Strategic Revisions, Sustainable Results

Leading with Impact

The RevisionED Story

RevisionED, led by Dr. Keith Collins, is dedicated to revolutionizing education by empowering educators and transforming systems that support student success. With a deep belief that every school has strengths, effective instructional practices, and a shared commitment to student learning, Dr. Collins works alongside school leaders to identify growth areas and refine current approaches.

Through leadership development, strategic planning, and the design of sustainable systems and structures, RevisionED helps schools move from intention to impact—one strategic revision at a time.

RevisionEd's Mision

At RevisionED, our mission is to support schools in making purposeful, student-centered revisions that lead to lasting improvement. We believe that school transformation is not a one-time overhaul, but a series of thoughtful, strategic shifts—each one moving educators and students closer to a shared vision of excellence.

Rooted in the belief that all students deserve access to high-quality education, we partner with school leaders to build capacity, strengthen systems, and lead with clarity. Every revision we make is grounded in equity, designed for impact, and driven by the belief that empowered leadership is the key to unlocking school potential

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Services & Offerings

Strategic Planning

Customized strategic planning services designed to help educational institutions realize their long-term goals and sustain success, grounded in data-driven insights from:

GSA/SOL Data Disaggregation (West Virginia and Virginia)
Universal Screener Disaggregation (e.g., i-Ready, Acadience, DIBELS, MAP, ACER, etc.)
Survey Data (including WVDE School Learning Environment Survey for Staff, Students, and Families)
MTSS (Multi-Tiered System of Supports) Data
Comprehensive Program Reviews
Anecdotal Data and Observations
Analysis of Student Work

Leadership Development

Expert coaching and strategic guidance to empower educational leaders—whether new to their roles, seeking innovative solutions, or overcoming performance challenges—fostering positive transformation and sustainable growth within organizations.

Inclusive Learning Solutions

Evolving current practices to foster a deeper sense of belonging among special populations, moving beyond inclusion to true community integration
Integrating meaningful opportunities for student voice and agency throughout the learning experience, empowering students to take ownership of their education
Inquiry-Based Learning: Designing learning environments that spark curiosity, deepen understanding, and encourage critical thinking and real-world problem-solving.
Project-Based Learning (PBL): Implementing authentic, student-driven projects that foster collaboration, engagement, and ownership of learning.
Universal Design for Learning (UDL): Embedding flexible, student-centered frameworks that reduce barriers and increase access to rigorous learning for all students.
Intentional Planning and Differentiation: Supporting educators in designing lessons and learning environments that address diverse needs and promote engagement, representation, and expression.

Comprehensive Support System

Leveraging extensive expertise in developing and implementing Multi-Tiered Systems of Support (MTSS), with a focus on addressing the diverse needs of all learners to promote both academic success and social development. RevisionED's approach integrates evidence-based practices through the following key lenses:

Attendance: Developing proactive strategies to improve student attendance, including early identification of at-risk students, targeted interventions, and collaboration with families and community partners.
Academic: Designing tiered academic supports that provide personalized instruction, differentiation, and enrichment opportunities to meet the varied learning needs of students.
Social-Emotional: Implementing comprehensive SEL frameworks and practices within the MTSS structure to foster resilience, emotional regulation, and positive interpersonal skills.
Behavior: Establishing consistent, data-driven behavior support systems that promote a positive school climate, including restorative practices and proactive behavior interventions.

This holistic MTSS framework ensures that students receive the right support at the right time, fostering their growth academically, socially, and emotionally.

Transformative School Culture

RevisionED helps schools create the essential conditions for meaningful and sustainable transformation by ensuring that physical and psychological safety is firmly in place first. Through transparent communication, well-designed systems, and intentional structures, we support schools in establishing safe and supportive environments where both students and staff can truly thrive. With this strong foundation, we partner with schools to strengthen instructional practices, elevate pedagogical approaches, enhance teacher efficacy, and ignite student engagement. Our proven approach has led to decreased discipline referrals, increased attendance, reduced chronic absenteeism, and a remarkable improvement in school climate perceptions from all stakeholders. Together, we can cultivate a culture where everyone thrives and learning flourishes.

