Kelly Niccolls
Kelly has been an educator for fourteen years. She began her career teaching in Southern California and has helped schools and systems reimagine teaching and learning, as well as serving as a school administrator. She is a Deeper Learning Equity Fellow, driven by the relentless belief in the possibility of social justice within education systems. Kelly focuses her education leadership on re-imagining structures for teaching and learning in order to empower all students for the future. Kelly is also a member of the Getting Smart Advisory Board.
Emancipating Equity for Learning Justice
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Kelly Niccolls and Rebecca Midles discuss how we must dismantle the machine that is schooling and emancipate equity for learning justice.
Getting Clearer: Schooling Loss, Not Learning Loss
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By: Kelly Niccolls & Rebecca Midles. Students have experienced school loss and peer interaction loss, not learning loss. Kelly and Rebecca outline how educators can help students continue forward in their learning journey.
Getting Clearer: Student Access
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There are key inequities in student access that need to be addressed across the country to support improvement in learning experiences and outcomes.
Getting Clearer: Our Students Need Sponsors, Not Saviors
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Kelly explains the importance of students having sponsors - concerted communities of mentors that in various roles and responsibilities invest in the talents and desires of our young people.
Getting Clearer: Human-Centered Design
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Where do we start when thinking about the new system design for teaching and learning in America? We start with people. Specifically, our students.
Focusing on Learners and SEL: Looping Strategies to Welcome Learners Back
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As social-emotional learning becomes more integrated into our systems of learning, we must consider a specific structure to tend to the whole child returning to some form of schooling in the fall, looping.
What is Curriculum in the year 2020? From Managed Instruction to Personalized Learning
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Kelly answers the question of "what is curriculum in 2020?" and how that must correlate to outcomes that matter to students and to their futures.
