Political Science and a B.A. in History. Prior to joining the Board at Heartwood ALC, she worked as a Research Associate for the State of Georgia’s Judicial Branch. Ms. Collis also volunteers with La Leche League of Georgia in a research capacity. Ms. Collis’ background in research enables her to effectively serve as Board President and Secretary.

Michael Shawn Marshall, VICE PRESIDENT – Governance

Dr. Marshall hails from the hinterlands of Alabama known as Slapout. He studied physics at the University of Alabama at Birmingham before moving on to the Georgia Institute of Technology to pursue a Ph.D. in computational chemistry. He currently works on a wide range of algorithm problems and enjoys assembling teams to solve challenging problems. He embraces the scientific method in his current work and brings that expertise to serve the governance committee at Heartwood.


Ms. Brannon was born and raised in Atlanta, GA. She owns two small businesses and has a B.F.A. in Photography from the University of Georgia. She has served as Treasurer on school boards for seven years.


Mrs. Hofer is a Decatur resident and was raised in Atlanta. She and her husband co-own a non profit film/theater organization that serves local content creators. She is also a writer, director and actor and hosts mindful creative adventures for youth age 6-12. She has a B.A. in Communications and Theater.

Kelly Limes-Taylor Henderson,

Dr. Henderson is an assistant professor of education at the University of North Georgia. Interested in knowing and learning outside of dominant Western educative practice, her work explores how we can move our understandings of education from schooling/refusal to school to how/what we need to learn in order to have the best collective human experience while on this planet. This exploration includes Indigenous, Black American, Islamic, and earth-based religious educative practices. Kelly’s five children, aged two to 17, are self-directed learners and awesome humans who, perhaps ironically, have taught her so much about what it means to be on this planet. Kelly counts her children and her wife, Christina, as partners in her work.