Tate B. Castleton, ED.D

Dedicated and experienced educational leader with a Doctorate in Curriculum and Instruction and over 17 years of experience in K–12 education, including extensive building-level leadership as a principal. Proven ability to translate theory into practice through high-quality instruction, coaching, and professional development aligned to state standards and leadership preparation requirements.

Skilled in mentoring educators and aspiring administrators, with a strong track record of developing leadership capacity, improving instructional systems, and supporting school-wide initiatives that drive student success. Experienced in designing and delivering professional learning, facilitating adult education, and supporting implementation of evidence-based frameworks across diverse school settings.

Demonstrated success partnering with school districts, state agencies, and university programs to strengthen leadership pipelines, support rural schools, and improve outcomes for students and staff. Brings a collaborative, practitioner-focused approach to higher education, with a commitment to preparing future school leaders through relevant, applied learning experiences.

Led all aspects of a K–4 elementary school (500+ students, 50+ staff) beginning during the COVID-19 pandemic, ensuring continuity of instruction, staff support, and student services while maintaining a safe, effective, and high performing learning environment.

Served as PBIS Tier I Statewide Coordinator and Coach through Boise State University, providing training, coaching, and technical assistance to 40+ rural schools and facilitating monthly professional learning for over 20 PBIS coaches over the span of a six-year period.

Designed and launched a district alternative middle school, developing all systems including PBIS framework, staffing, scheduling, student intake processes, and behavioral interventions to support at-risk students.

Designed and delivered 25+ professional development workshops and ongoing coaching cycles as a secondary instructional coach focused on instructional practices, classroom management, student engagement, and PBIS implementation.

Secured and led implementation of a $40,000 college readiness grant, resulting in 100% of seniors applying to postsecondary institutions and a significant increase in scholarship attainment and FAFSA completion.

Published multiple peer-reviewed research articles on PBIS implementation and rural school improvement, contributing to the evidence base for effective educational practices.

Recognized for instructional excellence as Teacher of the Year and recipient of the Smartsheet Inspirational Teacher Award, reflecting a strong foundation in effective teaching practices and student engagement.

• Idaho Association of School Administrators
• National Association of Elementary School Principals
• One of twelve members of the Idaho Professional Standards Commission with the State Department of Education (2022-2025)

• Idaho State Certification
• Administrator (9/1/2015-8/31/2025)
• School Principal Pre K-12
• Standard Secondary (9/1/2015-8/31/2025)
• English 6-12
• Standard Occupational Specialty (9/1/2015-8/31/2025)
• Graphic Arts/Journalism

• Presenter: Visible Learning Conference – Assessing the Effectiveness of Learning Intentions and Success Criteria in the Middle School Classroom – A Work in Progress at Syringa Middle School – San Francisco, CA
• Presenter: Idaho Middle Level Conference – Kindness Counts – How to Make It Count at Your School – Boise, ID
• Physical and Social Environments in Rural Schools: Associations between Physical Appearance and Climate Perceptions; Society for Prevention Research (accepted), (1st author)
• Improving Implementation of Universal Prevention Initiatives in K-12 Schools Through External Supports: Impacts on School Team Functioning, Readiness, and Change Commitment; Society for Prevention Research, (7th author)
• Training and Technical Assistance Increase Implementation Fidelity of Positive Behavioral Interventions and Supports in Rural Schools: Results from a Three-Year Trial; Society for Prevention Research, (8th author)
• Study protocol for a cluster-randomized trial of a bundle of implementation support strategies to improve the fidelity of implementation of schoolwide Positive Behavioral Interventions and Supports in rural schools; Contemporary Clinical Trials Communications, (7th Author)