English as an Additional Language

At RevisionED, we bring extensive experience in leading effective English as an Additional Language (EAL) instruction, grounded in the belief that multilingualism is a powerful asset in the classroom. We view emergent bilinguals as contributors who enrich learning environments, and we champion an additive approach to language acquisition that values and builds upon students' existing linguistic resources.

Our approach embraces translanguaging, recognizing the brain’s natural, dynamic use of multiple languages as a foundation for learning. We emphasize the importance of research-based frameworks like the SIOP model, which provides a clear structure for delivering rigorous, language-rich content that supports both academic achievement and language development.

We believe that fostering inclusive, language-rich classrooms benefits every student and empowers emergent bilinguals to succeed.

How?

Coaching (leadership and instruction)
Mentorship
Professional Development
Program Development/Design
Program Review/Audit
Document Review
Strategic Planning
Change Management

Experience

With over two decades of experience in education across U.S. public and international schools, I bring a proven record of leading school improvement through systems thinking, inclusive practices, and strategic leadership.

As the Principal at at Keyser Middle School (WV), I was tasked with turning around a school at-risk of state involvement. In two years, we revitalized the school culture, improved attendance, reduced disciplinary incidents, and implemented a house-based model to foster stronger teams, student support systems, and leadership structures.

Previously, I served in multiple leadership roles abroad, including Director of Student Services and Elementary Vice Principal at the International School Bangkok, where I led a PreK–12 multidisciplinary team to align inclusive support systems and drive strategic initiatives. At the International School of Beijing, I served as Elementary Vice Principal during a major curricular shift to project- and inquiry-based learning. Earlier in my career,

Earlier in my career, I was Vthe ice Principal at Yowell Elementary School in Virginia, where I helped open and launch the school as a leader in Response to Intervention. My classroom roots run deep as well—I taught Grade 5 at Petersburg Elementary and Grade 6 History and 6–8 Technology at Peter Muhlenberg Middle School.

I hold a Doctorate in Educational Leadership from Virginia Tech, where my research focused on implementing systems of student support (MTSS), as well as a Master’s in Educational Administration. I’m certified in both Virginia and West Virginia, with licensure in PreK–8 Multi-Subject, 5–9 English and Social Studies, CTE Director, Principal, and Superintendent.

My consulting is grounded in these experiences—real-world leadership, research-driven practice, and a commitment to building equitable, sustainable systems for all learners.

Partnerships & Affiliations

Beyond my school-based leadership, I have worked extensively at the international level to advance inclusive practices, systems of support, and educational leadership. As a founding member and current board member of the International School Leaders of Educational Support (ISLES), I have played a key role in shaping global conversations around student support and inclusion. I also served as Director of Research for ISLES, leading efforts to bridge practice with evidence and facilitate cross-school collaboration. In partnership with the American Institutes for Research (AIR), I co-developed an international MTSS implementation rubric tailored to the unique needs of international school settings. I also serve on the board of a developing organization, the International MTSS Advisory (IMA), a collective of global experts working to build MTSS capacity and coherence across schools worldwide.

My contributions include helping plan multiple international MTSS conferences, bringing in top researchers and leaders in the field to support strategic implementation. I work as an on-call consultant for MARIO Education, where I support schools in building sustainable, learner-centered systems. I’ve partnered with the International School of Luxembourg (ISL) to strengthen their Universal Design for Learning (UDL) practices, and regularly present at leading global conferences. Notable presentations include “From Inclusion to Belonging” at ECIS in Germany and a session on the importance of monitoring student social-emotional wellbeing at EARCOS in Thailand. These professional partnerships reflect my passion for helping schools move from compliance-driven support models to thriving, inclusive communities grounded in systems thinking and equity.