Preferred Pronouns



Kathlene Holmes Campbell, Ph.D.

Chief Executive Officer

Kathlene Holmes Campbell, Ph.D., is the Chief Executive Officer for the National Center for Teacher Residencies (NCTR). Dr. Campbell’s multifaceted experience as a classroom teacher, community college and state college professor, state college interim dean, university instructor and supervisor, and non-profit consultant have shaped all of her strategic and scholarly pursuits.

Prior to joining NCTR as CEO, Dr. Campbell previously served as the Dean of Education at the University of St. Thomas where she oversaw the departments of educational leadership, special education, and teacher education as well as the charter school authorizing unit and the Minnesota Institute for Trauma Informed Education (MITIE). Dr. Campbell also was a Program Director for NCTR, where she led programming that provided technical assistance to IHEs and colleges of education transitioning to a teacher residency or other clinically oriented teacher preparation program. Earlier in her career, Dr. Campbell served as a Director of Alternative Certification and Interim Dean of Education at Florida State College at Jacksonville. During her appointments as a director and dean, she revised program curricula to better prepare graduates for the teaching profession and oversaw credit (AS) and non-credit early childhood courses, two education A.A. degree courses, the alternative certification program, and a Bachelor of Science program in early childhood education.

As a researcher and professor, Dr. Campbell taught numerous early childhood and elementary courses and embedded clinical interdisciplinary placements into her courses by partnering with local elementary schools particularly focused on social justice and equity. Beginning in 2009, Dr. Campbell worked with the National Urban Alliance for Effective Education (NUA), helping teachers improve their practice and infuse culturally relevant teaching practices into their classrooms. As a consultant with NUA, she had the opportunity to work closely with teachers in Buffalo, N.Y.; Minneapolis, Minn.; Newark, N.J.; Robbinsdale, Minn.; and St. Paul, Minn.

Dr. Campbell, who was born and raised in Stamford, Connecticut (attending Stamford Public Schools from K-12), credits her family, university professors, and undergraduate cooperating teacher, Shyvonne Steed-Foster, as major influences on her success as an educator.


B.A., Elementary Education, University of North Carolina at Chapel Hill

M.Ed., Early Childhood Intervention and Family Studies, University of North Carolina at Chapel Hill

Ph.D., Curriculum and Instruction, The University of Texas at Austin


Peer-Reviewed Articles

  • Campbell, K.H. & Valauri, A. (2019). Our voices matter: Using video-cued ethnography to facilitate a conversation about race between parents of color and preservice teachers. Anthropology & Education Quarterly, 1-7.
  • Price-Dennis, D., Holmes, K., & Smith, E. (2016). “I thought we were over this problem? ”: Explorations of Race in/through Literature Inquiry. Equity and Excellence in Education, 49(3), 314-335.
  • Alarcon, J., Holmes, K., & Bybee, E. (2015). Historical thinking inside the box: Preservice elementary teachers use journey boxes to craft counter narratives. The Social Studies, 106(4), 186-192.
  • Price-Dennis, D., Holmes, K., & Smith, E. (2015). Exploring digital literacy practices in an inclusive classroom. Reading Teacher, 69(2), 195-205.
  • Roser, N., Finger, S., Holmes, K., Calder, B., & Vlatch, S. (2015). Closely reading the voices of peers. Voices from the Middle, 22(4), 36-38.
  • Massey, K., Warrington, A., & Holmes, K. (2014). An overview on urban education: A brief history and contemporary issues. Texas Education Review, 2(2), 173-183.

Peer-Reviewed Book Chapters

  • Nielsen Gatti, S., Odima, M., & Campbell, K.H. (2021). Creating positive relationships with diverse students with disabilities and ensuring academic success through culturally sustaining pedagogies. In E. Harkins, M. Fuller, & L.L. Stansberry Brusnahan (Eds.), Diversity, Autism, and Developmental Disabilities: Guidance for the Culturally Sustaining Education (13th ed.). Council for Exceptional Children & Division of Autism and Developmental Disabilities.
  • Holmes, K., Garcia, J. & Adair, J.K. (2018). Who said we’re too young to talk about race? First graders and their teacher investigate racial justice through counter-stories. In N. Yelland & D. Bentley (Eds.), Found in translation: Connecting reconceptualist thinking with early childhood education practices. New York, NY: Routledge.
  • Vickery, A., Holmes, K., & Brown, A.L. (2015). Excavating critical racial knowledge in economics and world geography. In P.T. Chandler (Ed.), Doing Race in Social Studies: Critical Perspectives. Charlotte, NC: Information Age Publishing.

Peer-Reviewed Book Review Publications

  • Vickery, A. & Holmes, K. (2014). Placing race at center stage: A critical examination of the impact of race in the social studies [Book Review Histories of social studies and race: 1865-2000, eds. Woyshner & Bohan]. Journal of Social Studies Research, 38(4), 229-230.

Newspaper Article Publications

Affiliated Organizations

World Savvy

  • Board of Directors Committee Member

University of St. Thomas

  • Trustee (2023)

Association for Advancing Quality in Educator Preparation (AAQEP)

  • Board of Directors Committee Member (2020-present)

Education Evolving

  • Board Member (2022-present)

Jacksonville Public Education Fund

  • 1,000 by 2025 Steering Committee Member (2023)