OUR TEAM

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  • Dr. Taylor Cox is a dedicated School Psychologist with over 7 years of experience in the education field. Holding a Doctorate in Psychology (Psy.D.) in School Psychology, an Education Specialist Degree in School Psychology, a Master of Education in Psychology, and a Bachelor of Science in Psychology, Dr. Cox has built a comprehensive foundation in both psychology and education.

    With 2.5 years of experience working as a school psychologist, Dr. Cox specializes in systems and cognitive-behavioral approaches, trauma-informed practices, and both social-emotional and academic interventions. Passionate about creating positive learning environments, Dr. Cox works to support students' academic success while promoting their emotional well-being.

    When not working, Dr. Cox enjoys traveling, reading, and spending quality time with her nieces, nephews, and other loved ones. Guided by the philosophy, "Chase your purpose/passion, and the wealth and riches will follow," Dr. Cox is committed to inspiring others to live with purpose and pursue their passions in both personal and professional life.

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  • Tracy T. Jackson a highly experienced registered nurse with over a decade of service in both pediatric and adult critical care. Her career began in high-acuity hospital settings, where she provided expert, compassionate care to patients with complex medical needs. She developed a strong foundation in emergency response, trauma-informed care, and interdisciplinary collaboration, skills that continue to guide her practice today. 

    Currently serving as a Certified School Nurse, Tracy brings her clinical expertise into the academic setting, where she supports the physical and mental well-being of students through individualized care, chronic disease management, and health education. She is passionate about creating safe, inclusive, and wellness-focused school environments that allow children to thrive.

    Tracy holds a Bachelor of Science in Nursing (BSN), is a licensed Registered Nurse (RN), and holds a Professional Educator License with a School Nurse Endorsement (PEL-CSN) in Illinois. She is currently pursuing a Master of Science in Nursing to become a Pediatric Psychiatric Mental Health Nurse Practitioner (PMHNP) at Indiana Wesleyan University, with a focus on bridging the gap between physical and mental health care for youth.

     With extensive experience in both clinical and school settings, Tracy is passionate about promoting health equity, early intervention, and holistic care for children and adolescents. Outside of her professional work, she enjoys traveling, practicing yoga, and watching documentaries on health, culture, and social justice.

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  • Dr. Deja N. Alexander is a licensed clinical psychologist dedicated to fostering healing, authenticity, and cultural humility in therapeutic spaces. She earned her Doctorate and Master’s degrees in Clinical Psychology from Adler University in Chicago, and holds a Bachelor’s degree from Oberlin College & Conservatory, where she double-majored in Psychology and Theatre with a minor in Africana Studies.

    A proud Chicago native and Jones College Prep alumna, she has served individuals across the lifespan in diverse settings, including primary care, residential schools, and university counseling centers. Her clinical approach is grounded in Client-Centered Therapy and informed by Acceptance and Commitment Therapy (ACT), Cognitive Behavioral Therapy (CBT), and trauma-informed practices.

    Dr. Deja N. Alexander is particularly passionate about culturally responsive care and emphasizes the importance of social and historical context in healing. Her work centers on creating safe, affirming, and inclusive spaces where clients can explore identity, relationships, boundaries, and emotional well-being.

    Her professional interests include multicultural issues, university student mental health, mood disorders, family of origin exploration, and identity development.

    Outside of her clinical work, she enjoys traveling, discovering new restaurants, engaging in community service with her sorority sisters, hosting gatherings, listening to audiobooks, and watching 90 Day Fiancé.

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  • Darrel Heard is a seasoned accounting professional with a bachelor’s and master’s degree in accounting, and over a decade of experience in taxation and bookkeeping. As the founder of Heard & Associates LLC, he has built a reputation for delivering tailored, high-quality financial solutions to businesses and individuals alike. With a strong blend of technical expertise and strategic insight, he is passionate about helping organizations strengthen their financial foundations and drive sustainable growth. He is excited to bring this dedication and experience to the current organization, with a clear focus on helping it thrive financially and achieve its long-term goals.

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  • Tim Franklin received his Master of Education (M.Ed.) focused in Clinical Mental Health Counseling and School Counseling from DePaul University. He completed another Master of Education in Psychology with a focus in School Psychology. Additionally, he completed a third Master of Education in Educational Leadership (K-12) at American College of Education. Currently, he is a Ph.D. candidate in the Counselor Education & Supervision Program at Adler University where his dissertation study is "The Restorative Practices Utilized by School Counselors to Disrupt the School-to-Prison Pipeline: A Grounded Theory Study". Tim's academic/research interest includes: The School-to-Prison Pipeline, Neurocounseling, Antiracism in Schools for School Counselors, School Counselor Professional Identity Advocacy, Counselors and The Rights to Test.

    He is a Licensed Clinical Professional Counselor (LCPC). He also holds a Professional Educator Licensure with an endorsement in School Counseling. Additionally, Tim is a Nationally Certified Counselor through The National Board of Certified Counselors (NBCC). He also is an Approved Clinical Supervisor (ACS) through The Center of Credentialing and Education (CCE).

    Tim's clinical experience includes work as a Behavioral Health Technician in a children and adolescents inpatient behavioral health hospital setting, Intake Therapist within the Assessment and Referral Department for inpatient and outpatient program referrals, and as a Group Therapist for an Intensive Outpatient Program (IOP) as well as a school-based group therapist. Tim currently works as a full-time School Counselor in Township High School District 214.

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  • Marchon Williams is a dedicated community advocate, policy professional, and creative strategist with a Master’s degree in Criminology, Law, and Justice. He currently serves as the Lead Volunteer Program Associate at the Network for Teaching Entrepreneurship (NFTE), where he mobilizes corporate and community volunteers to support students through business coaching, mentorship, and real-world entrepreneurial learning. In this role, Marchon helps bridge the gap between underserved youth and professionals, fostering impactful experiences that cultivate entrepreneurial mindsets and leadership skills. He recently co-authored NFTE’s April 2025 policy brief, “Unlocking Student Potential Through Volunteerism: The Role of Mentorship in Strengthening Outcomes in Entrepreneurship Education,” which is now being used to inform education and workforce policy across the country.

    Beyond his work in education and policy, Marchon is also the Artist Manager for the Chicago-based band Attack The Sound, where he oversees performance bookings, brand partnerships, and strategic growth. With a strong foundation in community engagement, he has served as a Student Advocate and Partnership Delegate for GEAR UP, Mentor Coach for America Needs You (ANY), and a Teaching Assistant at the University of Illinois at Chicago. He is an active member of the NAACP Chicago Westside Branch, serving on the Criminal Justice Committee to advance reform efforts. His previous role as a Policy Intern at the Chicago Community Trust reflects his commitment to driving equity through civic leadership, cultural expression, and youth empowerment.