Field Faculty
For over 25 years, Kimberly has worked as a classroom teacher, Assistant Principal, and Principal in both traditional and charter schools, and she was also the Founding Principal of a charter school. Throughout her career, she has been able to put systems in place to support her core belief that all students can learn with the right resources and support in an environment conducive to learning. As a result of her combined experiences and desire to help underserved communities, Kimberly has set her life’s mission to see ALL children thrive through education.
Kimberly is a North Carolina native and graduate of North Carolina Agricultural and Technical State University with a Bachelor’s degree and a Master’s degree in Elementary Education. She also earned a Master’s degree in School Administration with a focus on Curriculum and Instruction from the University of North Carolina at Charlotte.
Strong education professional with a Master’s degree focused in School Leadership from Friends University. Retired in 2017 continues to pursue passion for teaching and learning through staff development with Instructional Empowerment.
In addition, she facilitated and supported fifteen building leadership teams through the continuous planning process to create site-based improvement plans. Aside from being featured at many local, state, and national conferences and television spots, she has been certified as an Ohio Master Teacher and granted the Marilyn Parks Lifetime Educator Achievement Award.
But at heart, Ms. Bryant, is a coach who loves working with teachers and leaders to build partnerships to develop evidence-based teaching practices that impact our children’s lives. Since being a consultant with Instructional Empowerment for 13 years, she has traveled to 47 states to work with many great educators.
As a persistent transformative leader, Gwen is committed to using her skills and knowledge as an educator and consultant in school leadership to improve systems, resolving core issues to ensure that every student is encouraged and supported to learn.
As a life-long learner, she finds the ultimate joy in supporting others as they grow and reach their goals. Kim understands the importance of building capacity in educators and teacher efficacy when preparing students to be the future game changers of society. As a faculty coach, she supports schools in this work by delivering professional development, coaching, and instructional planning support.
Kim attended Syracuse University, earning a bachelor’s in Marketing and a master’s in Childhood Education. She has a master’s in Public School Building Leadership from Teachers College and holds a Students with Disability certification.
Having worked across Early Childhood, Elementary, Middle, and High School settings, Kristin has served as a teacher, coach, assistant principal, professional development coordinator, and Curriculum Director. Her passion lies in building systems that nurture students as unique learners and creating meaningful adult learning experiences that lead to sustained impacts on student success.
Prior to joining IE, Natalie served as an Instructional Coach for a non-profit where she coached teachers in taking science instruction outdoors while also providing professional development across regions in the US. Additionally, she delivered professional development for the International Baccalaureate Organization (IB) nationally, around the IB philosophy of implementing inquiry-based and concept-based learning strategies to develop student agency.
As a public educator for over 15 years, Natalie held the roles of instructional coach, classroom teacher and teacher leader. No matter the role, Natalie’s values always center around developing student and teacher agency and ensuring that systems are developed or in place to foster the development of critical thinking problem-solvers within and beyond the school community.
Natalie earned her Bachelor’s degree from Barnard College- Columbia University in New York City in Pan-African Studies. She received her post-baccalaureate certifications in Elementary Education from the University of Mary-Hardin Baylor in Texas and Principal Leadership from the University of North Texas. Natalie also holds a Masters of Science degree in Horticulture from Texas Tech University.
Karen Linville Doty has a wide variety of experiences across the country that include working in long-term (2-4 year projects) as well as annual professional development sessions since 2017. Her long-term project work includes serving as a faculty coach in Des Moines, Caroline County, and serving as a district lead and school leadership coach in Elgin, Illinois.
Prior to consulting with Instructional Empowerment, Karen served as a principal (elementary, middle, and high school) and teacher (special education and middle grades). She earned National Board Teaching Certification the first year it was offered (1993) and served on the Georgia Professional Standards Commission as well as mentored many teachers across the state of Georgia and Indiana. She also taught in the College of Education at Georgia Southern University when she worked at the laboratory school on the campus.
Karen is a lover of learning, earning her Ed.D. from Georgia Southern University in the area of Curriculum and Administration. She also holds Masters and Specialist degrees in the areas of special education, elementary, and middle grades. She earned her ELL endorsement, as a principal, to better understand the program and families in the school where she was principal. All of her education and experiences have given her a wide lens with which to enter new situations and coach for greater learning and leadership.
Before joining Instructional Empowerment, Melissa was in the Adams 14 District in Commerce City, Colorado as a teacher, department lead, district presenter and instructional coach. Her education includes a MA of Education from the University of Colorado, Denver in Curriculum and Instruction with an emphasis in Teacher of Reading. She also holds a certificate of Culturally and Linguistically Diverse Education from Regis University, Denver. Her focus with Instructional Empowerment is to provide coaching around best Tier 1 instruction in order to close the educational achievement gap.
