My #IHPromise is to foster continuous learning, empower students, families, and teachers, and create an exceptional learning environment. The "light-bulb moments" fuel my enthusiasm and energy.
When I witness students and teachers collaborate and engage in meaningful learning – that is the best moment in my day.
Since joining the Brave family in 1995 and serving in a variety of roles, I never fail to be impressed with the innovative and child-centered approach every single employee brings to support our learners. It is truly awe-inspiring to be a part of the Indian Hill School District and to have the opportunity to make a difference for children each and every day.
As part of the Brave family, we embrace a shared commitment to fostering an environment where individuals have the space, mentorship, and opportunities necessary to explore and enhance their unique talents. Each member of our community is encouraged to utilize their strengths not only for personal growth but also to contribute to the growth of our collective community. At the heart of being a Brave lies the spirit of collaboration, as we join forces to establish resilient and thriving schools that encourage learners to realize their fullest potential. Together, we strive to create a sustainable educational ecosystem that nurtures and amplifies the best in each and every individual.
Our ultimate objective is to empower every child in our District, equipping them with the essential tools, skills, and knowledge needed to identify their unique strengths and interests, thus enabling them to embark on the journey toward realizing their dreams. To achieve this, we are unwavering in our commitment to fostering interactions that consistently nurture understanding and cultivate confidence. Our foremost priority is to ensure that each learner feels cared for and recognized as an integral member of our community. Through our dedicated efforts, we are diligently working towards transforming the #IHPromise into a tangible and enriching experience for your children.
Began serving the Indian Hill Exempted Village School District: 1995
1989-1995: Teacher, Montgomery County Public Schools; Rockville, MD
1995-Present: Indian Hill Exempted Village School District
- Strategic Plan & Innovation Coordinator (August 2022 - Present)
- Virtual Learning Options Coordinator (August 2021 – August 2022)
- Brave Virtual Academy Supervisor (August 2020 - August 2021)
- Gifted Intervention Specialist (August 2003 – Present)
- Technology Facilitator (August 1998 – June 2003)
- Teacher – Technology (August 1997 – June 1998)
- Teacher – 3rd Grade (August 1995 – June 1997)
2007-Present: Adjunct Faculty, Xavier University
1989: Miami University, Bachelor of Science, Elementary Education
1995: The Johns Hopkins University, Master’s Degree in Education
2004: Xavier University, Gifted Intervention Specialist Licensure
2016: University of Cincinnati, Teacher Leader Endorsement, Doctorate of Education Degree
Hedges, S., Harkness, S.S., Given, K. (2022). Attending to middle school students’ understanding of study design: The often overlooked or contrived step in the statistical problem-solving process. Middle Grades Research Journal, 13(1), 53-65.
Hedges, S., & Given, K. (2022). Addressing confirmation bias in middle school data science education. Foundations of Data Science, doi: 10.3934/fods.2021035
- Kew, B., Given, K., and Brass, J. (2011). Teachers as researchers of new literacies: Reflections on qualitative self-study. Journal of Language and Literacy Education [Online], 7(2), 67-84.
- Given, K. (2016). Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers. (Electronic Dissertation). Retrieved from https://etd.ohiolink.edu/
- Harkness, S. S., Hedges, S., & Given, K. (2019). A technology twist on a classic statistics lesson. Statistics Teacher, http://www.statisticsteacher.org/2019/01/02/tech-twist-on-lesson/
2016: University of Cincinnati College of Education, Criminal Justice, and Human Services, Outstanding Student Award