Krystle A. Birdsall

Director, Teacher Leadership Development at Teach For America Greater Philadelphia
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(386) 825-5501
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Jasmine Fluker M.Ed

Organized, driven and self-motivated is the phrase that comes to mind when I think about Krystle. I’ve had the pleasure of knowing Krystle for four years, during which we worked together and taught in a 4th grade ESL, special education inclusion setting as a two-person team for 55 students covering all subjects. Above all, I was impressed with Krystle's ability to organize and create advanced systems for the classroom. And, of course, her eagerness to work in disadvantaged communities. She always shows up as a learner and can acquire any necessary skills for a job. Krystle would be a true asset for any positions requiring passion and determination and comes with my heartfelt recommendation.

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Credentials

  • Deepening Trauma Awareness - Certificate of Completion
    Institute for Family Professionals/Lakeside Global Insitute
    Jan, 2018
    - Oct, 2024
  • Enhancing Trauma Awareness - Certificate of Completion
    Institute for Family Professionals/Lakeside Global Insitute
    Dec, 2017
    - Oct, 2024
  • Youth Mental Health and First Aid - Certificate of Completion
    Mental Health First Aid Maryland
    Jan, 2017
    - Oct, 2024
  • Certificate of Eligibility with Advanced Standing: Elementary School Teacher in Grades K-6
    State of New Jersey
    Oct, 2013
    - Oct, 2024
  • Certificate of Eligibility with Advanced Standing: Teacher of Students with Disabilities
    State of New Jersey
    Oct, 2013
    - Oct, 2024
  • NJ Substitute Teacher’s Credentials
    State of New Jersey
    Apr, 2010
    - Oct, 2024
  • Early Interventionalist Birth through Kindergarten
    Louisiana Department of Education
    Oct, 2014
    - Oct, 2024
  • Elementary Grades K-6
    Louisiana Department of Education
    Oct, 2014
    - Oct, 2024
  • Mild/Moderate (1-12)
    Louisiana Department of Education
    Oct, 2014
    - Oct, 2024
  • Level I Instructional Certificate: Elementary Education K-6
    The State of Pennsylvania
    Jan, 2011
    - Oct, 2024
  • Level I Instructional Certificate: Special Education N-12
    The State of Pennsylvania
    Jan, 2011
    - Oct, 2024

Experience

  • Teach For America Greater Philadelphia
    • United States
    • Non-profit Organizations
    • 1 - 100 Employee
    • Director, Teacher Leadership Development
      • May 2022 - Present

      Provide coaching on equity-based instructional techniques toward rigorous curriculum & instruction;Support and foster corps members' anti-racist leadership development, centered on the Teach For America vision;Help corps members understand the community in which they teach and provide strategies for corps members to build meaningful relationships with multiple stakeholders within their school community.Design & implement curriculum for CM learning of best practices and assist in assembling communities of collaboration;Plan and lead programming, inclusive of small cohort sessions and larger full-corps experiences;Design & execute curriculum and sessions for pre-service that is aligned to national and regional vision.Support SMD, Program, with creating the vision/strategy for a strong pre-service experience that centers CM learning, experience, & orientation into the region;Recruit, hire, train, and manage part-time summer staff;Manage the day-to-day functions of pre-service.Oversee completion of programmatic expectations for a cohort of teachers, including AmeriCorps compliance, licensure progress, and professional and performance expectations; Manage Corps Member Improvement Plans to support and growth and development of corps members;Develop and maintain relationships with school leaders, school-based support, and/or Alumni Fellow Coaches that support the management and coaching of corps members.In alignment with our Team Commitment to Racial Equity, intentionally evaluate workstreams with an eye toward equity and inclusion, and commit to making adjustments whenever needed;Support regional initiatives such as alumni engagement;Collaborate with External Affairs team to support the story-telling needs and data collection needs;Support Recruitment, Partnerships & Placement team with matriculation and onboarding efforts by providing insight into the CM Experience and being a resource for Incoming CMs and Early Deadline Candidates

