Bertha Richardson, Ed.D. began her educational career in 1973 in the St. Louis Public Schools. She worked from 1976-2004 in a suburb of St. Louis, University City as a teacher, curriculum developer and professional development specialist. After her retirement in 2004 she has worked with several organizations as an education consultant. These organizations include Cooperating School District, Staff Development for Educators, McGraw Hill Publishers and various school districts throughout the nation. Her passion for equity in education was fostered with her experiences in promoting high intellectual performance for students of color. Through her doctoral studies in Educational Leadership from St. Louis University she focused on shared leadership as a means to effectively implement best practice for the success of all children. She has published magazine articles and a book on a strength based approach to closing the achievement gap.
Dr. Richardson has served on a number of state and local boards with the goal of furthering the achievement of all students. A recent MO state project was a partnership with McRel and the Closing the Gap Consortium. Some of her professional connections include Missouri Trainer of Character Plus, Cognitive Coaching, Grawemeyer Education Award Nominee, TESA Trainer and Legacy Management Institute Fellow. Her professional memberships include National Self-Esteem Association, National Black Child Development Institute, ASCD, Association for Supervision and Curriculum Development, St. Louis Regional Professional Development Center Advisory Board, MASBE, Metropolitan Alliance of Black School Educators, DRIE, Dismantling Racism Institute #3, NCNJ, IRA, International Reading Association and Foreign Language Immersion School.
Dr. Richardson has taken research- based steps to help organizations meet their goals and take them to new heights in creative ways. Some of the concepts about staff development that she fosters as a result of her reflection on the learning/teaching process and her experiences include: the need for reflective thinking skills, inquiry based solutions work best, and collegiality and collaboration can better serve the interest of complex educational paradigms for school reform than competition and standardization.
Dr. Richardson pursues her mission of combining her love for learning with the prospect of helping others to meet educational challenges with strength and sensitivity. Her life experiences have prepared her to not just talk about fundamental changes in schooling but have provided her with the knowledge and expertise of why, how, and what such deep changes entail for children and staff in schools.
Dr. Richardson earned a BA degree from Harris Teacher’s College, MA degree from Mayville University, and her Ed.D. from St. Louis University.
Dr. Bertha Richardson
drbertstl@aol.com
