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Educational Leader & Advocate for Student Centered Schools
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Learning Strategies Emphasizing Goal-Focused Engagement

Shared By Laurie Kimbrel   /     May 22, 2017  /     Uncategorized  /     Comments Off on Learning Strategies Emphasizing Goal-Focused Engagement

The founding head of the Brookhaven Innovation Academy, Laurie Kimbrel has more than two decades of experience in educational administration. In this role, she places a particular emphasis on change leadership that drives effective educational decision making. Laurie Kimbrel has instructed K-12 students in 21st century skills essential for college and career preparation.

Working toward goals beyond high school ideally begins at an early age, as students grasp the reasons for lessons that may seem to have little practical use. Young learners who keep an eye on the big picture as they progress are motivated learners as well. They gradually build and reinforce skills that colleges and universities seek out when screening applicants.

With the idea that “engaged students are successful,” even abstract learning should be oriented toward practical, well-defined goals whenever possible. Internships and other participatory forms of learning also play a vital role in bridging the divide between textbooks and life in the “real world.” At the same time, innovative pedagogical approaches such as the flipped classroom can boost student engagement during the critical hours they spend in class under instructor supervision.

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Building the Team, Building the Dream

Shared By Laurie Kimbrel   /     Mar 22, 2016  /     Uncategorized  /     Comments Off on Building the Team, Building the Dream

A Letter from Dr. Laurie Kimbrel
March 22, 2016

Dear Brookhaven Innovation Academy Community,

It is truly an honor to be named as the founding Head of School for BIA. The mission to serve students through the process of “Deeper Learning by Design” is not only my personal educational passion, but also, the most effective method to ensure that all students learn and grow every day.

I first became interested in BIA by attending one of the informational events last fall. As I listened to the board members eloquently share their vision for a school that gives parents and their children a high quality alternative, I knew that I wanted to be a part of their exciting work. I applaud the dedication and commitment of the board in obtaining one of only three charters granted by the state of Georgia last year. Their belief in a process of schooling where learning is personalized, where students have access to the best teachers and resources, and where STEM outcomes are achieved through project based learning is a proven model that will greatly benefit not only our students, but also the future of our communities.

As a seasoned educator, my values and beliefs are very well aligned with the mission and vision of BIA. Here’s what I know to be true based both on educational research and my own years of experience as an educator:

Effective schools are structured so that all students learn at high levels every day.
We all have a little trouble learning at some point and the right amount of help should be available quickly and easily.
Technology supports but does not drive the learning process.
Students who demonstrate mastery of a concept should have opportunities to deepen their learning or move on to the next learning objectives.
There should be clarity and transparency about what students need to know and be able to do. Where we are going and how we are going to get there should never be a mystery to students or parents.
Over time we should work to ensure our students are the drivers of their own learning.
Great teachers are one of the keys to great schools. It is essential that we hire and retain only the very best and that we provide time for collaboration and professional development.
Effective partnerships with parents are another key to great schools. There should be a variety of ways for parents to participate based on their own interests and needs.
A positive school culture is essential to the learning process. As a school we will strive to support innovation, create learning experiences that are relevant and engaging, celebrate diversity, and incorporate the interests and strengths of our students into learning.
Overall, school should be a place where we are all are cared for, and where learning is fun.

Our theme for the 2016-2017 school year will be “Building the Team & Building the Dream.” Opening a new school is a daunting task and it will take all of us working together to achieve our goal of a successful launch. I’m looking forward to meeting you all and working together over the coming years to ensure that BIA becomes a model of effective education for our community, state and nation. I invite you to be a part of our team by continuing to attend our events and by answering the calls for volunteers that will come to you shortly.

Finally, I would like to thank the board for seeing and acting upon the need for innovative education in their community. Their understanding that schools of the 21st century can and should provide personalized, relevant and engaging experiences are the dream that together, we will bring to life at Brookhaven Innovation Academy.