These experiences have widened Shakira’s perspective, leading her to become who she is today, and driving the improved version of her that she strives towards daily. Holding herself and her team to the highest of standards with intellectual curiosity, grace, and vulnerability is how Shakira achieves success. Shakira believes that educators are vital to the type of society we create, and encourages everyone to work together to make it a system of real change that is equitable for student learning and success. Shakira enjoys meeting new people and understanding how others view educational transformation, leadership coaching and development.
Prior to joining IE, Hope served as a public school teacher, Academic Dean, Dean of Student Support, and Principal in Memphis, TN and Brooklyn, NY. Hope is a major proponent of creating conditions and systems that enable teachers, scholars, and faculty to have a laser focus on both instruction and student/adult culture. Through effective systems, coaching, and support, Hope increased the school’s achievement, teacher retention, and attendance data while simultaneously decreasing suspensions and referrals. Hope values putting humanity first and creating effective learning opportunities for teachers and students alike to reach their full potential. Hope believes that every day is a learning opportunity for students, teachers, and leaders and that excellence for all can be accomplished with a growth mindset and aligned support.
Hope earned a Bachelor’s degree in Chemistry from Spelman College and a Master’s Degree in Teaching from Relay Graduate School of Education.
Debra has served as a teacher, reading specialist, assistant principal, principal, and director of program development and alignment for one of the nation’s largest school districts, where she was in charge of the district’s professional development center, a multi-million dollar training grant, and on-line professional development programs providing teacher enhancement and certification courses.
Under her leadership as a principal and through the hard work of committed teachers who embraced Dr. Marzano’s teacher evaluation model, her school rose from one of the state’s 300 lowest-performing schools to scoring in the top 10% in reading. This experience combined with her love of children and learning is the foundation of her strong commitment to supporting schools in their quest to improve student achievement.
In this ever-changing profession, Leslie stays consistent with her passion for inspiring teachers and leaders to develop their craft. She strives to foster an environment of collaboration and growth with those she serves by validating the work that has been done, challenging stakeholders to reflect on their current practice through analysis of student outcomes, and ultimately to do better each and every day to prepare all of our students for a future we can’t yet imagine. Prior to accepting the position as Staff Developer for Instructional Empowerment in 2017, Leslie saw the benefit of facilitating rigorous learning experiences using research based best practices in her classroom. This led to coaching teachers and leaders on this same quest as a Professional Development Specialist in her district.
In this ever-changing profession, Leslie stays consistent with her passion for inspiring teachers and leaders to develop their craft. She strives to foster an environment of collaboration and growth with those she serves by validating the work that has been done, challenging stakeholders to reflect on their current practice through analysis of student outcomes, and ultimately to do better each and every day to prepare all of our students for a future we can’t yet imagine.
Jen was a Middle Childhood Generalist National Board Certified Teacher, Editorial Advisor for NAESP’s Principal Magazine, and a 2017 ASCD Emerging Leader. Additionally, she has presented on SEL and equity at national conferences and has published several articles. Prior to her career in Washington, DC, she spent three years as an English Language instructor at Tatsuno Senior High School in Japan.
Jen is a native of Massachusetts and received an undergraduate degree in International Relations from Boston University. She holds two master’s degrees from American University, one in Teaching English to Speakers of Other Languages and one in Elementary Education, as well as a Executive Master’s in Leadership from Georgetown’s McDonough School of Business. Jen is currently completing her Ed.D. in Administration and Supervision at the University of Virginia.
He worked as a science instructional coach for a nonprofit science organization to support teachers, administrators, and district coordinators in developing their knowledge and instructional materials to support students in real-world scientific inquiry-based lessons aligned to the K-12 Framework for Science Education. Jarri believes that implementing quality inquiry-based instruction in science classrooms as early as kindergarten can impact students’ later interest and success in STEM careers.
Jarri earned a dual bachelor’s degree in early childhood/special education with a minor in general science from Mercer University. He received a master’s degree in Curriculum and Instruction from Nova Southeastern University. Jarri obtained an Educational Specialist degree in Early Childhood Education with a concentration in Science Education from Mercer University. Jarri also holds a doctoral degree in Curriculum and Instruction from Liberty University.
She retired after 27 years in Missouri in both private and public education as a teacher, tennis coach, instructional technology coordinator, curriculum director, and principal where she worked in a turnaround middle school and made gains in student achievement growth. After being named the Missouri Journalism Teacher of the Year she also spent ten years working with the University of Missouri’s School of Journalism to provide support and programming opportunities for scholastic journalists and teachers with a focus on equity and inclusion.