• Designed and facilitated individualized teacher workshops in the following areas:
• Managing Behavior
• In this session, we will discuss how to Assess Student Behavior: Why Behavior Happens so We Can Identify What to Teach, as well as Providing Consequences for Behavior: Feedback as an Essential Part of Instruction, and finally Classroom Systems and Strategies: Extra Tricks for Students Who Need a Little More.
• Classroom Management 101
• This session will focus on organizing and managing your learning environment, effective behavior management strategies, and characteristics of effective lesson planning and how that can help you be a better classroom manager and create a productive, successful learning environment for all students.
• Dealing with Difficult Students
• Difficult students present plenty of challenges in any classroom. This session will equip teachers with a handful of ways they can successfully interact with and help these students.
• I Engage in Positive Relationships
• Positive relationships, whether through teacher-student relationships, or the relationship students have with peers, can have an enormous benefit.
• Better Conversations
• Think about how many times you’ve walked away from school conversations, sensing they could be more productive, but at a loss for how to improve them. As coaches, as administrators, as teachers, it’s time to thrive. Learn how to: Coach ourselves and each other to become better communicators; Listen with empathy; Find common ground, and build trust. Our students’ academic, social, and emotional growth depends upon our doing this hard work. It’s time to roll up our sleeves, open our minds, and dare to change for the better of the students we serve. You can get started now with Jim Knight’s Better Conversations.
• Visible Learning Round Table
• In this session we will welcome Kara Vandas, who is a Corwin consultant and an expert in the areas of feedback and success criteria. With Kara’s help, we will continue to build upon our last professional development on feedback, helping you plan and implement intentional, efficient, and effective ways to communicate with your students and strengthen the undeniable link between feedback and success criteria.
• Sparking Curiosity and Engaging Students in Learning
• Science teacher Ramsey Musallam once said, “...student questions are the seeds of real learning.” He also said that in order for students to develop an interest in learning that, “...curiosity comes first.” So how do we as teachers spark curiosity and create engaging lessons that will lead students to ask questions and experience “real learning” within the walls of our classrooms? This workshop will explore the idea of curiosity and will provide you with several strategies you can immediately take back to your classroom and use. If you’re curious, come check it out!
• I Am an Evaluator
• This session is designed to help teachers determine whether our practices are bringing out the best learning in our students and what we can do to improve.
• I Am a Change Agent
• This session is designed to help teachers realize they may be one of the only agents of change in a child’s life.
• I Talk About Learning and Not About Teaching
• The adult in the room is important, but the child should be our main focus.
• I See Assessment as Feedback to Me
• What sort of formative assessment are we doing to make sure what we’re doing in the classroom is actually working?
• I Engage in Dialogue and Not Monologue
• In the classroom with students, do teachers listen to students or just lecture and talk at students without giving them enough time to debate and discuss?
• I Enjoy Challenges
• This will work better, if at a young age, we teach students that learning is not always easy, which is one of the greatest parts of it.
• I See Learning as Hard Work
• Engaging in dialogue, diving deeply into assessment data, teaching students about learning dispositions, and becoming change agents is no easy task, which is why learning is hard work.
• Formative Assessments 101
• This session will focus on a variety of formative assessments spanning all content areas. These assessments will give both teacher and students feedback, so that what happens in the classroom centered on teaching and learning activities can be altered, modified, or improved according to the results. If you’re struggling to use formative assessments effectively or if you’re out of ideas, this session is for you!
• Planning 101
• A well planned, thoughtfully executed lesson is behind every positive learning experience in the classroom. This session will provide teachers with simple, easy to implement tips on how to be a better planner and how to use that plan throughout the school day to help your students’ master content while accomplishing the day’s objectives.
• Student Engagement 101
• Every teacher spends plenty of time thinking of ways to increase student engagement in their classroom. This session will present some simple, but effective ways to improve student engagement and enhance the overall experience in your classroom.
• Learning Targets 101
• If you are one who struggles with or is frustrated by creating solid content and language objectives daily, this session is for you. Learning targets, no matter the content area, should be written in simple, student friendly language that is directly tied to the standards. This session will help you do that and will make creating content and language objectives a pleasure.
• Feedback 101
• Feedback is one of the most effective ways to build relationships with students and improve student performance, according to John Hattie. This session will equip teachers with strategies for providing students with helpful, and intentional feedback.
• GLAD Strategies
• GLAD strategies are fun, creative, adaptable, and highly effective when used in any classroom. This session will provide teachers with a wide variety of strategies that can be used daily in any content area. GLAD strategies are most useful when teaching ELL or ESL students, but can be used at any time to improve the learning experience for all students.

• “Tate endeavors to build relationships with students and staff members. He appreciates the opportunity to help others grow academically and personally. He has the ability to expect and encourage the best in others, and he responds to challenging situations with a calm, caring demeanor.”
• Dr. Julie Yamamoto
• Principal at Ridgeview High School
• “In working with Tate over the past four years, I have consistently been impressed by his ability to work effectively with his peers, students, and the public at large. In particular, he is an excellent listener, is resourceful at helping young adults find solutions to challenges they are confronting, and perceptive at finding strategies to help instill motivation in even the most reluctant learners.”
• Anthony Richard
• Principal at Village Charter School

Associations Between the School Physical Environment and Climate in Rural Schools