    • Manager, Teacher Leadership Development
      • Aug 2018 - Aug 2022

      Managers of Teacher Leadership Development (MTLD) are at the heart of Teach For America's work. MTLDs are educators, advocates, and systems change leaders charged with developing and cultivating teachers’ leadership skills and mindsets to foster educational equity and excellence. As a coach, MTLDs work to expand corps member perspectives and knowledge to go beyond traditional expectations to advance the academic and personal growth of their students. This is accomplished through partnering with communities, students, and families as well as the broader network of MTLDs across the country. Broader regional and organizational priorities, such as: selecting new corps members, encouraging alumni to join our staff, and supporting regional alumni initiatives is also an important part of an MTLD's responsibilities. Management and Coaching- Plan on a monthly basis towards end of year goals, including strategically calendaring school visit and coaching cycles- Manage a subset of schools within a community group and execute consistent short cycle coaching across multiple grades and content areas that strengthens corps member practice and impacts student outcomes at a school- Use data to provide adaptive leadership coaching to all corps members that is inclusive and differentiated based on each corps member’s vision, school context, and student goals- Use corps member retention and satisfaction data to inform planning and strategy, and maintain high expectations for you and your team’s results in the area of corps member satisfactionCorps Member Leadership Programming - Design, facilitate, and/or manage ongoing regional professional development learning experiences in coordination with the leadership development team and regional partners - Provide transformative experiences, reflection opportunities, and skills-based coaching to participants - Determine corps member learning gaps and design appropriate learning experience to address the gap

  • Relay Graduate School of Education
    • United States
    • Higher Education
    • 200 - 300 Employee
    • Field Supervisor
      • Oct 2021 - Present

      In this role, I was tasked with implementing the inaugural cohort of first and second year teachers in the NJ Department of Education's sponsored Minority Teacher Quality and Retention Grant Program. Through my planning and execution, Relay Graduate School of Education provided KIPP NJ Teachers in Residence professional development opportunities to positively impact their success in the classroom. Teachers supported through this grant received targeted academic advising such as "deliberate practice" coaching to improve instruction and student outcomes, participation in focus groups to target retention concerns, and ongoing training in topics such as time and task management and trauma-sensitive classroom practices.

  • The Pivotal Paradigm Project
    • United States
    • Professional Training and Coaching
    • 1 - 100 Employee
    • Co-Founder; COO; Senior Consultant & Strategist
      • Mar 2020 - Present

      We seek to change the existing paradigm though deliberate interventions grounded in diversity, equity and radical inclusivity. OUR SERVICES: School/Organization Culture Building & Restoration If you want to know how staff members feel about your organization, how to shift your culture, and sustain long term success. If your team has suffered breaches we can help to bring restoration and balance. Our team will help you to develop a true cycle of feedback for your organization. Diversity, Equity, & Inclusion Training Our team can create training best suited to the needs of your Staff, School, District, or Organization Human-Centered Design + Trauma - Sensitive Training We approach everything we do with the lens of “How is this affecting who is on the receiving end of this." We can help you do the same with teachers, staff members, or more broadly. Let us know your needs. Leadership Coaching We offer 1-on-1 leadership coaching and consultation. Let us help you think differently about your current practices. Board Diversity & Inclusivity Training and Consultation Are you looking to make your board more inclusive through recruiting more members or train your current board to be active participants in an anti-racist structure? We can help provide structure, training, and support. Speaking Events Let us talk to your group about diversity, inclusion and equity. Small groups, large groups, or panels. You have a platform, we have a message.

  • Leadership for Educational Equity
    • United States
    • Education Management
    • 1 - 100 Employee
    • Member
      • 2014 - Aug 2022

      • Policy & Advocacy Summer Fellowship The Policy & Advocacy Summer Fellowship helps recent alumni and current corps members gain valuable, hands-on experience in education policy, advocacy, and organizing and connects them to a network of leaders across the country. Fellows work with a host organization for an eight-week, full-time placement while also taking part in leadership development programming. Throughout the program, fellows have an opportunity to explore the root causes of educational inequity and gain tools to become leading decision makers in the fight for educational equity. • Diversity in Elected Leadership Series: African American Political Leadership Program LEE’s Diversity in Elected Leadership Series inspires, develops and supports LEE members from communities historically underrepresented in political leadership to pursue elected leadership. LEE believes that members from our communities bring a critical perspective to education policy-making and governance and that we need more diverse representation at all levels of elected office. These programs provide space for LEE members to identify how to overcome systemic barriers that historically underrepresented candidates and elected officials may face while running for and serving in public office.

