Dr. Kay Lovelace Taylor is president of KLT & Associates. She has served as Executive Director for Professional Development for Detroit Public Schools; Associate Superintendent for Philadelphia Public Schools; and Associate Professor in the College of Education at Temple University in Philadelphia. She earned a bachelor's degree from Michigan State University; a master's degree from the University of Detroit; and a doctorate in education from Wayne State University. Kay is president of the Board of Directors for the George Washington Carver Museum in Phoenix, Arizona and serves on the National Advisory Board for Michigan State University's College of Education and on the Advisory Board for "The Learning Classroom" presented by Mort Crim Communications and Stanford University. Kay is a founding member of the National Staff Development Council's Coaching for Results. She is the author of three books and several papers. She has received numerous awards for her work on behalf of African American Children.

         KLT & Associates      

Determining the right mix of professional services to focus on is no easy task. Most consulting firms specialize "in everything." KLT & A is focused on providing clients with the tools necessary to first enhance the quality of education students receive in schools and second, to provide educators with the tools they need to be successful in their  professional and personal lives. 
         
         KLT & A specializes in guiding clients through a series of experiences that will enhance their leadership capacity, their teaching ability and their parental responsibilities to become proactive in making the right decisions the first time. The firm's mission is to go after the hearts and minds of the individuals who are responsible for creating change for their school/district by becoming a catalyst for scrutinizing and eliminating the achievement gap.

         The firm is client centered and based on the experience and credentials of KLT & A; provides programs that shift the emphasis from "fixing " children to building on the gifts children bring; and places professional services  within the context of human growth and development.