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Our Stories, Our Why
People In Context
Larry & Nel are educators and thought-leaders who believe that real learning listens first. Through conversation they hope to build a coalition of educators that prove what is possible when schools become spaces for students to amplify their voice through civic engagement and become co-creators of their learning community.
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Larry - Researcher, Educator, Teaching Artist, Youth Mentor & Advocate
Lawrence Bynum Jr. (also known as "Larry") is a 3rd-year Doctoral student at DePaul University, pursuing a degree in Education Leadership w/ Principal Endorsement. He has served as a classroom teacher for approximately six years and two years as a Director for Enrichment and Athletic Programming. His work as a servant leader is reflected in his involvement with various community-based organizations such as Young Chicago Authors, Child Thrive and Communities In Schools. Prior to his career in education, he worked for JPMorgan Chase and PNC Bank in various management capacities. Born in Chicago and raised as one of Jehovah’s Witnesses, he has an Interspiritual perspective which informs and influences the way he experiences life and people. Larry strongly believes and actively seeks to align all of his actions with this belief: speak the truth, live with integrity, and lead with humility.
Chinnel “Nel” Williams - educator, instructional leader, and cultural thinker
Nel is committed to examining how power, language, and identity shape learning experiences in schools. With over a decade of experience across classroom instruction, coaching, and school leadership, she currently serves as a Dean of Instruction and Retention, where she focuses on teacher development, curriculum coherence, and student achievement through a deeply human lens. Nel’s work sits at the intersection of education, linguistics, and social context. She is particularly interested in how language functions as both a tool for liberation and a mechanism of control, and how educators can become more intentional about the narratives, norms, and systems they reproduce in classrooms. Her approach blends data-driven instructional practice with cultural responsiveness, emotional intelligence, and an unwavering belief in students’ brilliance.