  • Teach For America
    • United States
    • Education Administration Programs
    • 700 & Above Employee
    • Diversity, Equity, and Inclusion Facilitator
      • May 2020 - Nov 2020

      As a Diversity, Equity, and Inclusion (DEI) Facilitator, I play a critical role in the development of new teachers' abilities to reflect & act on their roles in the classroom. My job is to create learning spaces where the passion for ending educational inequity combines with critical reflection on identity: race, class & privilege that formed the inequities we currently face in schools in order to form the approach our teachers take as change-makers. I collaborate with my peers to foster new teacher meaning-making, and ensure a variety of voices are elevated while true dialogue emerges.

  • State of New Jersey
    • United States
    • Government Administration
    • 700 & Above Employee
    • LEE Policy & Advocacy Fellow
      • Jun 2018 - Aug 2018

      The Office of Recruitment, Preparation, and Recognition (RPR) leads policy development to ensure that every student, school, and district will have access to well-trained, effective educators that meet the particular needs of their local communities. To do this, we must attract and retain excellent educators in New Jersey, ensure that they are prepared to be effective on their first day on the job, and recognize their contributions to our students and to the profession. The Educator Recruitment Initiative (ERI) works to support institutions of higher learning, school districts and other educational entities to encourage a more robust and diverse pool of teachers for the state of New Jersey. Our goals are to increase student access to high quality educators of diverse backgrounds , increase awareness and promote positive messaging about the teaching profession, and provide more effective and efficient resources for those hiring and retaining educators, as well as prospective and current educators. Our focus on preparation includes supporting all preparation programs across the state that prepare educators for New Jersey public schools. Our specific focus is on developing regulations and guidance pertaining to the operation of educator preparation programs, approving and monitoring all preparation programs that operate in New Jersey and lead to state certification, and sharing data and information on approved programs to help promote continuous improvement. Our work in recognition focuses on aligning educator evaluation and support systems with opportunities for acknowledgment and appreciation. As educators are recognized, we will continue to keep clear lines of communication open to inform them of, and seek their participation in, statewide and national initiatives. We also intend to implement a statewide effort to highlight the many contributions effective educators make to their students, schools, and communities.

  • The School District of Philadelphia
    • United States
    • Education Administration Programs
    • 700 & Above Employee
    • K-3 Lead Literacy Teacher
      • Jun 2017 - Aug 2018

      • Directs 13 Kindergarten through Grade 3 teachers to meet the goal of 100% of students reading on level • Provides in-class support, coaching, and mentoring to guide teachers toward evidence-based literacy instruction • Designs, coordinates, and administers common grade meetings to ensure continuous student improvement• Evaluates ongoing teacher performance data in order to prepare and facilitate necessary professional development• Collaborates and manages relations with the District’s centralized literacy support offices, school leadership, and The Children’s Literacy Institute to improve teacher literacy instruction and practice-School Redesign Initiative cohort member-Northeast Regional Reading Festival Planning Committee Member

    • 4th Grade Teacher
      • Sep 2016 - Jun 2017

      • Differentiated instructional techniques in order to earn highest ELA PSSA scores in our school (60% of students Proficient or above) during implementation year, as well as 84% of students Proficient or above in Science• Collaborated with school leadership team and other K-6 math teachers to form a math practice and instruction focus group with the goal of improving school math performance through discussion of best practices • Connected with community stakeholders by presenting math curriculum and strategies at parent nights

  • Teachers Institute of Philadelphia
    • United States
    • Primary and Secondary Education
    • 1 - 100 Employee
    • Fellow
      • Jan 2018 - Jul 2018

      Philosophy, Science & Society Fellow. During sessions, teachers (called Fellows) discuss the readings and concepts with the Seminar Leader guiding the session. They also discuss and critique each other's work as they develop their curriculum units. Based upon the seminar content, fellows must create a 15- to 25-page curriculum unit that meets the guidelines set forth by the TIP program. After the final formal seminar sessions, Fellows have one month during which they prepare the final versions of their curriculum units to be published and implemented during the year following the seminar. Fellows will have opportunities to present their curriculum unit to colleagues at peer network events and conferences.

