Dr. Castillo-Clark is a Senior Program Director at DFI. In this role, she leads multi-year networks of educator-preparation programs and state partners, where she supports faculty and leaders to redesign coursework and clinical experiences in alignment with the science of reading and high-quality instructional materials. Kathleen holds a bachelor's degree in Elementary Education & Romance Languages from The University of North Carolina Chapel Hill, a master's degree in Education-Language & Literacy from Harvard Graduate School of Education and a doctorate in Education, Curriculum & Instruction from Loyola University Chicago. In addition, she is a National Board Certified educator and serves on The North Carolina Reading League board.
Prior to joining DFI, Dr. Castillo-Clark served as the Elementary Education program coordinator and faculty at Campbell University. She also contributed to statewide efforts as a member of the NCICU Science of Reading Task Force and began her career as an elementary educator, grounding her work in both classroom practice and higher education leadership.
What’s a piece of advice you’d give to aspiring or new teachers?
One piece of advice I’d give aspiring or new teachers is to invest as much energy in building your professional skills as you do in honing your instructional practice. Learning how to discuss data with stakeholders, hold effective conferences, and navigate the dual roles of mentor and mentee are the kinds of skills that will sustain your growth over time. At the same time, remember that teaching is a marathon, not a sprint—building professional resiliency and finding balance early in your career will help you avoid burnout and stay connected to the joy of the work.
What were you like as a student?
As a student, I was the one who always wanted to play teacher—I loved school and could never get enough of it. I was the child who volunteered to be the teacher’s helper, passing out supplies and making sure things felt fair for everyone. That early passion for learning and teaching stayed with me and eventually led me to pursue a doctorate in education. I’ve always considered myself a “forever student”—someone who works hard, is deeply curious, and finds joy in both learning and helping others learn.