Field Faculty
Leadership
In her leadership role, Jody oversees a development team that creates innovative resources designed to empower teachers, instructional coaches, and PLC leaders to strengthen core instruction. She is a seasoned presenter at international and national conferences and has hosted numerous webinars, equipping educators with the tools and inspiration to refine their craft and deepen their love for teaching and leading.
With over two decades of experience in education, Jody has built a reputation for empowering teachers and leaders through rigorous and engaging professional learning experiences. Her expertise spans facilitating PLCs, leading professional development, and providing in-depth classroom support. Guided by her belief that every child deserves a strong foundation for a successful future, Jody has devoted her career to driving educational transformation.
As a Faculty Coach with Instructional Empowerment, Jody played a pivotal role in advancing partner schools in Florida, including the remarkable transformation of Lakewood Elementary. Over a three-year partnership, Jody led efforts that elevated core instruction, resulting in improved outcomes for students, teachers, and leaders alike through the effective implementation of the Model of Instruction.
By emphasizing collaboration and student-led learning, Jody continues to inspire impactful changes in instructional practices, creating enriched educational experiences that benefit all students. Jody holds a Bachelor of Arts in Education from Florida Atlantic University.
Mr. McDonald has worked in Florida public schools for 23+ years, with nine of those years serving as an administrator in a large urban district. Mr. McDonald has served a variety of roles from music educator, elementary classroom teacher, assistant principal, and principal. Most of his service was spent in high-needs schools.
Mr. McDonald holds a Bachelor of Music Education from Florida State University and a Master of Educational Leadership from the University of South Florida. Mr. McDonald continued his studies at the University of South Florida, completing his ED.S. in Turnaround Leadership with a capstone study of science inquiry and pedagogy as a vehicle for all students to access quality curriculum and instruction. Mr. McDonald is currently working on his Doctorate in Educational Leadership with a focus on Turnaround Leadership Principal Competencies using a transformative leadership framework.
Coaches
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.
As a principal in an urban setting, Julie successfully led her schools through continuous improvement efforts, utilizing the Marzano Teacher Evaluation framework and Essentials for Achieving Rigor to enhance instructional effectiveness. Passionate about serving all students, she has led three schools with significant populations of students experiencing poverty and English Learners (EL). Her expertise spans school improvement, Multi-Tiered System of Supports (MTSS), and Turnaround Schools.
Julie thrives on coaching schools and districts nationwide, helping them connect and align their efforts for optimal results. She brings a deep knowledge of best practices, coupled with enthusiasm, warmth, and a commitment to making professional learning engaging and impactful.
Driven by her belief in the transformative power of education, Julie remains committed to empowering students and educators. She holds a Master’s in School Leadership from Friends University and a BSE from the University of Kansas. Additionally, she participated in the Harvard Graduate School of Education Summer Institute for Turnaround Principals.
Her extensive instructional experience includes Assistant Superintendent of Instruction and Principal of the Year where she led a school to the Distinction status as measured by the state department. As someone committed to learning, Dr. Bland was selected for the Deeper Learning Leadership Forum and the Public Education Leadership Program at Harvard University. Notably, she successfully established two STEM schools in Ferguson, Missouri, both of which have been recognized as Best Schools by U.S. News and World Report. Dr. Bland believes a student’s zip code is the start to greatness.
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.
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.
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.
Jen was a Middle Childhood Generalist National Board Certified Teacher, Editorial Advisor for NAESP’s Principal Magazine, a 2017 ASCD Emerging Leader, and has served as a grant reviewer for grants for the US Department of Education. Additionally, she has presented at multiple 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 completed her Ed.D. in Administration and Supervision at the University of Virginia.
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
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.
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.
Prior to joining Instructional Empowerment, Susan served as a middle school and high school ELA teacher in Texas for over twenty years, then transitioned to a position as a high school ELA instructional coach. During her teaching career, she was a PLC lead teacher, gifted and talented coordinator, high school ELA department chair, AP coordinator, district lead teacher, and AP reader for AP English Language and Composition. She served on multiple state committees tasked with creating and evaluating the Texas state assessments and also served on district committees to create vertically aligned ELA curricula in multiple districts.
Susan’s educational background as a Political Science/English major prepared her for a litigation paralegal career before receiving her alternative certification in teaching. That background enabled her to provide students with career-tested strategies and perspectives for lifelong reading, writing, speaking, and listening tasks that would prove crucial in their future endeavors.
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.
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.
Barbara received her BA in Elementary Education, MAs in School Counseling and in School Leadership from the University of Northern Iowa and an Ed.S. in School Leadership from Northern Illinois University. She served in public education for over 30 years as an elementary teacher, K-12 School Counselor and most recently, an Elementary School Principal in Illinois.
Her passion for serving students, teachers and leaders continues as she is able to focus on continuous improvement with her project schools.
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.
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.
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.
