Kelcey Grogan, Ed.D. Email & Phone Number

- Spearhead the implementation of a pilot prototype by championing and leading the test of new approaches to delivering our course service model to continue to support schools with providing strong, research-based, equitable instructional experiences for all students.- Lead the effort to improve instruction in partnership with schools and systems throughout the country through strategic planning, diagnostic processes, training, and project management of a network of schools and systems to improve instruction for students. - Coach system-level leaders and school leaders around instructional leadership, change management, and continuous improvement. - Coordinate the work of multiple Content Specialists to provide content and curriculum-specific training and support to instructional leaders as part of these partnerships, and directly manage and support the development of one content expert.

- Design and deliver user-centered, content-specific, cross-cutting, simple solutions & strategic action plans that advance the needs of students in our priority groups with a focus on K-12 literacy support:o Across 7 districts nationwide, coach & develop 25 instructional leaders (coaches, teacher-leaders, principals, & district literacy leaders) to strengthen their content knowledge & adaptive leadership skills to support the successful implementation of high-quality instructional materials informed by research-based best practices & the Science of Reading- Lead the development of frameworks & service lines to support the implementation of a new, research-based, full-day, culturally responsive kindergarten curriculum in 37 classrooms across 7 districts (both large & mid-size) by using best practices to:1) Support successful implementation of the curriculum by building the capacity, knowledge, and confidence of 15 instructional leaders to support the curriculum adoption & implementation at their respective school & district sites2) Spearhead the design and development of service model prototypes to advance implementation, including: o Lesson and unit internalization protocolso Collaborative planning toolso Sequence of support for implementation rollouto Coaching tools and best practices o Synthesis and codification of feedback to inform next round of design adaptations for the curriculum developers- As a member of the anti-racism steering committee, participate in co-learning and lead internal monthly meetings for one of our organization-wide race-based learning groups, where participants come together to learn and unlearn as colleagues around important topics and issues of antiracism, equity, and belonging in order to inform our actions as an organization.

- Supported 10 schools across the country with strengthening their instructional K-12 literacy practices through executing professional development, coaching administrators & teachers, leading instructional walkthroughs, & building capacity in leaderso Demonstrated success & effectiveness of this strong, collaborative support for instructional school leaders with multiple partners’ reading growth for the 21-22 and 22-23 school years outpacing their respective districts, highlights include:o Led literacy coaching to support 2 schools in California & Louisiana to improve out of statewide “priority status.” o Developed a literacy coaching action plan that resulted in the highest middle school reading assessment growth in literacy testing for all students & in WIDA testing for ML learners in all of Oakland Unified School District (CA)o Consistent, positive survey results and feedback from school and system leaders that affirm the value of the instructional support through metrics measuring partner satisfaction & valuable use of time (91% strongly agree/agree)- Conducted virtual and in-person observations and analysis of student work to assess the state of literacy instruction, & use this data and analysis to inform action plans and improvement cycles that enhance instructional effectiveness throughout the school yearo Developed effective, tailored solutions at the school and system level that have included collaborative-planning structures, curriculum piloting and adoption, lesson & unit internalization supports and protocols, and observation/feedback cycles - Designed and led professional development for teachers and leaders that covers a range of topics including: Supports for Multilingual Learners, Integration of Strong Writing Instruction, Curriculum-Specific Implementation Guidance, Scaffolds for Unfinished Learning, and more

Baltimore, Maryland Area

• Instruct multiple online graduate-level courses in Master of Science in Education degree program: Classroom Management: Part I (Fall 2018, 2019, 2020) & Classroom Management: Part II (Spring 2019, 2020, & 2021)• Develop and foster a course culture that is supportive and responsive to learning at a high level in a virtual learning setting • Maintain active communication with candidates and provide meaningful and constructive feedback on course assessments through using tools such as Zoom, Blackboard, emails, and calls

Virtual

• Support a group of 4 second year teaching fellows in a virtual setting while providing feedback, facilitating discussions, and assessing the teaching fellows’ year-long qualitative research projects in their respective school settings• Lead 7 synchronous, online discussions with teaching fellows around their inquiry projects and their course work through virtual rounds, artifact analysis, readings, peer feedback, and critical reflections using the tools of Zoom, Torsch, & Microsoft Outlook

Penn Graduate School Of Education

• Collaborate on a cross-national research team with researchers from the University of Pennsylvania and the National Writing Project and 14 high school English Language Arts teachers to design Common Core-aligned curriculum using best practices for digital discussions • Collect data and collaboratively manage research project , including writing codes and research memos, and analyzing transcripts and survey data using Atlasti.co software• Manage and design the social media presence to communicate the project’s mission and goals while working and coordinating with multiple teams to develop the website and graphic design for the project

Weingarten Learning Resources Center

• Consult with approximately 100 undergraduate, graduate, and professional students each year for 180 individual appointments to strengthen adult students’ academic reading, writing, & time management skills by utilizing strategies tailored to individuals’ needs• Develop and facilitate over 40 differentiated workshops and seminars for students and organizations on campus each year• Initiate and conduct an ongoing qualitative research study into the center’s practices and instructors’ approaches with a team of 2 fellow practitioners and the center’s director

