Kathlene Holmes Campbell, Ph.D., is the Chief Executive Officer for the National Center for Teacher Residencies (NCTR). A teacher at heart, Dr. Campbell’s multifaceted experience as a classroom teacher, community college and state college professor, university instructor and supervisor, university dean, and non-profit consultant has shaped all of her strategic and scholarly pursuits. Dr. Campbell has a Ph.D. in Curriculum and Instruction from The University of Texas at Austin. She also received a B.A. in Elementary Education and M.Ed. in the Education Program for Experienced Teachers: Early Childhood Intervention and Family Studies from the University of North Carolina at Chapel Hill. Dr. Campbell is the proud recipient of the University of North Carolina at Chapel Hill School of Education’s 2025 Distinguished Leadership Award. She credits her family, university professors, and undergraduate cooperating teacher, Shyvonne Steed-Foster, as significant influences on her success as an educator. In addition, Dr. Campbell serves on the Board of Directors of Education Evolving and World Savvy, as well as on the Board of Trustees at the University of St. Thomas (MN).
Why did you decide to join DFI’s board?
As a former Impact Academy fellow and coach, I personally benefited from DFI’s support and guidance. Their mission to ensure every student is taught by a well-prepared teacher aligns with my own beliefs, and I’m grateful for their commitment to helping educators grow and succeed.
What is one pivotal moment in your career that helped shape how you view your own role in supporting instructional quality?
As a junior in my elementary education program, I interned in a fourth-grade classroom and taught a series of social studies lessons, including one on the Civil Rights Movement. I was struck by how briefly and incompletely the curriculum treated such a pivotal moment in our history. With my background as a U.S. history minor, I asked to create supplemental materials, and my mentor teacher agreed. Still, I couldn’t help but wonder how many students—across that school and beyond—were receiving only this limited version of the story, and what that says about whose knowledge is centered and whose is left out.
Describe a teacher or student who made a lasting impact in your life.
Mrs. Shyvonne Steed-Foster was my cooperating teacher during my senior year in the elementary education program, and I spent nearly the entire school year interning and student teaching in her kindergarten classroom. What began as a mentorship during student teaching quickly became a lifelong one. She helped me bridge the academic theory I learned in my coursework with the real-world practice of teaching, shaping me into the educator I am today. Her support did not end at graduation—she continues to check in on and encourage me to this day. I will always be grateful for her guidance, generosity, and the lasting impact she has had on my journey.
What most excites you about the work of transforming educator preparation?
What excites me most about transforming educator preparation is the opportunity to reimagine what education can and should be for everyone. Strong preparation elevates the profession and equips educators to lead with confidence, purpose, and an unwavering belief in every student. In a field that is often misunderstood and underestimated, investing in educators is an investment in the future. If teachers are the most important factor in student achievement, then preparing them well must be a top priority. I am inspired by future teachers who enter this work fully aware of its challenges yet choose it anyway—because they believe all children can learn and deserve a high-quality education. Supporting and preparing those educators to thrive is what drives my commitment to this work.