About Dr. Alford
Dr. Keneisha Alford is an independent education consultant and Director of Schools. Keneisha specializes in collaborating and leading the change with fellow educators to innovatively, transform teaching and learning. Her areas of expertise include principal leadership coaching, analyzing instructional data reports, effective practices of creating a positive school culture, developing school wide instructional priorities for increased student learning outcomes, and developing professional learning content.
She earned her Bachelor of Science in Early Childhood and Elementary Education (2000) from the University of Montevallo, Master of Arts in Education and Instructional Leadership (2003, 2012) from UAB, and Doctorate of Education (2020) from Samford University. Dr. Alford holds an Alabama P-12 certification in Curriculum and Instruction and Instructional Leadership. She has completed professional certifications with the UnBoundED Standards Academy, RELAY Leadership Programs (Data Meetings and Looking at Student Work), Strategies for Dyslexia, Leveraging Leadership, and Equity vs. Anti Racism. Dr. Alford has received administration certification for LETRS (Language Essentials for Teachers of Reading and Spelling).
About Dr. Alford
Dr. Keneisha Alford is an independent education consultant and Director of Schools. Keneisha specializes in collaborating and leading the change with fellow educators to innovatively, transform teaching and learning. Her areas of expertise include principal leadership coaching, analyzing instructional data reports, effective practices of creating a positive school culture, developing school wide instructional priorities for increased student learning outcomes, and developing professional learning content.
She earned her Bachelor of Science in Early Childhood and Elementary Education (2000) from the University of Montevallo, Master of Arts in Education and Instructional Leadership (2003, 2012) from UAB, and Doctorate of Education (2020) from Samford University. Dr. Alford holds an Alabama P-12 certification in Curriculum and Instruction and Instructional Leadership. She has completed professional certifications with the UnBoundED Standards Academy, RELAY Leadership Programs (Data Meetings and Looking at Student Work), Strategies for Dyslexia, Leveraging Leadership, and Equity vs. Anti Racism. Dr. Alford is currently receiving administration certification for LETRS (Language Essentials for Teachers of Reading and Spelling).
During her professional career…
Dr. Alford has served as an early childhood and elementary teacher, instructional coach, curriculum specialist, and Director of Schools. Under her leadership, schools and districts have seen substantial growth in curriculum implementation and student performance of learning standards. The impact of change is a result of actionable goal setting, learning walks, data analysis, professional development, collaborative planning with leadership teams, and principal leadership coaching. Dr. Alford served as a curriculum leader in an elementary school that was identified by the State of Alabama with a “failing” status. With her efforts and leadership team constituents, she implemented a coherent, organized Writing Initiative, along with a progressive instructional model to raise the achievement of students and build a positive culture of learning.
Dr. Alford was selected as a curriculum leader for a pilot district initiative on reading comprehension strategy instruction to model literacy lessons, observe and provide feedback to teachers and leaders, professional learning sessions with a national reading expert; and developed a curriculum framework that was used by 40+ K-8 schools. She has mentored and coached teachers as well as leaders on instructional practices, resulting in at least 30+, moving from “needs improvement” to “satisfactory performance” and 20+ school leaders building leadership capacity. Most recently, she has developed instructional planning and observation protocols for instructional leaders. She travels the country helping schools and district leaders exceed school improvement goals and close student learning gaps.
Dr. Alford has facilitated
countless, engaging professional learning opportunities, throughout the nation, focused on the improvement of teaching and learning.
She designs instructional planning protocols for school districts, develops curriculum pacing guides, scope and sequence maps, and provides assessment strategy guidance. Dr. Alford is knowledgeable at developing instructional frameworks for school programs; leading the analysis of state and local school data to address instructional and curriculum decisions; and providing comprehensive professional development content for leaders and teachers to focus on systemic efforts to improve reading skills of all students in early literacy and beyond.
Keneisha is an active member of several professional, civic and social organizations, including serving as a member of the Junior League of Birmingham, Association for Supervision and Curriculum Development, Alabama Education Association, International Reading Association, Council for Leaders in Alabama Schools, National Association of Elementary School Principals, National Association for the Education of Young Children, National Parent Teachers Association, National Education Association, Hoover City Schools Foundation and Delta Sigma Theta Sorority, Incorporated. She serves on the Board of Directors for Brown Beauty and Barber School and I Dream Big Academy Charter School.
Dr, Alfords Philosophy
“Every person in the organization must change inside their hearts and minds, so that they themselves become principle centred.” — Stephen R. Covey
The work of building great schools with leaders, teachers, and students cannot be done alone. As a progressive leader in teaching and learning, it is my mission is to serve and ignite a love of equitable instruction for ALL through providing guidance to schools to reimagine instruction, promote positive school culture practices, and innovative leadership structures with clear, defined expectations supported through core values.
The upward trajectory to galvanize educators toward strategic change and collaborative relationships is the core of what I believe promotes positive school culture and instructional change. I believe that all should consider what sound instructional practices “looks like” and “sounds like”.I believe that the key to high student success is equitable access to high-quality instructional materials and schools that use comprehensive, intentional, and proactive approaches to develop character.
