Tremain has a passion for education that has been apparent through his service as a teacher administrator, and educational consultant in the K-12 community for over 15 years. As a teacher, he worked closely with low-income high school math students that were “repeat-repeaters” – taking Algebra for the second and sometimes third time. During his teaching career he was able to build relationships and incorporate research-based instructional strategies that resulted in superior state exam pass rates with his students year after year. His classroom was featured on Annenberg’s Insights into Algebra Workshop Series and is still in use as a professional development opportunity for teachers who want to improve their instructional practice.
As an administrator Tremain worked closely with the instructional leadership team and teaching staff to ensure high quality instructional preparation and delivery occurred every day. He oversaw compliance with campus, district, state, and federal policies, as well as monitored the success of instructional programs and other campus goals. Tremain has developed and coordinated the selection of appropriate programs and strategies, such as RTI, pull-outs, before/after school tutorials, Saturday Academy, SSI, Title I, Data Teams, New Teacher Induction, staff development, and the acquisition of teacher resources. As an educational consultant, Tremain has provided professional development services that resulted in improved student achievement, instructional practices, and leadership decisions in the areas of K-12 Mathematics, Data Driven Instruction, Standards, Assessments, and Research-Based Instructional Practices and Leadership for school districts in Texas, California, Hawaii, New York, Pennsylvania, Georgia, and more.
Outside of public education, Tremain has worked as a Systems Engineer for Lockheed Martin at NASA’s Johnson Space Center responsible for monitoring workstation telemetry between the Mission Control Center and the International Space Station. His previous work as an engineer fuels his current passion for the integration of Science Technology Engineering and Mathematics into the K-12 curriculum. To this end, he has assisted districts across the country in their pursuit of designing curriculum based on 21st century learning skills, project-based learning, and formative assessments.