Kimberly Kinsler is a Professor at the Hunter College School of Education, part of the City University of New York. In addition to her regular teaching responsibilities, for the past 25 years, she has worked as a school improvement agent, partnering with historically chronically under-performing schools in the East Harlem section of New York City.  In this capacity, she has assisted these schools in the formation and operation of site-based problem solving teams, variously comprised of teachers, school administrators, and parents, focused on improving both the operation of these schools and the achievement of the students. 

In 1999, she and a colleague created their own school improvement model, the Inquiry Based School Improvement Program (IBSIP). Designed as a flexible system within which to engage local school stakeholders in collaborative site-based inquiry, IBSIP sought to assist school based teams in the data-driven, problem solving, inquiry process as a way to meet the ever-changing demands of the larger school system. In 2004, action research became a significant philosophical and methodological component of the IBSIP problem solving process. Realizing the significance and the potential value to others of the inquiry projects produced by these local stakeholder teams, Prof. Kinsler brought groups of teachers to several national conferences to share their work and findings. Seeking a yet wider audience and a communicative space dedicated to the sharing and compilation of the practical, problem solving needs and concerns of educators at these levels, Prof. Kinsler created Best Practices. In so doing, she hopes not only to continue her work in school improvement while advancing the academic achievement of historically underachieving students, but also to produce a heretofore absent, but much needed practical literature responsive to the everyday realities and written in the voice of local practitioners at these school levels.  . 

Prof. Kinsler has several publications in the areas of school improvement and action research, including a book, titled Reforming Schools, published in 2000, and an article on teachers' ability to conduct site-base research as a means to advance social justice, i.e., titled The Challenge of Action Research for Emancipatory Change, to be published in the International Journal of Action Research in 2010.