A note from our founders:

Our love for children and desire to prepare, inspire and expose others to the beauty of our world, naturally led us both to a career in education.

In the classroom, you are given a front row seat to observe how unique each student is and how they each have different needs, ways of thinking, and interests.

We also noticed that the world around us is changing and this generation of students has had to be adaptable to new challenges. 

The idea for The ColLab started with a conversation about our desire to fill the gaps and find solutions for the needs of our students. We want to prepare them for the world they live in, however, we felt like there was never enough time in the school day to accomplish all that we wanted to. 

The  ColLab was our way of solving this problem. We want to focus on filling these gaps and supporting students in the specific areas they need. We want to give students a place to explore their interests and prepare them for the modern day world around them. We want to set them up for success in their future that goes beyond the 7 hour school day.

- Megan & Landyn


Our Mission

The mission of The ColLab is to promote academic, emotional, and social development of our community members through a series of one hour sessions. These engaging programs will work to close the gaps or develop skills outside of the traditional classroom setting. We also aspire to create a community of incredible teachers that inspire the next generation. We believe in education, which gives us the knowledge to work wisely and to train our minds and hands to work skillfully!


Our Team

Megan Jamison | Co-founder

Megan Jamison, co-owner of The ColLab, has served her community as a classroom, art and science teacher for 12 years. She joined Teach for America after graduating from Auburn University in 2005. She began her educational career teaching high school science students for Atlanta Public Schools. She then went on to create and own a thriving enrichment business, Just For Giggles, in the Crabapple area of Milton for 8 years. Megan most recently served her community as a third grade teacher then went on to teach Pre-K and Elementary aged students through innovative STEAM lab curriculum for King’s Ridge Christian School. Megan is married to her college sweetheart, a mother to three awesome kids and has desired something like The ColLab for the Milton community and her own children for many years.

Landyn Foxworthy | Co-founder

Landyn Foxworthy, co-owner of The ColLab, has been a beloved educator in the community for several years. She earned a bachelor’s degree in Early Childhood Education from Auburn University in 2018. She began her educational career at St. Oliver’s International School in Killarney, Ireland. Landyn returned to her home roots and went on to teach at King’s Ridge Christian School for many years. While at KR she led after school educational support classes and coached the middle school girl’s volleyball team. Landyn saw a great need in our community and is thrilled to be following her passion.

Cadie Clark | Teacher

Cadie is a Licensed Pediatric Occupational Therapist offering small group classes to focus on building foundational skills necessary for handwriting and completing every day tasks. Cadie completed her undergraduate degree at Georgia College and State University with an emphasis in psychology and obtained her Master's in Occupational Therapy from Medical College of Georgia. She has 11 years of experience specializing in sensory processing, visual motor integration, feeding, and handwriting. Cadie uses sensory based approaches to make writing and fine motor activities exciting and engaging!

Rhonda Foxworthy | Teacher

Rhonda is a Licensed Professional Counselor offering small collaborative parent or childrens classes. Parenting a child today can be challenging and often our children struggle silently. Rhonda believes early intervention and providing the tools for coping skills early on can be powerful. In her small practice she  specializes in treating anxiety, depression, life transitions, trauma, grief, and loss. Rhonda uses an integrative approach in therapy with an attachment-based, interpersonal focus incorporating elements from Interpersonal Psychotherapy and Dialectical and Cognitive Behavior Therapies. She obtained her master's in Clinical Mental Health Counseling from Columbus State University and completed her undergraduate degree in Industrial and Systems Engineering at the Georgia Institute of Technology.

Lauren Divosevic | Teacher

Lauren has had experience in Early Childhood Elementary for over 15 years. She earned undergrad degrees from Kennesaw State and University of South Carolina, a Master’s degree from Brenau, and her Specialist degree in Early Childhood Education with an emphasis in reading/mentoring from Georgia State. She has taught both first and third grade in Cobb County, small group remedial classes using Orton Gillingham at Atlanta Academy, and currently has been substituting/volunteering at her children’s local elementary school. She enjoys providing a hands on and engaging learning environment where she can meet the learning styles and needs of all learners. 

Hannah Supik | Teacher

Hannah obtained her first Bachelor’s degree from Auburn University in Human Development and Family Studies with a concentration in Child Life. She then obtained her second Bachelor’s degree from Utah State University in Communicative Disorders with a concentration in Speech Pathology. Hannah is currently a licensed SLPA in the public school setting. Her passion is early intervention communication and articulation skills to set kids up for success as they enter elementary school and beyond!

The Science

Co-founders, Megan and Landyn's, favorite part about the sessions The ColLab offers are "the why" (the science) behind the what (activities offered at The ColLab). Visit the website often for updated, science-backed, articles supporting interactive teaching and education methods!


Active learning increases student performance

Active learning increases student performance in science, engineering, and mathematics | PNAS