Page 34 - 2024_Jour_90-5

who struggle to access learning for any reason. I have found that, if educators
concentrate on general best practices, these typically set up an environment
where most students can be successful. Co-teaching and inclusive practices,
interventions, and school decision-making processes interest me a great deal,
as well as looking into what drives parents’ perceptions of what makes a
“good school.”

Dr. Kammie Richter, KR: What are the key points of your 2020 book, Implementing Systematic
inducted as a member Interventions: A Guide to Secondary Schools?
of Xi Chapter in Illinois
State Organization (ILSO) LCL: Our book focuses on systematic structures. The idea is that setting
in 2010, has served as up strong systems allows for easier and more effective ways to tier all the
chapter treasurer and interventions needed to meet the needs of students. Part of these systems
president. She became includes how school personnel collect, review, and use a mosaic of data to
ILSO Executive Assistant in inform their decisions and the importance of involving all school community
July 2015 and ILSO Editor
in July 2020. A regular members in the process. Our target audience is secondary schools because
attendee at every ILSO many times information related to tiered systems focuses on methods for
state convention as well primary and elementary schools; however, the information in the book is
as five DKG conferences useful and relevant to all those interested in the organization of systems for
and conventions, Richter effective education at all levels.
has presented numerous
times at all DKG levels. She
currently serves on the KR: What is the focus of your doctoral dissertation?
Bulletin Editorial Board, LCL: My dissertation is in a Carnegie Project on the Education Doctorate
2022–2026. (CPED) model, which focuses on bringing together research with practice.

Kam93richter@gmail . Minimizing the research-to-practice gap is very important to me and is why
com I see building effective systems as the key to high-quality instruction for all
students. It is not easy to implement and scale evidence-based practices in
the field, and the systems we build can either facilitate the success or ensure
the failure of those practices. For my dissertation, I will focus on the problem
of teacher turnover, particularly in special education. I will be exploring an
intervention that I hope will improve the relationship between general and
special education teachers, helping to keep special education teachers in their
schools and the field. Differences in the expectations of “best practices” and
meaningful instruction for students between two teachers sharing a class can
lead to dissatisfaction, and dissatisfaction can lead to turnover.

KR: What made you want to join DKG?
LCL: I met the women from DKG in my work with the Teacher Leadership
Summit, and I was inspired by their work and got to know them over several
years. I loved all the work they did. Linda Adcock, Illinois State Organization
President, showed me how you can grow and achieve if you have other
women behind you. Bev Johns, past Illinois State Organization President,
and Debbie LeBlanc, past Illinois State Organization President and now our
International President, have supported and guided me in different ways.
These women set a good example and are good professional role models. I
am happy and lucky to have met them.

32 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators