Chris Hardin, EdD
School Improvement Coach, Professional Learning
Chris values the contributions of all learners and strives to continually support the academic and educational endeavors of students toward their strengths and ongoing growth. Chris is determined to ensure that all students succeed via equitable opportunities, while working with school professionals on ways to ensure outstanding next-grade-level and post-secondary outcomes through the analysis of performance indicators. He greatly enjoys collaborating with school leadership professionals and constructing the implementation of optimized processes and systems within educational environs to ensure students, teachers, and staff are able to perform to their highest potential in a collaborative and inclusive setting.
“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”
—John Quincy Adams
Chris is presently the head of school at Bridgeway Academy (a division of Edovate Learning Corp.) and supports a team of over 100 staff members including various educational leaders, teachers, and advisors in an online private school setting. Over 4,000 domestic and international students in grades K–12 complete online, self-paced, and blended coursework via Bridgeway’s academic programmatic offerings. He oversees various academic, operational, school accreditation, human resources, and system-level functions across all aspects of school and organization. Furthermore, Chris is an adjunct professor of education with Holy Family University’s principal certification program, where he guides future educational leaders in several blended and online courses.
Chris has over 17 years of progressive experience in urban, rural, and suburban educational systems, including work with historically underserved students, alternative learning settings, traditional classroom environments, and both blended and online learning settings while in public, charter, and private schools. He has previously served as a high school principal with Pennsylvania Leadership Charter School in West Chester, Pennsylvania, and supervised a team of over 80 educational professionals and leaders in various roles. Additionally, Chris was a high school English teacher for nearly 10 years in the Lehigh Valley area of Pennsylvania. Prior to teaching, he worked as a case manager in schools and classrooms for students with academic and behavioral barriers.
He has also served as a mentor and coach for student teachers, and a supervisor of curriculum for administrative internships/practicums and doctoral dissertations. Chris has experience supervising assistant principals, data specialists, various educational directors, instructional coaches, educational technology specialists, department chairs, and related educational leadership personnel. Furthermore, Chris has provided oversight, decision-making, and thought leadership to numerous strategic committees across several schools and organizations over the past 10 years.
Within the specific areas of the 5Essentials®, Chris has been a key contributor and leader in K–12 school systems during various educational leadership roles. Some highlights are as follows:
- Effective Leaders: Led the establishment of a revised supervision and evaluation system for teaching, advising, and educational technology departments via TeachPoint. Created professional development tracking and training procedures for K–12 teachers, using My Learning Plan and establishing five key areas: data, instructional strategies, interventions, parent/student engagement, and supervision/evaluation.
- Ambitious Instruction: Increased Keystone (Pennsylvania State Assessments) proficient and advanced scores by 14.7%, 21.7%, and 12.4% on algebra I, biology, and English literature exams, respectively, through intensive interventions via student group support similar to the MTSS model and by increasing virtual lesson requirements and high-school-level teaching standards. Conducted disaggregate performance indicator analysis to help guide specific remediation and instructional practice improvements.
- Collaborative Teachers: Organized the development of differentiated modes of observations with the utilization of peer coaching, action research, and PLCs. Led implementation of ASC professional development training programs and integrated Professional Learning Center within Canvas (LMS) as a professional development resource for all K–12 teachers.
- Supportive Environment: Led expansion of various school community–related initiatives such as student activities/club committees within multiple school settings. Examples include: Student Assistance Program, REACH academic support and interventions and numerous events/clubs based upon student interest such as virtual field trips, E-sports, book clubs, and related social activities.
- Involved Families: Established “Coffee Chat” sessions with parents and families on an ongoing basis to help support communication updates and allow for feedback on areas of school growth from the family perspective. Implemented strategic community engagement/involvement plan, which focused on individual parental meetings, virtual open houses, surveys, and an ambassador program to help enhance school and family collaboration in various educational and related areas.
Chris earned bachelor’s and MEd degrees from Kutztown University of Pennsylvania, principal and supervisor of curriculum and instruction certificates from Temple University, and an EdD degree in educational leadership and management with a concentration in education administration from Drexel University. In 2016, he published an abridged version of his dissertation, “The Public School Response to Cyber Charter Programs: Fiscal Considerations, Retention and Recruitment Strategies, and Participant Experiences,” with PASCD (Pennsylvania Educational Leadership). Chris has a superintendent letter of eligibility in Pennsylvania and certifications as a principal, curriculum supervisor, vocational
administrative director, English teacher, and special education teacher in Pennsylvania. He completed the Pennsylvania Inspired Leadership (PIL) program for school administrators. He is an EPLC (Educational Policy and Leadership Center) Fellow and an AASA-Aspiring Superintendent program graduate, and he completed the Strategic Data Project (SDP) Institute for Leadership in Analytics with Harvard University. Chris has also earned a SHRM-CP (Society for Human Resources Management-Certified Professional) designation.