Sincerely,

Laurie Kimbrel, Ed.D.
lkimbrel@brookhaveninnovationacademy.com

For frequent updates on BIA activities, follow me on Twitter @BIAHeadofSchool and Facebook.

 

 

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Effective Governance Requires Unity of Purpose

Shared By Laurie Kimbrel   /     Feb 27, 2016  /     Blog, Laurie Kimbrel, Laurie Kimbrel Superintendent, Laurie Kimbrel Tamalpais, Uncategorized  /     Comments Off on Effective Governance Requires Unity of Purpose

by Laurie Kimbrel, Ed.D.

 

According to the California School Board Association, the purpose of a locally elected board of trustees is to ensure that school districts are responsive to the values, beliefs and priorities of their communities. School boards are empowered to carry out several important oversight and direction setting functions but in order to be truly effective; a board must have a unity of purpose.

 

Unity of purpose of the governance team (which includes both the board members and superintendent) include a common focus, agreement on priority goals, and shared values about students, the district and public education that transcend individual differences and fulfill a greater purpose. A unity of purpose exists when the commitment to achieving these goals becomes the guiding principle of the board members and superintendent.

 

Achieving unity of purpose requires a deliberate, thoughtful process. After all, board members are elected as individuals, but govern as a group. Any action or direction to the superintendent requires a vote of the majority of the board and so an individual with an idea not shared by the group will not get very far.

 

Oftentimes, unity of purpose is expressed as a mission statement. For example, the mission statement at Tamalpais Union High School District where I served for seven years as a superintendent was developed by the board in collaboration with the community and served as an ongoing reminder of the purpose of the district.

 

“The Tamalpais Union High School District is dedicated to the development of creative, passionate, and self-motivated learners. Upon graduation, students will be prepared for engaged citizenship and able to contribute individually and collaboratively in order to address the challenges of a dynamic and diverse world. To these ends, all students will demonstrate mastery of core competencies and will be offered meaningful learning experiences to enable them to access and critically analyze information, pose substantive questions, and communicate effectively.”

 

Although this statement is rather long, it is student focused and can be distilled to two essential components:

  • All students will learn at high levels
  • All students will graduate ready for life in the twenty first century

 

This mission was annually reviewed by the board and included in the unity of purpose section in the governance handbook. In fact, the board updated the entire handbook, which also included protocols and norms, annually and each member of the governance team signed a cover page indicating their agreement to adhere to the agreements within.

Having an articulated unity of purpose is of great benefit when difficult decisions need to be made. An agreement about the purpose of a governance team and school district transcends political leanings and personal biases. The role of the superintendent is to continuously ask the question, “will this action or decision move us closer to or farther from our stated purpose?” Although the superintendent is a member of the governance team, he or she does not vote and so, in these moments, is appropriate to provide an expert opinion and then to remind board members of their own purpose.

 

Overall, it is important to remember that school districts are not governed by a single board member but rather, by a board as a whole. The governance team, including the superintendent, assumes collective responsibility for building unity and creating a positive organizational culture in order to govern effectively. As leaders, the governance team sets the tone for organizational culture and a board without unity of purpose, often leads to dysfunction within the larger culture.

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Women in Leadership – Empathy

Shared By Laurie Kimbrel   /     Feb 27, 2016  /     Blog, Laurie Kimbrel, Laurie Kimbrel Superintendent, Laurie Kimbrel Tamalpais, Uncategorized  /     Comments Off on Women in Leadership – Empathy

by Laurie Kimbrel

Empathy (noun):

The action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either the past or present without having the feelings, thoughts, and experience fully communicated in an objectively explicit manner

 

Another essential component of leadership for women is empathy or the deliberate act of reflecting on the situation or thoughts of another. Some theorize that women are more naturally empathetic than men, although relying on stereotypes never accurately reflects reality. In an organization with a robust strategic plan that calls for continuous improvement, we need to recognize and understand that different groups of stakeholders will experience change differently. We should take time to listen and understand these experiences and work to understand how it feels from their perspective.