  • Jefferson Parish Public School System
    • 4th Grade Teacher
      • Jun 2014 - Jun 2016

      • Served Greater New Orleans as a Teach for America corps, and Leadership for Educational Equity, member • Planned and prepared differentiated educational supports for students with special education or English Language Learner classifications, resulting in awards for most growth in Math, ELA, and Science • Represented fellow union members as the Jefferson Federation of Teachers Building Representative • Advised and directed the school’s Positive Behavior Incentive System (PBIS) as a Leading Educators fellow • Evaluated student achievement to organize appropriate supports on the Academic/Behavior Intervention Team 2014-2015: Self-Contained SpEd Inclusion Teacher - Terrytown Pearls Step Team Assistant Coach 2015-2016: Math, Science, and Social Studies Teacher - PBIS (Positive Behavioral Interventions & Support) Team Leader - ABIT (Academic and Behavioral Intervention Team) Member - Teacher Leader Coach - Terrytown Pearls Step Team Assistant Coach - Terrytown Drama Club Assistant Director

  • LearnZillion
    • United States
    • E-Learning Providers
    • 1 - 100 Employee
    • Dream Team Math Teacher
      • Jun 2012 - Sep 2015

      Scaling my impact as a teacher by creating mini math lesson videos that are aligned with the Common Core Standards. Currently, we are working on building a Common Core aligned math curriculum for K-8 students. • Participate in Common Core professional development • Utilize technology to create math video lessons, for LearnZillion.com, aligning with the Common Core Standards • Help teachers and parents meet the educational needs of every student Scaling my impact as a teacher by creating mini math lesson videos that are aligned with the Common Core Standards. Currently, we are working on building a Common Core aligned math curriculum for K-8 students. • Participate in Common Core professional development • Utilize technology to create math video lessons, for LearnZillion.com, aligning with the Common Core Standards • Help teachers and parents meet the educational needs of every student

  • Gloucester County Special Services - McKinney-Vento Program/ Center for Family Services
    • Instructional Tutor - Educator of Homeless Youth
      • Sep 2012 - Jun 2013

      • Provide interim instructional support for homeless children and youth in a residential shelter • Communicates, collaborates, and cooperates with colleagues, supervisors, and students • Plan day-to-day lessons and activities to instruct and challenge learners • Maintenance of appropriate records including student school work and records • Utilize conflict management skills to ensure classroom management • Provide educational support for “at-risk” learners with individualized and small group assistance

  • Center for Family Services
    • United States
    • Non-profit Organizations
    • 400 - 500 Employee
    • Administrative Assistant
      • May 2010 - Aug 2010

      • Provide administrative support by preparing reports, handling information requests, and performing clerical functions • Manage and maintain program director schedules • Prepare invoices, reports, memos, letters, financial statements and other documents • Utilize word processing, spreadsheet, database, and presentation software to perform daily functions • Read and analyze incoming memos, submissions, and reports to determine plan their distribution • Open, sort, and distribute incoming correspondence, including faxes and email • File and retrieve corporate documents, records, and reports • Greet visitors and determine whether they should be given access to specific individuals

  • Gloucester County Special Services School District
    • Board-Certified Substitute Teacher of Students with Disabilities
      • Apr 2010 - Jul 2010

      Substitute Teacher for pre-school through adult education for students with disabilities, including autism • Provide educational, behavioral, and mental health supports for students with disabilities • Performs regular teacher’s class plan while the teacher is absent • Maintains established routines and procedures of the school and classroom • Maintenance of appropriate records including student school work and records for a teacher who is absent • Provides for individualized and small group assistance for students as indicated by individual education plans

Education

  • UCLA
    Master of Arts (M.A.)
    2011 - 2012
  • Lakeside Global Institute
    Certificate of Completion
    2018 - 2018
  • Lakeside Global Institute
    Certificate of Completion
    2017 - 2018
  • Temple University
    Bachelor of Science (BS)
    2005 - 2011

Community

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