Stephanie’s academic accomplishments include:
Adams State University – Alamosa, Colorado
BA – English and Secondary Education
Minors: Spanish and psychology
University of Missouri – Columbia
M.Ed – Curriculum and Instruction – English/Journalism Education
Education Specialist – [ELPA] PK-12 Educational Leadership and Administration – Secondary Principal and Superintendency
Her expertise lies in developing effective strategies for school leadership, promoting collaboration, and cultivating environments that inspire both educators and students.
Gary has also worked as a School Improvement Facilitator with the Pennsylvania Department of Education as a member of Pennsylvania’s Comprehensive Support and Improvement (CSI) School Improvement Initiative “to engage school leaders and school-based teams in a continuous improvement process.” Now through his facilitation of IE’s “Instructional Leadership Institute” and implementation coaching, Gary also supports school and district-based teams to develop, implement, and monitor improvement plans that are based on evidence-based practices.
He is committed to the success of at-risk students and has served in schools with high populations of students of poverty and English language learners. Working now as an IE School Leadership Coach and Consultant, Gary delivers professional development in IE’s Model of Instruction, which has the power to improve academic achievement and social-emotional learning simultaneously, while also closing gaps between students of differing abilities, preparing students for college and the workplace, and promoting equity and access.
Gary has a robust background in leading standards-based instruction, evidence-based pedagogy, decision-driven data collection, formative assessment, school systems improvement, and PLC facilitation. His diverse experiences give him a broad perspective as he supports systems in refinement and change for successful student achievement.
Jessica received her Bachelor’s in Elementary Education from University of North Florida. Her other educational degrees include a Master’s Degree in Educational Leadership and an Educational Specialist Degree in School Turnaround. Currently Jessica is completing her Doctoral Degree with her dissertation focus on sustainable leadership practices in dual language programs. She believes that through the use of data-driven decision-making, rigorous instruction and equitable educational experiences for all students, the achievement gap will be eliminated.
Dr. King has worked in Texas Public Schools for 30+ years, with 23 of those years being in administrative roles ranging from Pre-K to 12. She has worked as an athletic coach, teacher, assistant principal, principal, curriculum director, and leadership coach. She has worked in rural, suburban, and urban school districts. In additional to public schools, Dr. King has worked in the private sector as a school leadership coach, and as an educational sales/curriculum developer, collaborating with leaders from the educational service centers and with school districts’ curriculum and instruction departments.
Dr. King received a Bachelor of Science in Education from Tarleton State University, and a Masters in Educational Administration, including Principal and Superintendent certifications from Texas Woman’s University. She also completed Principal Academy Training at Lamar University, and the Texas ASCD Curriculum Leadership Academy. Having earned a Doctor of Educational Leadership from Baylor University, Lylia has a passion for education and creating the best possible learning environment and opportunities for all students and staff; she enjoys collaborating with school leadership teams to help them to move toward their student-centered vision of academic success.
Kristi retired after 24 years in Texas public education where she was a high school teacher and athletic coach, Instructional Specialist, Literacy Specialist, Test Coordinator/Data Analyst, Dean of Instruction, Assistant Principal, and Principal. She served in 5 districts including suburban, inner-city, and rural schools.
Kristi Kinney earned her bachelor’s degree in Physical Education and English from Tarleton State University. Years of coaching and teaching led her to pursue a master’s degree in Education Administration from Lamar University.
Along her professional journey, Ms. Koplin remains committed to her passion for teaching and learning and ensuring that EVERY student receives the best education to open the doors for their future.
With over 20 years of experience in an educational setting, her background includes work in a Title 1 school as both a classroom teacher and literacy coach, as well as her time as an English/Language Arts curriculum support specialist at the district level. Kirstie is committed to empowering educators to cultivate a culture of academic rigor within their schools.
Over the course of 17 years prior to joining IE, Marquita served as a public school teacher, dean of students, assistant principal, principal, and district leader in Mississippi and Texas. While serving in these critical roles, Marquita established systems, improved the culture for students and staff members, enhanced instructional programming, raised the school’s accountability rating, strengthened partnerships with families and community members, and maintained a high retention rate for staff members. She understands the importance and value of collaboration, communication, and culture within an organization, and she believes that each day presents an opportunity to learn and grow.
Marquita earned a Bachelor of Science degree in Psychology from Jackson State University, a Master of Education degree in Elementary Education from William Carey University, and a Principal Certification from Lamar University.
