Katy J. Dylla is a public school educator, instructional leader, and doctoral scholar with more than 15 years of experience in early childhood and elementary education, curriculum development, instructional design, and professional learning. She currently serves as an elementary educator and is pursuing a Doctor of Education in Curriculum and Instruction at Sam Houston State University. She holds a Master of Education in Educational Leadership and Policy Studies from the University of Texas at San Antonio and a Bachelor of Arts in Early Childhood Education from Texas State University.

Dylla’s professional and scholarly interests include curriculum and instruction, mathematics education, high-quality instructional materials, instructional design, teacher learning, educational equity, and data-informed instructional practice. Her work is grounded in the belief that effective curriculum and instruction should be responsive to learners, informed by evidence, and designed to provide meaningful opportunities for all students. As a National Board Certified Teacher in Early Childhood Generalist, she brings extensive classroom experience to her work with educators, teacher candidates, and students.

Throughout her career, Dylla has served as an instructional coach, academic facilitator, professional learning facilitator, National Board mentor, teacher preparation mentor, and curriculum reviewer. She has facilitated professional learning and presented nationally on student work analysis, differentiation, data analysis, National Board Certification, and professional learning. She has also contributed to state-level curriculum quality initiatives through her work with Safal Partners, the Texas Education Agency, and the State Board of Education, reviewing mathematics and science instructional materials for alignment with standards and criteria for high-quality instructional resources.

Dylla is particularly interested in the intersection of research and practice and in understanding how curriculum decisions, instructional practices, and access to high-quality learning materials shape students’ opportunities to engage in meaningful and rigorous learning. Her work reflects a commitment to connecting scholarly inquiry with the realities of classroom practice and supporting educators in using evidence to strengthen teaching and learning. Through her teaching, professional learning, and emerging scholarship, she seeks to contribute to the preparation of reflective, responsive, and highly effective educators.