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