Kathleen (Kate) Tindle Email & Phone Number

Alexandria, Va

As an independent consultant I work on a variety of tasks for school districts, charter schools, universities, and national organizations. Most recently, I was involved in supporting the work of the Center on Online Learning and Students With Disabilities (http://centerononlinelearning.org). I helped facilitate stakeholder forums on topics related to students with disabilities in various online learning environments, wrote and edited annual reports and briefs, and analyzed state reports of their status for online education and how it intersects with IDEA to support students with disabilities. It is a fascinating field that requires key research to figure out how to personalize learning to help all students succeed. Over the years I have (1) led a team that offered an intensive summer program I designed on culturally responsive pedagogy to educators in a charter school, (2) evaluated a transition program for special education high school students exploring career options, (3) provided expertise in culturally responsive pedagogy for designing a curriculum, as part of a team, to build literacy and support career exploration, (4) presented professional learning sessions on culturally responsive pedagogy and materials to a school district, (5) coached and mentored novice teachers with job-embedded support combined with formal presentation sessions, (6) used an observation protocol to provide formative feedback on instructional practice to charter school teachers, and (7) created online learning modules to support novice teachers' need for classroom management, using relevant curriculum for effective lesson planning, measuring student learning with formative assessments, and analyzing data to make teaching-learning cycle decisions.

Washington D.C. Metro Area

The Jefferson Education Exchange is a nonprofit organization supported by a team of education leaders who share a belief in the potential for collective action and a thoughtful mechanism for analyzing, aggregating and disseminating information to explain why any given edtech tool can thrive in some environments, but not in others. Our community is dedicated to understanding and explaining what makes the difference. As the Director of Field Research, I work directly with our school partners to engage with teachers and document their technology implementation experiences.

Washington D.C. Metro Area

Alexandria, Va

Washington, District Of Columbia, United States

There were several layers to my work as a Senior Program Associate at SEI, Inc. I was with the Assessment and Evaluation division working with federally funded projects to support their implementation and evaluation plans, data collection and analysis, and report findings. My projects included clients that were states, school districts, or individual schools broadly working to improve their educational system for improved student outcomes for struggling students. I manage relationships, provide technical assistance to and monitoring of over 50 grant projects involved in anything from improving K-12 STEM outcomes, supporting K-12 military connected youth's emotional and social well being, implementing Striving Readers literacy programs state-wide, or evaluating an English learner program for a global system. I offer technical assistance in capacity building, system infrastructure needs, goal setting and data collection, implementation progress monitoring, and evaluation metrics. Other responsibilities include writing reports, developing and delivering professional learning events, following current research relevant to clients' needs, and responding to changing internal expectations.Some of my work is original research. As a leader in the team, this requires me to help design research studies, including methodology, data collection tools and protocols, data analysis, and findings. I often travel for site visits to interview, conduct focus groups, and collect artifacts. I am instrumental in writing up our findings into reports or guides or tool kits.I also am part of the team that writes new proposals. We often team with other organizations, collaborating to create a unique approach and novel solutions to the work. After we design different aspects of the approach, I collaborate to put our ideas into writing that is clear and concise.

My work over 13 years at GWU was varied and exciting. I lead the Graduate School of Education's urban teacher training for preservice teachers interested in working in high poverty schools in high need urban school districts. The program focused on building K-12 students' literacy levels and using culturally responsive pedagogy with an emphasis on forging professional, family, and student relationships and involving the school community in the education cycle. My role involved placing graduate preservice teachers in DC public schools for a full-time one year residency-type experience. I represented GWU at meetings working with DC central office personnel and school administrators to negotiate mutually beneficial systems for preparing teachers and providing professional development support to partnership schools.I worked on site at the DC schools creating and sustaining the partnership with the DC school teachers and administrators to work as mentors to the preservice teachers placed in their classrooms. I offered job-embedded differentiated professional development to the DC school teachers and administrators to support their new role as teacher educators and mentors. I also taught graduate courses and seminars on classroom management, teacher leadership, curriculum design and lesson planning that focused on standards and culturally responsive pedagogy and community involvement, and student assessment.I conducted original research evaluating the impact of the urban education program on first year graduates of the program and preservice teachers experiencing the program. The program had outstanding results in teacher resiliency, with more than 75% of our graduates staying in urban education beyond 5 years. Our research article was published in Urban Education in 2011.I am still a part-time adjunct for GWU's Graduate School of Education and Human Development, teaching courses to Master's and Doctoral level students.

In my work as a classroom teacher I usually had 150 - 200 students each year. I taught 7th graders Life Science through weekly scientific method labs, small group discussions, lab report writing, and presentations. Along with my teaching duties I also took on leadership positions as Science Department Chairperson, 7th Grade Team Leader, and Faculty Representative on Site-Based Management Teams. These positions involved setting and managing the department and team initiatives and serving as liaison to the school administration.I also mentored preservice teachers preparing to be science teachers from local colleges. This involved demonstration lessons, standards-based lesson planning, co-teaching sessions, and observation-feedback cycles. Our focus included a lot of classroom management for student-centered small group lab instruction and lesson planning for small and whole group learning.

Doctor Of Education (Ed.D.), Curriculum And Instruction

Dissertation on Induction Support for Novice Teachers

Master Of Education (Med), Curriculum And Instruction

Secondary Education with an emphasis in Science Methods

Bachelor Of Science (B.S.), Curriculum And Instruction

Elementary Education with an emphasis in Science