Penn Graduate School Of Education

• Design and manage the implementation of an independent reading program with a partner school while investigating the program’s influences on students, their learning, and their perceptions of themselves as part of my ongoing dissertation study• Conduct multiple qualitative research studies that focus on utilizing practitioner-inquiry research methods that involve utilizing surveys, conducting interviews and focus groups, analyzing qualitative data through coding, evaluating the findings, and writing an analysis to inform the work of a broad audience of stakeholders including fellow practitioners, researchers, & educators

• Analyzed and completed a detailed review of texts and videos selected for students on prominent Age of Learning programs to determine how these selections met diversity, equity and inclusion standards and commitments

Camden, Nj, Philadelphia, Pa

• Facilitated early childhood educational assessments (EOWPVT, TOPEL-PA and TOPEL-PK, and TEMA) for beginning-of-year and end-of-year testing for approximately 35 children each term who attend HeadStart Centers in Philadelphia and Camden • Communicated with both Acelero Learning representatives and HeadStart Center directors to coordinate information for testing to ensure assessment data is collected in a timely and organized manner

Philadelphia Summer Institute

• Planned and facilitated sessions for approximately 80 new teachers that were aligned to a cycle of learning and that drew upon a variety of coaching pedagogies• Led an instructional team comprised of 8 content-specific Corps Member Advisors, working across school sites• Engaged with 6 different school teams on data analysis and implementation of aligned next steps into instructional program

Detroit, Mi

• Coordinate Voyageur College Prep Summer School for 105 students and 12 teachers • Manage operations including: collaborating on summer school budget of approximately $30,000, creating master summer school schedule, managing individual students' schedules, corresponding with teachers and families, and auditing students' transcripts• Oversee daily operations to ensure a successful, enriching summer school including: collaborating with teachers on best practices, working with culture team to ensure school expectations are upheld, and partnering with school operations team for facility use• Implement a pilot online learning program to help students who have fallen behind in their classes and would benefit from a self-guided, self-paced learning opportunity

Consortium College Prep High School, Detroit, Mi

Instructional Coach:• Coach, support, and mentor a team of 4 teachers to ensure they are meeting their goals to progress as teachers and leaders • Conduct bi-weekly classroom observations and debriefs to improve instruction by setting weekly action steps, monitoring progress, and provided research-based best practices for educators to use in their classrooms• Attend monthly meetings with instructional leaders in our charter network to share best practices and problem-solve network-wide challenges in a turnaround school district9th Grade Reading Teacher:• During 2016-2017 school year, students averaged 90 points growth from BOY to EOY testing on the SAT Evidence Based Reading and Writing Test; equivalent to 3+ years of growth• Implement assessment tools and develop curriculum to actively monitor and engage students in independent reading• Facilitate instruction aligned with College Readiness Standards to prepare students to succeed in high school and college9th Grade Lead Teacher:• Coordinate & implement intervention strategies for 18 students, ensuring they receive the necessary academic and behavior support• Observe, support, and facilitate meetings for 9th grade team of 6 teachers and 2 Educational Service Support Members• Plan and facilitate monthly grade level assemblies to celebrate students' achievements, foster school spirit, and encourage students to continue reaching for their goals

Southeastern High School, Detroit, Mi

• Teach, develop curriculum, plan differentiated support, and track growth and progress of 180 students in English 11 and 12 • 11th Grade ELA students demonstrated an average of 1 point growth on ACT writing portion from December to January testing • Developed scheduling system and planned community and student support for restructuring of PASE program at Southeastern, a flexible learning program which provides students choice and accountability in their learning • Coordinated the development of a classroom library program and received over $5000 in grant money in support of the library• In 2013 – 2014 school year, students demonstrated 1.6 years growth in reading and 1.25 years growth in language arts skills

• Wrote and edited papers, literature reviews, and abstracts for research team • Prepared readings and class materials for 27 students in CED 417 course as a Teaching Assistant

• Developed and led routines for various levels and types of fitness classes while ensuring safety of all participants• Planned and taught 4 weekly classes, including Pilates, Yoga, and Muscle Conditioning, for 100+ patrons of all fitness levels

Philadelphia Summer Institute

• Coordinated busing transportation for 750+ corps members and institute staff • Developed and managed day long appreciation program for 750+ new teachers

Scranton, Pa

State College, Pennsylvania Area

• Led campus recruiting campaign at Penn State, which resulted in a 20% increase in accepted corps members

Philadelphia Summer Institute

Doctor Of Education - Edd, Reading/Writing/Literacy

• Ed. D. Candidate in Reading, Writing, and Literacy • GPA: 3.9 • Graduate School of Education Dean’s Fellowship • Research Assistantship.

Master’S Degree, Educational Studies: Concentration In Urban Pedagogy, 4.0 Gpa

Bachelor Of Science (Bs), Community, Environment, And Development, 3.9 Gpa

Activities and Societies: - President, Community, Environment, and Development Club - Penn State Fitness Instructor• Bachelor of Sciences.

Education record

Education record