 

One strategy for gaining empathy for our students is to shadow a typical student in your school for a day. We see their experience from the outside, but what does it really feel like to sit still all day? How difficult is it to understand the differing expectations and systems of different teachers? What does it feel like to wait in line in the lunchroom and to eat your food in 10-15 minutes? As you shadow one student, take the time to ask other students a set of specific questions:

  • What is the learning outcome or goal of this class today?
  • Where are you in terms of that learning goal?
  • What are your next steps to make progress on that goal?

These are questions that I ask when I’m in classrooms and I’m continuously surprised that the learning goal is not always clear to students. This certainly gives me empathy for the difficulty of learning in a system where goals are not explicit.

 

Empathy requires information and time to listen. Another good strategy to gain information about a particular stakeholder group’s perspective is to set up advisory councils. As a superintendent, I had parent, student and staff advisory councils that met four to five times per year. The first meeting of the year was always without a specific agenda so that I could gather general information about how they experience school and our system. The meeting was organized in terms of three general questions:

  • What is going well?
  • What could be going better?
  • What questions or issues would you like to see addressed at our future meetings.

The final question always brought great ideas for future agenda items.

 

It can be difficult to set up student advisory councils at the district level. Students identify with a school rather than a school district. As a superintendent, I asked principals to set up school based student advisory councils that I attended. These councils included a wide variety of students from every social group rather than relying on a leadership class or student council. The idea was to get many perspectives rather than the student voice most often heard. As a superintendent, participating in student advisory councils allowed me to understand trends and patterns of thought across the district as well as issues specific to one particular school. I then shared then shared these trends and patterns with the district senior leadership team as well as the school board.

 

Although there are many different strategies to develop a pattern of deliberate empathy, the most important strategy is to be reflective and thoughtful of how others feel about their schools and the district. Empathy takes time but it may be the best time a leader spends and can drive the pace of innovation and change. Modeling empathy can also move others toward more empathy for our positions as leaders as well. What other strategies do you have to increase empathy within your organization? I would love to hear from others on this topic.

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Teaching and Learning

Shared By Laurie Kimbrel   /     Feb 27, 2016  /     Blog, Laurie Kimbrel, Laurie Kimbrel Superintendent, Uncategorized  /     Comments Off on Teaching and Learning

 

by Laurie Kimbrel, Ed.D.

Over the course of my career it has become clear to me from both extensive research and practice that absolutely every child can learn at high levels if they are given the right amount of time and support. As a teacher, it is not simply my job to deliver content, but instead my focus is on ensuring that those around me are both growing and reaching high levels of proficiency. In order to achieve these goals, I believe that educators must subscribe to what Carol Dweck refers to as the “growth mindset” and the following elements must be present in our work:

Clearly defined and stated learning outcomes at various levels of complexity For the last seven years, I have worked closed with Jay McTigue, author or Understanding by Design and the Marzano Research Laboratory to develop a system of clearly stated learning outcomes for all of the programs and courses within our schools. According to Robert Marzano, effective learning goals provide both the student and teacher with a clear understanding of the target knowledge. Effective learning requires that we are transparent about the learning goals, how we define proficiency and how we will measure growth. When a student knows where they are headed as well as their current level of functioning, they can work as their teacher to develop a meaningful plan to reach their goals. I also believe it is imperative to scaffold learning outcomes in a manner that increases complexity over time. I start with ensuring acquisition of content knowledge and then create opportunities for analysis and application of that knowledge to unique real-world problems.

Engaging and innovative research based instructional strategies


Students must be actively engaged with material in order to achieve high levels of learning. Students should find the information and activities challenging and yet engaging. Lectures that provide information that can be found in a text or with a simple Google search are ineffective. Although I employ a variety of strategies depending on the needs of my students, I have found particular success with a project or problem based approach. According to the Buck Institute for Education, Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. Unlike the older methods of “doing projects” at the end of a unit, Project and Problem Based Learning as we know it now, allows teachers to work in a collaborative manner with students who are engaged in deep learning. I view myself as a collaborator with students and a facilitator rather than a lecturer.

