Research Assistant Center for Research in Educational Policy University of Memphis May 2015-September 2015
Graduate Assistant Center for Research in Educational Policy University of Memphis July 2013- April 2015
Data Collector Learning Research and Development Center University of Pittsburg 2013- 2014
Early Childhood Guide Abintra Montessori School Nashville, TN 2012-2013
Early Childhood Guide Montessori Academy Brentwood, TN Summer 2012
Early Childhood Guide Lamplighter Montessori School Cordova, TN 2011- 2012
First Grade Interim Teacher Arlington Elementary School Arlington, TN Spring 2011
Teaching Licensure: Endorsements: 467 Early Childhood Ed PK-3 Issue Date: 02/23/2011
Research Publications Bertz, C. A., Sharpe, K. M., & Alberg, M. (2017). Vision 2020 Year One Success Stories, Lessons, and Progress toward the Vision. Prepared for the Women’s Foundation for a Greater Memphis. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
Kaldon, C. R., Lee, C. C., Sharpe, K., Gallagher, B., Holden, S., Lee, L., Stevens, N. L., Zhang, M., & Zoblotsky, T. A. (2017). A Multi-Site Efficacy Study of the Leveled Literacy Intervention System for Students in Grades 3-5. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
Kaldon, C. R., Lee, C. C., Sharpe, K., Gallagher, B., Holden, S., Lee, L., Stevens, N. L., Zhang, M., & Zoblotsky, T. A. (2017). The Efficacy of the Leveled Literacy Intervention System for Students in Grades 3-5: Data Summary Report for Abilene Independent School District 2015-2016. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
Kaldon, C. R., Lee, C. C., Sharpe, K., Gallagher, B., Holden, S., Lee, L., Stevens, N. L., Zhang, M., & Zoblotsky, T. A. (2017). The Efficacy of the Leveled Literacy Intervention System for Students in Grades 3-5: Data Summary Report for Denver Public Schools 2015-2016. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
Kaldon, C. R., Lee, C. C., Sharpe, K., Gallagher, B., Holden, S., Lee, L., Stevens, N. L., Zhang, M., & Zoblotsky, T. A. (2017). The Efficacy of the Leveled Literacy Intervention System for Students in Grades 3-5: Data Summary Report for Sandwich Public Schools 2015-2016. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.
King, M., Sharpe, K., Gallagher, B., & Zoblotsky, T. A. (2015). 2013-2014 Evaluation of 21st Century Community Learning Centers for Virginia Department of Education. Memphis, TN: The University of Memphis. Center for Research in Educational Policy.
Ransford-Kaldon, C., Zoblotsky, T., Gallagher, B., Franceschini, L., Qian, H., Rowe, M., et. al. (2014). SSEC LASER i3 Validation Study: A Systemic and Sustainable Approach for Achieving High Standards in Science Education: 2013-2014 Annual Report. Memphis, TN: University of Memphis, Center for Research in Educational Policy.
Ransford-Kaldon, C., Burkhardt, D., Vanelli, L., Allen, B., Sharpe, K., & Mallot, L., (2014). An Evaluation of Shelby County Schools’ Teacher Coaching Support Models 2013-2014 Final Summative Report. Memphis, TN: University of Memphis, Center for Research in Educational Policy.
Ransford-Kaldon, C., Burkhardt, D., Vanelli, L., Allen, B., Sharpe, K., & Mallot, L., et. al. (2014). Education Reform through Professional Learning: An Evaluation of Shelby County Schools’ Race to the Top Initiatives 2013-2014 Final Report. Memphis, TN: University of Memphis, Center for Research in Educational Policy.
Professional Presentations Perone, A., Payne, A., & Sharpe, K. (2014, October). Performing with(in) academia: The offer of life-span imaginative play in higher education. Workshop presented at the annual meeting of Performing the World, New York, NY.
Perone, A., Payne, A., Tan, B., Sharpe, K., & White, C. (2014, November). Imaginative play in higher education: Co-creating holistic, revolutionary learning and development. Paper accepted for presentation at the annual meeting of the American Educational Research Association, Chicago, IL.
Current Experience Katie is currently working with faculty at the University of Memphis to design, develop, and deliver quality programs and courses. She has assisted in planning and leading many faculty development seminars via Ignite Sessions and Innovation Showcase events on UofM's campus. She has also worked with leadership to develop corporate partnerships and provide custom instruction to meet partners' needs while also maintaining academic rigor.
Previous Research Experience Katie has lead various aspects of project management, implementation, analysis, and research dissemination. She has conducted two evaluations for Heinemann (A Diagnostic Tool and Leveled Literacy Intervention) and worked with Smithsonian to look at how teacher professional development influenced English Language Learners' Achievement in science. Katie has experience in conducting interviews and focus groups both locally and in school districts nationwide. She has collected data for a variety of full-time projects, through part-time work with the University of Pittsburg, and through volunteer work with Grow Memphis’ Strengthening Communities Grant. She has assisted with developing and administering instruments and provides quantitative and qualitative analyses that used during report writing. Katie has a certification in instructional design, qualitative research, and is also certified on the TEM 3.0 teacher evaluation model (utilized by SCS), and the School Observation Measure (SOM).
In completing her doctoral degree, Katie worked on two significant instructional design projects.
Assisted in the development of seven asynchronous, adaptive learning, virtual training modules for a NSF grant exploring e-mentorship for women enrolled in STEM programs. This grant project focused on creating and evaluating the effectiveness of a STEM peer mentorship program for undergraduate STEM students in order to improve their self-efficacy and persistence. Katie worked with content experts and the Principal Investigators of this grant to design the training modules use by graduate students involved in the study.
Created two modules for IDT 8100: Scholarly Practice in Instructional Design and Technology. Katie developed , Becoming a Critical Consumer of Qualitative Research and Understanding the Basics of Analysis, under the supervision of her faculty advisor. Katie is comfortable utilizing Articulate Storyline, Articulate Rise, and other recommended software programs utilized to complete these components.
Professional Organization Memberships Online Learning Consortium Educause American Educational Research Association (Division H)
Community Service 2016-2018 Mayor's Youth Council 2013- 2018 Tennessee Achieves Mentor 2013- 2018 Grow Memphis Volunteer 2014- 2016 Urban Child Institute Volunteer 2013- 2015 Libertas Montessori School Design Team Member 2013- 2015 Kappa Delta Chapter Advisory Board Member