Teaching and Learning

Educational Leader & Advocate for Student Centered Schools
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Teaching and Learning

Shared By Laurie Kimbrel   /     Feb 27, 2016  /     Blog, Laurie Kimbrel, Laurie Kimbrel Superintendent, Uncategorized  /     , ,


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


    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

    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