 

Effective use of formative assessment and feedback to personalize the learning process

The research of John Hattie has allowed educators to demystify the learning process and his simple statement of “know thy impact” is my driver for teaching. Hattie’s synthesis of over 800 meta-analyses of educational research tells us that we should focus on the strategies and practices with the highest impact. Providing feedback and effective use of formative assessment are among the highest leverage strategies that a teacher can employ. Feedback must be honest, accurate and delivered in a caring manner intended to convey essential information about the learner’s current level of functioning and progress. Similarly, using a variety of methods to gather formative data allows me to tailor instruction to the needs of the group as well as individuals.

 

Trusting relationship between teacher and learners that fosters perseverance The very act of teaching implies that there is a respectful and trusting relationship between the instructor and the learner. As a teacher, I must create an environment where every student feels valued and appreciated. The environment needs to encourage risk taking, and an understanding that failure is part of the learning process. It is only from these failures that we understand our misconceptions and are able to engage in a process of deep learning. Allowing our students multiple opportunities and methods to show proficiency, taking the time to get to know students personally, and working individually with students when possible are methods that build trust.

Education has been my passion for my entire life. I care deeply about improving outcomes for all learners and ensuring that everyone has an opportunity for success, no matter their level of background knowledge when they begin. I have worked as a practitioner in several of the most prestigious school systems in the country and while I was an administrator, ensured that I had day-to-day contact with teachers and students. I am proud to be a collaborative educator who believes in the power of working with my colleagues and using data to improve my own practice and the outcomes for students. I also believe that building positive relationships with my students is the key to the personalization of learning and ensuring that every student for whom I am responsible learns at high levels.

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  • About Laurie Kimbrel

    The current project manager for the Atlanta K-12 Design Challenge, Laurie Kimbrel is an educator with many years’ experience. Before undertaking this position in 2015, Kimbrel served as Superintendent of the Tamalpais Union High School District in Larkspur, California, where she oversaw 4,200 students, 435 staff members, and managed a $63 million budget. Among other achievements under Laurie Kimbrel’s tenure, the district implemented a leadership model that formed Professional Learning Communities designed to augment teacher effectiveness through shared assessment data.

    Kimbrel holds a bachelor of science in music and business from Millikin University in Decatur, Illinois. She also received a master of science in special education from Dominican University in River Forest, Illinois, and completed her education with leadership-based doctoral studies at Loyola University in Chicago.

    Dedicated to her community, Laurie Kimbrel is a hospice volunteer and works with nonprofits aimed at ensuring every child has access to great teachers and schools. She is also passionate about education reform and champions efforts to bring about effective hiring practices in schools.

  • Education & Publications

    Education

    Loyola University Chicago - Doctorate, Curriculum & Instruction

    National Louis University, Certificate of Advanced Study, Educational Leadership

    Dominican University, Master of Science, Special Education

    Millikin University, Bachelor of Science, Music and Business

    Published/Presentations
    It's a Man's World: How to Achieve Success as a Woman in High School District, AASA Women in Leadership Conference, 2013

    How to Run a Clean Construction Program, California School Board Convention, 2012

    A Transition Success Story: California School Boards Association Conference, 2009

    Program Growth and High Achievement: College Board National Conference, 2008

    Building Leadership Capacity through Effective Staffing Planning, Illinois Association of Personnel Administrators Conference, 2008

    Improving Student Achievement: Illinois NCLB Conference, 2007

    Conducting Effective Workplace Investigations: Lake County Personnel Administrators Conference, 2007

    The Impact of Proactive Classroom Management, Doctoral Dissertation, Loyola University, 2002

  • Community Service

    Laurie Kimbrel volunteers for a number of community organizations including Bristol Hospice as a patient volunteer, Destiny's Daughter's of Promise as a student mentor and Students First as an advocate for effective educational practices.
  • Contact Laurie Kimbrel

    lauriekimbrel929@gmail.com