Kaylan Connally

Kaylan Connally was a policy analyst with the Education Policy program at New America. She provided research and analysis on policies that impact PreK-12 teaching quality and school leadership. She is currently a Senior Program Associate at the Council of Chief State School Officers, where she supports states’ efforts to improve educator preparation programs along with outcomes for diverse learners.

Previously, Connally worked on teacher evaluation design and research at D.C. Public Schools. There she led stakeholder engagement and qualitative research on teacher evaluation and developed policy proposals to increase evaluation’s formative value, including initiating a student surveys pilot. Connally began her career as a teacher in Brooklyn, where she taught sixth grade English. Connally and her work have been featured in such media outlets as The Hechinger Report, Pacific Standard, Washington Monthly, and The Atlantic. She holds an EdM in education policy and management from the Harvard Graduate School of Education and a BA in philosophy from New York University.

All Work

Teacher Talent Untapped

This report highlights the barriers multilingual paraprofessionals face in entering teaching in their own words.

Multilingual Paraprofessionals Highlight Barriers to Entering the Teaching Profession

A new paper uses focus group data with multilingual paraprofessionals to explore barriers to entering teaching.

Will D.C. Public Schools' Big Bet on Teacher Development Pay Off?

Kaylan Connally examines the way in which D.C. public schools are developing teacher development.

To Develop Teacher Talent, Start with School Leaders

Over three-quarters of principals cited a lack of expertise as another challenge in supporting all teachers well.

The edTPA: What We Do & Don't Know

The edTPA is an increasingly required assessment for teacher candidates. But what do we currently know about the edTPA?

No Panacea

In this report, New America identifies key obstacles that prevent PD from reaching its potential for growing teachers’ knowledge and skills

Multilingual Paraprofessionals

This policy brief examines whether U.S. paraprofessionals can help meet the growing need for multilingual teachers.

New Report Advises Closer Look at What Ails Teacher PD Before Reaching for Remedies

A report by New America on teacher professional development programs, do they work, why not, and how do we fix them?

What Do Teachers Actually Think About New Teacher Evaluations?

Takeaways from two new surveys of educators.

Paraprofessionals Could Help Solve Bilingual Teacher Shortages

The bilingual teacher shortage is all too common - but many great candidates are already in the classroom.

Trump Is Clearly Anti-Common Core. Is He Also Anti-Teacher?

Based on his lack of support for standards, Kaylan Connally argues that the answer is probably yes.

Using Evaluation to Help Teachers Learn

States are using new methods to assess teachers. Are they actually helping teachers learn?