1. Foley 1
Kathleen M. Foley
1001 Overbrook Road, Baltimore, Maryland 21239
443-676-7220
kate.foley67@gmail.com
Summary
Education professional
dedicated to improving the
school experience and
success of urban students
for nearly 20 years.
Education
Certificate, Johns Hopkins University
School Administration and Supervision
MA, University of Maryland Baltimore County
Major: Instructional Systems Development
Supporting Areas of Emphasis: Elementary Education
BA, University of Colorado
Major: Communication
Supporting Areas of Emphasis: Fine Arts
Current Professional Positions
Baltimore City Public Schools - Patterson Park Public Charter School
August 2013 - present
Classroom Teacher - Grade Four Language Arts
Responsibilities include:
 Develop, plan, and implement rigorous and engaging targeted instruction aligned to
CCSS and Patterson Park Public School’s curriculum framework.
 Selection and use of a variety of instructional strategies to ensure the success of a
range of learners.
 Develop, adapt and modify educational materials in order to meet the needs of diverse
learners.
 Use data to monitor student progress, plan effective instruction, and evaluate
effectiveness.
 Collaborate with a range of professionals to better meet the needs of all learners.
 Foster positive relationships with parents and other community members.
Johns Hopkins University, School of Education – Department of Teacher Preparation
August 2013 - present
PDS On-Site Coordinator/Adjunct Instructor – JHU, Master of Arts in Teaching Program
Responsibilities include:
 Foster and support PDS activities at Patterson Park Public Charter School.
 Facilitate school-based instructional rounds.
 Participate as a member of the Maryland Teaching Consortium Project.
 Teach graduate level education courses.
Benchmark Education –
January 2014 - present
Literacy Consultant
Responsibilities include:
 Design and development of support materials for a CCSS aligned elementary core
reading program.
 Facilitate district level professional development.

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Previous Professioanl Positions
Baltimore County Public Schools – Division of Curriculum and Instruction
August 2012 – July 2013
Acting Coordinator – Office of Elementary Language Arts
Responsibilities include:
 Participate in the design and development of a curricular framework for elementary
language arts aligned with the Maryland State Common Core Standards.
 Build collaborative relationships with all curricular areas to provide for seamless
integration of language arts with other PreK-5 content areas.
 Lead the design and implementation of effective supports for elementary school
reading specialists, mentors, administrators and teachers.
 Develop collaborative relationships with external partners that benefit teachers,
students, and school system priorities.
 Assure fiscal accountability by applying effective practices in planning, budgeting,
controlling, and assessing the use of Office of Elementary Language Arts’ budget and
grant funds.
 Evaluate the performance and professional growth of personnel (professional and
administrative support staff) in the Office of Elementary Language Arts.
Johns Hopkins University, School of Education – Department of Teacher Preparation
September 2000 - June 2012
Coordinator/Instructor – JHU, Master of Arts in Teaching Program
Responsibilities include:
 Provide instructional and administrative leadership in the design and implementation of
the Baltimore Area School Immersion Master of Arts in Teaching program (Baltimore
SIMAT).
 Monitor and evaluate program effectiveness.
 Teach graduate level education courses.
 Recruit diverse groups of high quality teacher candidates to serve in urban schools.
 Create course master schedule and program sequence for Baltimore MAT program.
 Develop and implement summer and mid-year orientation programs for incoming
cohorts.
 Collaborate with community stakeholders to design service learning projects for pre-
service teachers.
 Establish and chair PDS steering committees with partner PreK-12 schools.
 Develop, implement and steward a vision for the PDS collaboration with partner
schools.
 Collaborate with school based administrative teams to identify areas in need of
improvement and support.
 Participate with school based administrators to monitor and analyze student
achievement data.
 Lead intern teachers and classroom teachers in the strategic use of RTI as a means of
addressing student needs and increase student acheivement.
 Guide intern teachers in the implementation of the action research process to support
school improvement goals and increase student acheivement.
 Supervise and evaluate teacher effectiveness.
 Facilitate the utilization of instructional rounds and focus walks as a means of
monitoring best practices.
 Conduct professional development and organize professional learning communities.

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University of Maryland Baltimore County, Department of Teacher Preparation
January 1999 – August 2000
Professional Development School Coordinator - Project SUPPORT
Baltimore City Public Schools
August 1995 – January 1999
Special Educator/Teacher - Canton Middle School
Graduate Courses Taught
 Summer Learning Internship
 Curriculum, Instruction, and Assessment in School Settings
 Human Development, Learning and Diversity: Culturally Responsive Teaching
 Supervised Internship and Seminar for Elementary and Secondary Candidates
 Portfolio Development
 Instruction for Reading
 Curriculum Theory and Implementation
 Teacher Candidate as Action Researcher Through the Use of Technology
Workshops Presented
"Engaging ALL Learners with Interactive Read Alouds," NYC Early Childhood Training, Fall 2014 and Winter
2015.
"Implementing Writers Workshop in Early Childhood and Intermediate Classrooms," Anne Arundel County
Public Schools, Fall 2014.
“Responsive Instruction,” Baltimore County Public Schools, 2013.
“Providing Meaningful Feedback to Increase Student Achievement,” Tench Tilghman Elementary/
Middle, Baltimore City Public Schools, 2011.
“Mentoring Pre-Service Intern Teachers,” JHU/Baltimore City Public School PDS partners, Fall and Spring
2010 – 2012.
“Differentiating the Reading Curriculum,” JHU/Baltimore City Public Schools PDS partners, 2010.
“Literacy Across the Curriculum,” Baltimore City Public Schools, 2010.
“Tools for Differentiating the Curriculum,” Baltimore City Public Schools, 2009.
Presentations Given
Sowders, R. William, Beaty-O’Ferrall, E., Kimmel, L., Foley, K.,“Integration of Technology in a Teacher
Preparation Program: A Faculty Collaboration,” Society for Information Technology and Teacher
Education, Charleston, South Carolina. (2009).
Cuddapah, J., Masci, F., O'Ferrall, M., Foley, K., Phi Delta Kappa Annual Meeting, "Teacher
retention," Phi Delta Kappa International, Washington, DC. (October 2006).
Masci, F., Foley, K., Summer Conference, "A collaborative cost neutral approach to graduate
teacher preparation," Association for Teacher Educators, Boston, MA. (August 2004)

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References
Dr. Mary Ellen Beaty-O’Ferrall
mebo@jhu.edu
443-310-3731
Kelly Smith
ksmith@bcps.org
443-983-2537
Emily Augustine
eaugustine@pppcs.org
410-558-1230