Kevin G.

Skills

Learning Science & Research
Educational Psychology
Executive Functioning
Self-Regulated Learning
Retrieval Practice & Study Strategies
Assessment Design
Program Evaluation
Data-Informed Decision Making

Instructional Design & Pedagogy
Curriculum Design
Learning Experience Design (LXD)
Adult Learning Theory
Professional Development Facilitation
Instructional Coaching
Blended & Online Learning

EdTech & Product Collaboration
EdTech Implementation
Product Feedback & Iteration
User-Centered Design Thinking
AI in Education
Educational Technology Integration
Pilot Design & Scaling
Cross-Functional Collaboration

Leadership & Strategy
Academic Program Leadership
Strategic Planning
Change Management
Stakeholder Engagement
School & District Partnerships
Systems Thinking

Coaching & Support
Executive Function Coaching
Student Success Interventions
Goal Setting & Progress Monitoring
Behavior Support Planning (BSPs)
Mentoring & Advising

Communication & Facilitation
Public Speaking & Presentations
Workshop & Webinar Facilitation
Faculty Training
Clear Written Communication
Research Translation for Practitioners

Data & Tools
Qualitative & Quantitative Analysis
Survey Design
Google Workspace
Learning Management Systems (LMS)

About

I’m an educator, learning scientist, and school leader with a PhD in Educational Psychology, focused on helping adolescents and young adults develop the executive control to pursue meaningful goals.

I currently serve as Director of Learning Services at an academically rigorous college-prep high school, where I lead executive functioning, study skills, and academic support programs.

Over the past several years, I’ve developed and field-tested From Here to There, a framework for supporting executive functioning that integrates identity, motivation, and goal-directed problem solving. The framework emerged from direct work with hundreds of students and has been shared with educators, clinicians, and researchers interested in bridging executive function theory and real-world practice.

My broader work sits at the intersection of self-regulated learning, cognitive science, and educational design. I’m especially interested in how research-informed frameworks — including advances in AI — can help close the gap between what we know about learning and how learning actually unfolds in schools.