Kim Richardson
Dr. Kim Richardson is a powerhouse in educational leadership and coaching. Dr. Kim holds a Professional Certified Coach (PCC®) designation from the International Coaching Federation (ICF) and serves as Regional Engagement Director for Learning Forward Virginia. She’s also a member of the VASCD Annual Conference Planning Committee. Dr. Kim created the Radical Learners course, Coaching for Connection, Certainty, and Autonomy, for Jim Knight’s Instructional Coach Group, and she and her district’s coaching program were even spotlighted in Knight’s book, Focus on Teachers. In her current role as the Director of Induction and Development for Hampton City Schools, Dr. Kim leads professional learning for school and district leaders and teams, digging deep into instruction, coaching, and leadership development. Her work is inspired by her dissertation, where she found that great leaders, especially coaches, are enlisted and developed! Among her many roles, Dr. Kim’s all-time favorite was serving as an Instructional Coaching Coordinator, where she built and led the district’s coaching program from the ground up. This initiative has become a cornerstone of the district’s success, providing ongoing training and leadership for coaches and specialists. Her background also includes experience as an elementary school principal, technology specialist, coach, and classroom teacher. Outside the office, Dr. Kim is all about family time with her husband, three sons, daughter-in-law, and her one-year-old granddaughter. She also gets her groove on every Saturday as a Zumba® fitness instructor, dancing her way to joy and energy!
All Articles
-
Teacher leadership: An investment worth making
Throughout the past year’s series of “Teachers Are Leaders” articles, I’ve described the roles of teacher leaders and the benefits they provide, including enhancing instructional quality, student learning, and teacher retention (Katzenmeyer & Moller, 2009; York-Barr & Duke, 2004). As I wrap up this series, I encourage districts and education […] -
Teacher leadership thrives on support and structure
Teacher leadership is a powerful process for improving teaching and increasing student achievement (Katzenmeyer & Moller, 2009; York-Barr & Duke, 2004), but the conditions that allow teachers to lead meaningfully often vary across schools and districts. When teachers are trusted, resourced, and provided opportunities for collaboration they can step into […] -
What do teacher leaders do?
In previous articles in the “Teachers Are Leaders” series, I’ve explored how teacher leadership isn’t just a title, but rather an identity and mindset that enables educators to make a significant impact regardless of their formal position. Teacher leaders help manage the complex demands of enhancing student achievement and influence […] -
How great teachers become great teacher leaders
Watching master teachers at work is a joy. Their classrooms operate like well-oiled machines: They utilize excellent instructional strategies, differentiate according to students’ needs, and create engaging learning environments. Teachers like this bring a lot of inspiration to others, and it can seem intuitive to select them for leadership positions […] -
You don’t need a formal title to be a teacher leader
Teacher leadership is “the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement” (York-Barr & Duke, 2004, pp. 287-288). But there are many different ways that process […] -
Why we need teacher leaders
When I was a brand new principal, I thought I knew everything. A case in point: Drawing on my experience at another school, I planned to hold a schoolwide assembly every Monday morning to get the community excited for learning, hear our character focus for the month, celebrate the classrooms […]
