Anjalee Beverly is a project-based learning coach, college lecturer, and educational consultant with more than 18 years of experience in K–12 and higher education. Her work centers on project-based learning, asset-based literacy instruction, culturally responsive teaching, reflective practice, and equity-centered learning experiences for diverse students and educators.
Anjalee has taught across multiple grade levels and learning contexts, including elementary classrooms, international schools, and college education courses. She has taught internationally in Accra, Ghana and Cartagena, Colombia, experiences that continue to shape her commitment to culturally responsive pedagogy, global learning, and the power of education to affirm students’ identities, histories, and lived experiences.
18+ Years in K–12 Education · National Board Candidate · Project-Based Learning Coach · College Lecturer · Educational Consultant · International Educator
Meet Anjalee
She holds bachelor’s degrees in African Studies and English, as well as a Master’s in Education. As an NBCT-certified candidate, mentor teacher, and Project-Based Learning coach, Anjalee supports educators in designing meaningful, student-centered instruction that builds on students’ strengths, cultures, voices, and curiosity.
Throughout her career, she has worked to create inclusive learning communities where students feel seen, valued, challenged, and supported.Through her teaching, coaching, consulting, and speaking, she partners with schools, districts, and educators to create classrooms where every student can thrive.
Supported/taught 120 preservice teachers
8 Grade Levels — impacted through a schoolwide writing initiative she led
5+ National Conferences — including AERA, CABE, and ATDLE
18 Years — in K–12 education, elementary through secondary
3 Countries — taught in the U.S., Colombia, and Ghana
Across classrooms, countries, and communities, I have seen what happens when students are invited to bring their full selves into the learning process. Their strengths, stories, cultures, languages, and lived experiences become the foundation for deeper learning.
Today, that belief guides my work as an educator, coach, consultant, and speaker. Whether I am teaching fourth grade, supporting preservice teachers, coaching educators, or leading professional learning, I design experiences where students are seen as thinkers, creators, storytellers, and contributors.
If your school, district, or organization is ready to build learning that is student-centered, literacy-rich, and equity-driven, let’s connect.
My Story
Have a project, a classroom, or a team that could use this kind of partnership?
Culturally responsive teaching. Asset-based instruction. Project-Based Learning. These are what I've spent 18 years building toward, one classroom and one educator at a time. If you're a school, district, or organization looking to do the same, I'd love to help.
What Drives My Work
Equity means being intentional about access, support, and opportunity. I work to design learning experiences that remove barriers and help every student feel seen, challenged, and capable of success.
Equity-Driven
I believe growth comes from pausing, noticing, questioning, and trying again. Reflection helps students and educators learn from mistakes, set goals, and keep getting better.
Reflective
Students deserve to see themselves, their communities, and their histories reflected with care and respect. I design learning that honors who students are and helps them better understand the world around them.
Culturally Responsive
I believe students learn best when the work feels real. Project-Based Learning gives students opportunities to investigate meaningful questions, solve problems, collaborate, and create something with purpose.
Project-Based
Literacy is how students make meaning, ask questions, think critically, build knowledge, and share their voices. Reading and writing matter, but so do speaking, listening, thinking, and creating.
Literacy-Rich
I start with what students bring — their strengths, stories, cultures, languages, interests, and lived experiences. Those assets belong in the learning process.
Asset-Based
My work centers on creating learning environments where students feel safe, seen, and empowered to engage as their authentic selves. Through project-based learning, culturally responsive teaching, asset-based literacy, and reflective practice, I support educators in designing instruction that is student-centered, strengths-based, and connected to real-world purpose.
Grounded in research-based practice and aligned with adult learning theory, I design professional learning that honors educators’ experiences, supports reflection, and offers practical strategies they can use right away. I believe meaningful learning begins with trust, community, and identity , and when students see their cultures, languages, interests, and experiences reflected in the curriculum, they are better positioned to question, create, collaborate, and grow as lifelong learners.
Project-Based. Literacy-Rich. Culturally Responsive. Rooted in Student Voice.
Theory of Practice
Her work with National Board Certification was featured by UC Berkeley's Center for Research, Evaluation, Educational Studies and Outreach (CREEO).
Anjalee writes for Edutopia about teacher reflection and the question most educators forget to ask: what went right?
— Iyanna P., Parent
“Family Reading Night created a meaningful shift in our home. My children became more excited about reading, began choosing books independently, and started talking about stories together as a family. What began as one evening became a lasting change in our routines and our children’s confidence.”
What People Are Saying
Kelly K., Parent of Fourth-Grade Student
“This year was transformational for my child. I watched his confidence, sense of belonging, and reading skills grow. He began enjoying reading on his own, and that has been one of the most meaningful parts of our school experience.”
What People Are Saying
Maria M., EED 250 Student
“Professor Beverly’s class was meaningful, inspiring, and empowering. She modeled what it looks like to be a teacher who builds community, teaches with authenticity, and makes learning feel purposeful.”
What People Are Saying
Megan M., EED 250 Student
“Ms. Beverly created a classroom environment that felt like a family. Her energy, encouragement, and passion made class something I looked forward to every week.”
What People Are Saying
Alexis A., EED 250 Student
“This course helped me feel more confident about becoming a teacher. I left with practical tools, a stronger understanding of inclusive classrooms, and a clearer sense that teaching is the right path for me.”
What People Are Saying
Andrew H., EED 250 Student
“The assignments felt connected to real teaching. Creating lesson plans, learning about differentiation, and thinking about culture and inclusion helped me understand how to design meaningful learning for students.”
What People Are Saying
Marco C., EED 250 Student
“The course was engaging, relevant, and grounded in real-life examples. I gained skills and insight that I have already started applying in my own teaching journey.”
What People Are Saying
Laura P., EED 250 Student
“Ms. Beverly helped me see myself as a future educator. Her class gave me confidence, community, and a deeper understanding of what it means to create a welcoming classroom.”
What People Are Saying
Daniel M., Faculty Chair
“Anjalee builds excellent rapport with students and creates a warm, welcoming learning environment. Her class is well-organized, engaging, and grounded in culturally responsive teaching, UDL supports, and meaningful student participation.”
What People Are Saying
Faculty Peer Observer
“Anjalee brings a strong presence, confidence, and clear command of the subject matter. Her teaching is lively, thoughtful, and structured, with effective connections between college coursework and real classroom practice.”
What People Are Saying
