Connect with Kendall
I do this work because I believe in people’s ability to grow. With strong district systems for selection, development, and accountability, school leaders can distribute leadership effectively. With strong teacher-leaders, teachers grow from good to great. And with excellent teachers, students thrive—they are happy, they are engaged, and they can close gaps that have persisted for years.”
Kendall Hedding King
Ms. King is a consulting manager with Public Impact, with a focus on assisting districts and schools in implementing Opportunity Culture models, which extend the reach of excellent teachers and their teams. In her Opportunity Culture work, she leads a team of consultants that works with district leaders to create a career pathway for teachers, implement a rigorous and research-based selection process, design new school models for teacher leadership, and monitor progress throughout implementation. In addition, Ms. King has deep experience creating and facilitating professional development sessions for turnaround school leaders, teacher–leaders, and paraprofessionals across the country—both in-person and virtually. Before joining Public Impact, Ms. King worked for the Chicago region of Teach For America, coaching middle school math and science teachers across the city and planning professional development sessions for new teachers. She previously was a high school math teacher and coached ninth-grade teachers as a grade-level lead. She holds a B.A. in mathematics and political science from the University of North Carolina at Chapel Hill, and a master’s degree in teaching from National Louis University, a Teach For America partner
Example Projects: Ms. King’s recent work includes leading Opportunity Culture design in Chicago Public Schools, Winston-Salem/Forsyth County Schools, Wilson County Schools, and several districts across the state of Arkansas. She has done similar work with Indianapolis Public Schools and Syracuse (N.Y.) City School District. In addition, Ms. King has planned and facilitated competency-based professional development for turnaround school leaders in Syracuse, N.Y., Tennessee, and Philadelphia, where principals set school priorities, monitored progress, and deeply engaged in the turnaround leader actions and competencies.