International Kindness Reset is a 501 (c) (3) public charity that provides high impact kindness-based educational services and customized materials to professionals, organizations, and communities that assist children and vulnerable adults. Kindnessreset.org

Leveraging 30+ years of successful educational service as a school principal and an executive leader in an educational business, I engage in a variety of related services with individuals, professional organizations, school districts, and universities.I partner and collaborate with executives and/or school leaders who are leading significant organizational shifts, transitions, and/or transformations. I have extensive background in developing content and facilitating professional learning for teachers and leaders; I work with clients to tailor specific learning and motivational content for retreats, workshops, or other professional meetings. Executive Coach/Presenter/Content Developer: From 2018-2022 I collaborated with several executive leaders at a Seattle-based university who were striving to facilitate team transformation. I supported them by developing and facilitating specific content that assisted their teams to identify a shared purpose, values, specific goals, key activities, metrics to measure outcomes, as well as onboarding processes for new their leaders. I served one of these leaders as an executive coach for 18 months.Curriculum Writer/Guest Professor: Most recently I have been working with a partner to publish a curricula called Connect with Kindness for children aged 4-18; developed for two non-profit organizations in Seattle: Action for Media Education and the University of Washington's School of Education, Center for Excellence. Connect with Kindness is available for free to any educator, world-wide. These curricula are being used by educators all over the world resulting in my partner and I being asked to be guest professors at the University of Turin in Italy. We taught a class titled: Fostering Empathy and Kindness in Pre-Primary and Primary Schools: Modern theory and cogent practice to 30 pre-service educators.Published Writer: I endeavor to share knowledge gained as a result of my work in these past and current roles.

I collaboratively led a team that took a large school (650 students) from being a place with negative/chaotic student and staff climate into being a high performing school. We shifted the school climate through the ongoing implementation of collaborative, innovative, and research-based programs designed to address students’ and staff members’ inclusion and overall wellbeing. We adopted inclusive curriculum such as Second Step, S.M.A.R.T., and Playworks to which helped all students to access learning. Our transformation cultivated and supported over thirty staff innovations designed to promote positive and meaningful relationships with each other, the children, and their families; to increase student access to high level learning and to reduce anxiety and dysregulation; and to create a resilient learning environment with an emphasis on participation, high expectations with high support, and deep, authentic caring. In my work, I consistently share in the role as leader through targeted professional development; and collaboratively developing and adopting multiple school-wide repeatable, equitable staff and student processes. We enacted Sheltered English Immersion action plan and equity initiatives as part of overall school improvement planning processes with great success. During my five years there we maintained Level One status; this is the highest school rating in Massachusetts. We enacted specific literacy approaches designed to both deepen students’ identity and to broaden knowledge of our diverse world by exploring cultures, ethnicities, and thinking. My team and I developed and facilitated implicit/unconscious bias professional development for all staff and I was a member of the district antiracism professional development committee.I served my school for five years. My husband got another job on the west coast in the summer of 2017. I agreed to stay through to December of 2017 in order to open the school year and to help on-board an interim replacement.

I collaboratively led a significant organizational shift by establishing high quality professional development and educator performance processes within a private early childhood educational business serving roughly 250,000 children (birth to school). Responsibilities included creating a robust teacher professional development curriculum, rubric-based teacher performance evaluation processes, and ongoing professional learning for 30,000 educators and leaders. As a senior director, I established a new function (Learning and Development) within Knowledge Universe/KinderCare Brands; leading a team of 23, including 9 managers/senior managers. Together we produced digital and instructor-led teacher and leadership curriculum and learning experiences including: the creation of a collaborative repeatable curriculum development process; ensuring complete alignment to all state and federal accreditation standards; and an on-line university with over 50 proprietary courses. Our team established the first, rubric-based, preschool teacher performance evaluation process and company standards for teaching and a robust teacher induction program known as the Teacher Academy. We aligned all professional development curricula to company and national teaching standards.While I worked and later consulted with Knowledge Universe for just over three years, I missed working in public education.

I collaboratively led a multimillion dollar grant from Oregon non-profit Chalkboard Project which was aimed at improving equity and student achievement through creative leadership, focused professional development, robust teacher evaluation process, and alternative career paths for educators. Part of my role was to co-facilitate four cross-functional teams designed to successfully produce deliverables in the areas of: embedded professional development processes; rubrics-based performance evaluation processes; alternative pay and career path processes (for teachers), and classified staff evaluation and training. I collaboratively worked as part of a large team to facilitate massive community engagement, public relations, and communication processes which were all aimed to implement early release for the purpose of embedding staff development through ongoing collaborative learning teams. I was also a contributor to Superintendent’s cabinet.

We lived in Tokyo, Japan for four years. There I worked as an educational consultant, a weekly volunteer at an orphanage, and as a leader on several non-profit boards, to include the Tokyo American Club Board of Directors and the College Women's Association of Japan.

During my time as principal we exceeded all School Improvement Goals identified. 97% of all students met or exceeded state benchmarks. We were deemed an Exceptional School by state, and in the top five elementary schools, two years in a row. Our collaborative work dramatically increased staff morale, productivity, and communication, which in turn increased student achievement. We engaged the entire community through a comprehensive process identifying a Mission Statement and Core Values for the school. Unfortunately, I was only there for two school years. We moved to Tokyo, Japan for my husband's job.