- Ph.D. in Educational Leadership, Miami University
- M.Ed. in Secondary English Education, Vanderbilt University
- B.S. in English and Philosophy, Vanderbilt University
Dr. Kimberly Kappler Hewitt serves as director for the Principal Preparation for Excellence and Equity in Rural Schools (PPEERS) program, which involves a partnership amongst 11 rural districts that struggle to find and keep effective principals for high needs schools, the University of North Carolina Greensboro’s (UNCG) Department of Educational Leadership and Cultural Foundations, and the Southern Regional Education Board (SREB). The program is funded by a $1.8 million grant through the North Carolina Alliance for School Leadership Development.
Prior to entering academia, Dr. Hewitt taught in Atlanta, Georgia, where she was selected as a Georgia Honor Teacher. She served as a principal in Ohio for six years and district administrator for seven years in the areas of curriculum and instruction; professional development; data and accountability; new teacher induction and mentoring; and gifted services. She was President of OhioASCD in 2010-2011 and a 2010 ASCD Emerging Leader. Dr. Hewitt teaches instructional leadership, data use, qualitative methods, and statistics and basic quantitative methods. Dr. Hewitt’s research focuses on instructional leadership, particularly the ethical and efficacious use of educational data and sustaining educational reform.
Scholarly & Professional Keywords:
Leadership preparation; instructional leadership, defensible data use, curriculum and instruction, sustaining change in schools, student growth models, value-added, qualitative methodology, quantitative methodology, mixed methods
*Reitzug, U., & Hewitt, K. K. (in press). The tensions of “strong” principal leadership: Examining the leadership of a successful turnaround principal. Submitted to the Journal of School Leadership. (Revise and resubmit.)
Irby, B. J., Lynch, J., Boswell, J., & Hewitt, K. K. (2017) Mentoring as professional development (editorial). Mentoring and Tutoring: Partnerships in Learning, 25(1), 1-4.
Hewitt, K. K., & Amrein-Beardsley, A. (Eds.). (2016). Student growth measures in policy and practice–Intended and unintended consequences of high-stakes teacher evaluations. New York, NY: Palgave Macmillan.
Hewitt, K. K. (2016). Axes of difference and areas of inquiry in mentoring and tutoring (editorial). Mentoring and Tutoring: Partnerships in Learning, 24(3).
*Kirkman, C., McNees, H., Stickl, J., Banner, J.H., & Hewitt, K.K. (2016). Crossing the suspension bridge: Navigating the road from school suspension to college success. Journal of Organizational and Educational Leadership.
*Hewitt, K. K., & Reitzug, U. (2015). Portrait of a turnaround leader in a high needs district. Education Leadership Review, 16(2), 19-35.
*Hewitt, K. K. (2015). Educator evaluation policy that incorporates EVAAS value-added measures: Undermined intentions and exacerbated inequities. Education Policy Analysis Archives, 23(76), 1-49. Retrieved from http://epaa.asu.edu/ojs/article/view/1968. Associated video commentary: https://www.youtube.com/watch?v=Szv35NbMa_I
*Hewitt, K. K., Journell, W., & Zilonka, R. (2015). What the flip: Impact of flipped instruction on self-regulated learning. International Journal of Social Media and Interactive Learning Environments, 2(4), 303-325. doi: 10.1504/IJSMILE.2014.067638
*Hewitt, K. K., & Chopin, S. L. (2015). Data-Based personnel decisions: Baker Middle’s Intensive Support List. Journal of Cases in Educational Leadership, 18(1), 39-52. doi: 10.1177/1555458914568117
*Peck, C., Hewitt, K. K., Mullen, C. A., Lashley, C. A., Eldridge, J. A., & Douglas, T. M. O. (2015). Digital youth in brick and mortar schools: Examining the complex interplay among students, technology, education, and change. Teachers College Record, 117(6), 1-58.