Joscelyn Reed currently serves Turnaround for Children as a Partnership Director in Washington, D.C. In this role, she trains school leaders in Turnaround’s KIPP DC partnership. She builds the knowledge and capacity of school leaders to support Turnaround systems and structures in their schools, including Multi-Tiered Systems of Supports that promote positive climate and responsiveness to students’ needs through trauma-informed approaches and strategies. Joscelyn also supports Turnaround’s business development. Joscelyn joined Turnaround in 2017 as an Instructional Coach and has also served as a Leadership Development Coach.
Throughout her professional career, Joscelyn has served as a master teacher (grades 1-4) and instructional coach in a charter school district (grades K-8) in southeast Washington, D.C. and Prince George’s County, Maryland. Joscelyn has had opportunities to grow not only as an educator, but as an investor in building collaborative and creative learning environments and professional communities in the D.C. metro area. In 2016, she focused on family involvement practices by completing the Family Engagement Fellowship with the Flamboyan Foundation.
Joscelyn holds a Master’s degree in literacy education and instruction from Roehampton University in London, England and a B.S. in elementary education from Seton Hall University.
What motivates you?
My child, Zaire, and students I work with. Watching them light up with excitement after tackling a challenging task motivates me to continuously work to create opportunities for students to thrive. It is incredible to see students celebrated as unique individuals, allowed to grow and learn in a way that is tailored to their needs and learning styles.
What three words would you use to describe your work at Turnaround?
Purposeful, progressive, and collaborative. Our work is purposeful and specific to providing stability and consistency for the children that need it the most. It is progressive and always growing to include the latest developments in science to support school practices serving our students effected by adversity. Collaborating on a meaningful level with school leaders, teachers and team members creates a space for initiatives to continuously flourish.