Paul has consistently demonstrated a deep commitment to fostering academic growth and development. He is passionate about empowering educators to unlock their full potential, employing a focus on quality, rigorous, standards-based instruction for students of all backgrounds.
Recognized for his proficiency in relationship-building, Paul excels in school improvement planning, designing impactful professional development programs, and implementing research-based coaching and teaching strategies. Paul is driven by a mission to expand his impact by guiding and supporting educators towards enhanced effectiveness, thereby contributing to the advancement of educational excellence.
Prior to joining Instructional Empowerment, Rob spent twenty years serving students in Montgomery County, Maryland. After a decade as a classroom teacher in the intermediate grades, Rob spent the next ten years building future leaders in school administration. This included six years as the principal of a school with a high population of students in poverty, where Rob led the school community to significant advances in academic achievement and well-being.
Rob earned his Bachelor’s degree in Elementary Education from the University of Maryland and his Master’s degree in Curriculum and Instruction with certification in Educational Administration and Supervision from McDaniel College.
Mindy has diverse experience with varying populations and has experience with teaching multiple subjects throughout the years and coaching in elementary and middle schools. She holds an active teaching certificate in Elementary Education, Middle and High School English along with other endorsements.
In addition to public education, she found many rewards while working with children on the Autism spectrum as she was as a Behavioral Specialist. With this role, she created and managed programs to support the special needs of students so they could positively integrate with peers in school and in their community.
In each placement, she thrived knowing that change and growth are possible for all, and this is just one reason she feels passionately about helping others through the coaching process. She believes all students deserve a chance to succeed in public education and knows they can through standards-based instruction and efficient practices. She is passionate about the IE mission to support students with rigorous core instruction and equity for all.
Mindy has diverse experience with varying populations and has experience with teaching multiple subjects throughout the years and coaching in elementary and middle schools. She holds an active teaching certificate in Elementary Education, Middle and High School English along with other endorsements.
In addition to public education, she found many rewards while working with children on the Autism spectrum as she was as a Behavioral Specialist. With this role, she created and managed programs to support the special needs of students so they could positively integrate with peers in school and in their community.
In each placement, she thrived knowing that change and growth are possible for all, and this is just one reason she feels passionately about helping others through the coaching process. She believes all students deserve a chance to succeed in public education and knows they can through standards-based instruction and efficient practices. She is passionate about the IE mission to support students with rigorous core instruction and equity for all.
Her areas of expertise include leadership for teacher collaboration, adult learning theory, and advancing data-driven continuous improvement efforts that foster teacher efficacy. Her mission is to educate with optimism and courage, fostering belonging and ensuring equitable opportunities for all.
With extensive experience across multiple school districts, Kris has specialized in both special and general education while leading K-8 out-of-school time initiatives. Her career includes serving as a principal and assistant principal in diverse educational settings, where she prioritized creating inclusive and effective learning environments.
Recognized as the principal of a Minnesota Department of Education Reward School for significant progress in closing achievement gaps, she has also presented nationally on Responsive Classroom approaches and served as a panelist for the Comparative and International Education Society. Most recently, she completed specialized training in structured literacy for multilingual learners and students with dyslexia.
She holds a Doctorate in Education, a Specialist degree in Educational Administration, a master’s degree in special education, and a bachelor’s degree in elementary education.
With a strong educational foundation and a commitment to lifelong learning, Kris brings a deep understanding of instructional leadership, adult learning theory, and effective instructional practices to her role as an educational consultant.
An educator for over twenty years, Theresa’s authentic and empowering persona transcends throughout her work in schools across the country, as noted in her successes with Caroline County Schools in Denton, Maryland, in addition to the extraordinary transformation in the midwestern region of our nation, Grand Island, Nebraska, catapulting both as frontrunner turnaround schools. She currently partners with the stakeholders within Hillsborough County Schools, in both Ruskin and Brandon, Florida, supporting a Model of Instruction that capitalizes on student and teacher growth.
Her passion and advocacy for teaching and education is transparent, inspirational, and contagious. Theresa enjoys blogging, personally and professionally, to share and capture the human elements of curiosity and courage within school transformations.
During the latter half of her career, she assumed campus leadership roles as Dean of Instruction and Assistant Principal. Lauri earned a Bachelor of Arts in Teaching from Sam Houston State University and a Master’s degree in Educational Leadership from Lamar University in Texas.
Lauri has put into practice the steps of creating lessons that include IE’s Model of Instruction that create spaces for students to interact with each other, think critically and build skills for life that open doors for continued success. Her experience has placed her in positions to help other teachers and administrators grow in instructional practices and she is committed to improving classroom spaces so that all students can become highly competent learners.
She currently serves as an independent contractor and consults for several educational organizations. Ms. Stultz attended Bowling Green State University, where she earned a Bachelor of Science degree in Vocational Education and a Master of Science degree in education with an emphasis on adult learning from The Ohio State University.
She has empowered teachers and leaders through presentations at both the state and national level, sharing knowledge and expertise in the capacities of classroom instruction, data disaggregation, technology integration, and leadership. Stephanie has served on several Boards of Directors for education and community entities within the state of Georgia.
She has received countless accolades for her work in education, which include Georgia Association of Secondary Schools Principals (GASSP) High School Assistant Principal of the Year.
Stephanie received her B.S. of Secondary Education, M.Ed. of Secondary Education and her Ed.S. for Administration and Supervision from Valdosta State University.
Prior to joining IE, Clarita served as a public-school teacher, Instructional Coach, Assistant Principal, Academic Dean, and Principal in Texas. While serving in these roles, Clarita established systems enhancements, improved the climate and culture for students and staff, and systematically and continuously, monitored instructional and managerial processes to ensure that program activities were related to program outcomes and used these findings to target areas of improvement. She also developed and implemented professional development sessions for faculty and staff and worked to strengthen partnerships with families and community members.
Clarita earned a Bachelor of Science degree in Commerce and Business Administration from The University of Alabama, a Master of Education in Education Administration from Grand Canyon University, and a Principal Certification from Lamar University.
Prior to joining Instructional Empowerment, Allyson worked for Hillsborough County Public Schools, the 7th largest school district in the nation, as a high school mathematics teacher, Department Chair and Instructional Coach. Additionally, she served as a District Resource Teacher with School Improvement, Instructional Mentor and Peer Evaluator where her experiences included performance evaluation, coaching of classroom teachers, and supporting schools with school improvement goals. She was also a virtual teacher of English to elementary and adult students in foreign countries throughout Europe, Asia, and South America.
Allyson earned her Master’s Degree in Educational Leadership from the American College of Education and a Bachelor’s in English from the New York Institute of Technology.
She has empowered teachers and leaders through presentations at both the state and national level, sharing knowledge and expertise in the capacities of classroom instruction, data disaggregation, technology integration, and leadership. Stephanie has served on several Boards of Directors for education and community entities within the state of Georgia.
She has received countless accolades for her work in education, which include Georgia Association of Secondary Schools Principals (GASSP) High School Assistant Principal of the Year.
Stephanie received her B.S. of Secondary Education, M.Ed. of Secondary Education and her Ed.S. for Administration and Supervision from Valdosta State University.
Dee’s passion for working with underserved students led her to work in an urban school district for more than 15 years as a teacher, principal, and district-level leader. Throughout all those experiences, Dee prioritized equity, student engagement and rigorous learning for all students as a means to eliminate achievement gaps and end generational poverty.
Dee earned her Bachelor of Science in Elementary Education with a Middle School Math endorsement and her Masters of Science in Secondary Education with an Educational Administration certification from Indiana University.
Jennifer has been a district trainer in all subject areas as well as a presenter at state, national, and international conferences. Jennifer earned her bachelor’s degree in Elementary Education from Texas Women’s University. She earned her master’s degree in Curriculum and Instruction (Math Education) from University of Texas at Arlington.
Warner served public schools in Nebraska as a high school English teacher, Department Chair, Dean of Students, and Assistant Principal. Her experience with Cognitive Coaching, MTSS, curriculum development, and Title I services accentuate her ability to support adults in refining instruction, as well as work with teams on goal setting and action boarding.
Warner holds a Bachelor’s degree in Communication Studies, grades 7-12 Language Arts and ELL teacher certifications, Administration certificate, and Master’s degrees in Teaching, Learning, and Teacher Education and Educational Leadership.
Before joining IE, Jennifer had over 20 years in Texas public education where she was a high school teacher and coach, Educational Diagnostician and Principal. She served in seven school districts including suburban and rural schools. She served as a campus principal for four years in a turnaround school and that is where she found her passion for assisting campus administrators in becoming instructional leaders to ensure growth for all students.
Jennifer Wood earned her bachelor’s degree in Agricultural Economics from Texas A&M University. Upon graduation, Jennifer received her teaching certification in Secondary Math. After years of coaching and teaching she was inspired to obtain her Master’s degree in Educational Psychology from University of Mary Hardin Baylor. During her time serving schools as an Educational Diagnostician, she received her K-12 School Administrator Certificate, as well as her K-12 Superintendent Certification.
