Evolution Alliance’s aim is to empower teachers and leaders to develop high-performance, learning-centered schools…with locally relevant curriculum, collaborative enrichment processes, and the deployment of next-generation assessment tools. We believe in challenging traditional models to reignite the joy of learning.
Chief Executive Officer
Brandon Doubek, Ed.D.
CHIEF EXECUTIVE OFFICER
As a presenter and facilitator, Dr. Doubek has been a keynote speaker and workshop provider while his work in counties, districts, and classrooms has ranged from senior cabinet leadership advisement to classroom instruction modeling. He has also been a speaker at many national and international conferences, including ASCD, Learning Forward, Great to Greater, 90/90/90, and the International Conference on the Arts and Humanities. His research articles appear in the International Reading Association’s journal, New Directions in Reading Research and the International Journal of Mentoring and Coaching, as well as a chapter contributions on Standards and Assessment in Data Teams Overview: The Big Picture and Contexts of Standards and Assessment in Standards and Assessment: The Core of Quality Instruction.
Brandon was the director of evaluation for the National Urban Alliance in New York for three years in addition to his role as a literacy and thinking skills consultant in 10 school districts in the United States for over six years, and he has been a professor of education at two universities. His knowledge of quantitative (statistical) and qualitative research methods in education led to 12 documents that evaluated existing achievement gaps in districts across the U.S. as diagnostic measures for future school action plans. With this information, Dr. Doubek helped to initiate projects in many districts. Dr. Doubek was also a trainer of new consultants, specializing in K-12 education and transformational leadership during summer institutes. Brandon performed multiple linear regressions and factor analyses for Dr. Douglas B. Reeves on Planning, Implementing, and Monitoring data which resulted in the text Finding Your Leadership Focus: What Matters Most for Student Success.
We believe in relationships first – that, as James Comer said – No one cares how much you know until they know how much you care.
We believe all learners crave an achievable, stimulating challenge as they learn.
We believe all people should be seen as equal – that all people have inherent gifts that for some are so dominant, they are apparent, and for others, take longer to discover. However, we believe gifts and talents are evenly distributed among the human race, and it is our duty to recognize that often ignored equality.
We believe failure is only a beginning – that given a safe place to fail – persistent, resilient people can find a pattern of success in even the most recessive trait.
We believe the greatest leaders are the best listeners; they recognize their strengths and find others to support their opportunities for growth.
We believe no organization should judge a school district or building based on any one data point, one circumstance, or one context. All learning organizations deserve the chance to shine in the growth they make, and that sorting and ranking helps no one.
We believe we are all learners first, then leaders and teachers second.