Dr. Kris Taylor curates and develops Teachers21 programs and curriculum for resources, activities and alignment to DEI initiatives. She is the Director of the Contemporary Aspiring Principals' Academy degree and licensure program. Before joining Teachers21, she was the District Lead and Manager at the Massachusetts Department of Elementary and Secondary Education, where she led an internal equity team focused on building the capacity of DEI leaders. She applied research-based practices to improve academic outcomes for students in the lowest performing schools.
Before joining DESE, Dr. Taylor worked with the Chief of Schools and the Instructional Superintendent Team as the Director of Leadership Development for Boston Public Schools. In this role, she collaborated with an array of Assistant Superintendents, school leaders and partners to design and implement high quality, inquiry-based, professional learning experiences for Boston principals and headmasters. In addition, she created and coordinated new leader induction to advance the skills and competencies of new principals and aspiring leaders in strategic school design. Dr. Taylor created and facilitated professional learning, which allowed the district to achieve workforce diversity goals in 2017 and 2018. Her experience includes coordinating and facilitating courses for school leaders and district leaders on unconscious bias, supervision and evaluation and improving hiring practices and retention rates by utilizing an equity lens.
Dr. Taylor taught middle and high school for nine years. She was an academic coach, supporting K-5 educators and a principal intern before becoming the principal of a large K-8 school in Boston. As principal, she and her team reduced the number of students performing at the warning level on the state assessment.
Dr. Taylor received her EdD from Boston College/Teachers21/MASS LLPS program, her MEd from Harvard University and her BA from University of California at Berkeley. Her dissertation focused on the leadership practices that influence student achievement and equity. Her research group identified specific practices that allowed a high performing school to achieve academic success with the same student population within a low performing district.