Leadership and Educational

Publications and Presentations

Throughout my career, I have appeared in a few scholarly publications, newspaper and magazine articles/mentions, guest blogs, and podcast appearances.


Council for Leaders in Alabama Schools (CLAS)

Eye on Research Spotlight -Teachers’ Perceptions of Practices
Schools of Character and Culture, April 2021

Dr. Alford’s research is featured by CLAS and Samford University’s Eye on Research highlights. The article examines teachers’ practices around climate in Title I versus non-Title I schools that have been nationally recognized as schools of character.


Teachers’ perceptions of practices in nationally recognized schools of character

Alford, K. W., & Brumlow, D. H. (2020). Teachers’ perceptions of practices in nationally recognized schools of character (Order No. 28316089). Available from Dissertations & Theses @ Samford University. (2496264962). Retrieved from here

The Hope Institute Creating a Culture of Character Summit 

Creating a Culture of Learning and Character Study Research 
K-12 Educator Summit on School Culture.



Alabama Association of Professors of Educational Leadership

2021 AAPEL Spring Conference Leadership in Times of Transition and Crisis:”Teachers’ Perceptions of Practices in Nationally Recognized Schools of Character: Teacher-student relationships, caring environment, and effective communications. 


Strategic Planning with Achievement Schools Leadership Team with a focus on EL Curriculum Implementation

Pinellas County, Florida

This professional learning session reviewed the design of EngageNY/Expeditionary Learning Curriculum, built a deeper understanding of the CCSS and the EngageNY curriculum, engaged in a text first approach to backwards planning with Expeditionary Learning, and engaged leaders/teachers in module planning.

The Power of Reflection and Feedback

Pinellas County, FL 

This professional learning session engaged school leaders in understanding the components of strong reflection and feedback practices aligned to instructional priorities.

Access and Equity: Supporting Students with Unfinished Learning

Access and Equity sessions engage leaders and teachers in equity discussions in math and literacy to develop an actionable understanding and approach to address students’ unfinished learning in the context of grade level work.

Guidance for School Leaders Supporting Teachers with Unfinished Learning

This session focused on structures of professional learning communities, lesson planning rhythms, and feedback structures to ensure unfinished learning maintains a consistent priority.

Support for literacy coaches and leaders regarding EL implementation including lesson and module internalization protocols

This professional learning session engaged in a text first approach to backwards planning with Expeditionary Learning and engaged leaders/teachers in module planning.


Creating Student Centered Schools

Nashville, TN

Leaders and teachers participated in learning of equity literacy and strategies to articulate how equity intersects and impacts student learning. Digging deeper to understand the needs of students and best practices for creating a more equitable environment for all students. 


Digging Deeper with Data through an Analysis of Student Work

Clarksdale Municipal School District
Middle school (6th-8th grade) teachers and leaders developed a data protocol aligned to instructional priorities to analyze student data.

Developing Teacher Practice through Instructional Priorities in the Teaching & Learning Cycle

Birmingham, AL 

Strategies for aligning instructional goals and vision to school wide instructional plans.

Curriculum Coherence Grades 3-8

Leaders and teachers participated in curriculum module internalization across ELA and Math. 


The Writing Project K-8

Digging deeper with the K-8 writing standards. 

Text Based Planning and Instruction: Perfecting Practice and Impacting Progress

Memphis, TN 

Text first approach to planning with complex texts.

Exceeding the Standards Through High Impact Instruction

Looking closely at Jim Knight’s High Impact Instruction and Instructional Coaching Model.

Writing, Rubrics, and Assessment

Understanding how to understand the standards against which work will be measured.

Gates Foundation WA Bridge Portfolio Community of Practice October 2021

Equity led session on differentiated, actionable ideas and strategies to support districts and TA providers in cultivating sustainable, equitable student outcomes and transforming systems as they navigate the impacts of COVID and a wide range of district priorities

Minding the Gap : A Coaching Framework
September 2021

Instructional leaders engaged in analytical thinking around an equity framework to support teaching and learning coaching cycles.

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