Gayle Allen

Chief Learning Officer & Director, Brightbytes Labs at Brightbytes, Inc.

Gayle Allen

Gayle Allen

Chief Learning Officer & Director, Brightbytes Labs at Brightbytes, Inc.

Overview
Career Highlights

Kent Place School, Inc.
Trinity School

RelSci Relationships

1324

Number of Boards

1

Contact Data
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Relationships
RelSci Relationships are individuals Gayle Allen likely has professional access to. A relationship does not necessarily indicate a personal connection.

Co-Founder, Chief Technology Officer at Brightbytes, Inc.

Relationship likelihood: Strong

Co-Founder at Brightbytes, Inc.

Relationship likelihood: Strong

President & Trustee at Kent Place School, Inc.

Relationship likelihood: Strong

Head of School at Kent Place School, Inc.

Relationship likelihood: Strong

Chief Executive Officer at Brightbytes, Inc.

Relationship likelihood: Strong

Chief Information Officer at Brightbytes, Inc.

Relationship likelihood: Strong

General Manager, Global Research & Learning at Brightbytes, Inc.

Relationship likelihood: Strong

Education Research Partner at Brightbytes, Inc.

Relationship likelihood: Strong

Senior Director, Professional Services at Brightbytes, Inc.

Relationship likelihood: Strong

Senior Director, Partnerships at Brightbytes, Inc.

Relationship likelihood: Strong

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Gayle Allen
Chief Learning Officer & Director, Brightbytes Labs at Brightbytes, Inc.
Education
MBA

MIT Sloan School of Management is the business school of the Massachusetts Institute of Technology, in Cambridge, Massachusetts, USA. MIT Sloan offers bachelor's, master's, and doctoral programs, as well as non-degree executive education. Its largest program is its full-time MBA, which is one of the most selective in the world, with students from more than 60 countries every year, and ranked #1 in more subjects than any other MBA program.

Doctorate Degree

Teachers College, Columbia University, is the oldest and largest graduate school of education in the United States, and also perennially ranked among the nation’s best. Its name notwithstanding, the College is committed to a vision of education writ large, encompassing our four core areas of expertise: health, education, leadership and psychology. Teachers College sees its leadership role in two complementary arenas: One is as a major player in policy-making to ensure that schools are reformed and restructured to welcome all students regardless of their socio-economic circumstances. The other is in preparing educators who not only serve students directly but coordinate the educational, psychological, behavioral, technological, and health initiatives to remove barriers to learning at all ages. For more than 100 years Teachers College has continued to: Engage in research on the central issues facing education Prepare the next generation of education leaders Educate the current generation of leaders in practice and policy to meet the challenges they face Shape the public debate and public policy in education Improve practice in educational institutions

Career History
Chief Learning Officer & Director, Brightbytes Labs
2012 - Current

BrightBytes, Inc. engages in development of software as a service-based data analytics platform for education. It delivers tools and services that measure the impact of technology use on learning. It offers DataSense, a data integration service and Clarity, a data analytics setrvice. The company was founded in 2012 by Robert Stephen Mancabelli and Hisham Anwar and is headquartered in San Francisco, CA.

Assistant Head of School
Tenure Unconfirmed

Kent Place School, Inc. operates as girl's day school. The school operates preschool, primary school, middle school and upper school. The school was founded in 1894 and is headquartered in Summit, NJ.

Faculty Member
Tenure Unconfirmed

From its founding in 1810 as the Maidenhead Academy, what is today known as The Lawrenceville School has maintained two defining characteristics: a willingness to explore and adopt the best practices in education as they have evolved and, at the same time, a commitment to maintaining traditions that continue to resonate with students. From the first Head Master, Rev. Isaac VanArsdale Brown, who introduced then-novel foreign language study and routine exercise to the of the 1820s, through today, the School has always striven to provide students with the highest quality of education as understood at the time. Arguably the single most powerful development in the character of the school occurred in 1883, when the school was transformed from a small proprietarial enterprise, owned (and renamed) by each successive headmaster, to one run by the Lawrenceville School Board of Trustees under the auspices of the John Cleve Green Foundation. As The Lawrenceville School, the institution established many of the traits it is known for today, including its hallmark House System and an intense School spirit. The changes were reflected on the campus itself when the Board asked landscape architect Frederick Law Olmsted, the designer of Central Park, and prominent architects Peabody and Sterns of Boston to design the newly expanded grounds of the school to thoughtfully and deliberately create a strong community atmosphere. The result was the Circle, now a National Historic Landmark. So distinct was the character of Lawrenceville that it grew to occupy a special place in the American imagination. Owen Johnson, an alumnus of the School, first captured the “new” Lawrenceville in his 1910 novel, The Varmint, which recounts the travails and adventures of one Dink Stover as he made his way through Lawrenceville from New Boy to graduate. Stover became one of the country’s most beloved fictional characters, and Johnson followed his success in a series of Lawrenceville Stories in what was at that time the most popular magazine in America. In 1950 Metro-Goldwyn-Mayer released The Happy Years, a Hollywood version of The Varmint, filmed on campus and starring Leo G. Carroll and Dean Stockwell (as Dink). Throughout the 1900s, Lawrenceville continued to develop as a leader in academic innovation, including early adoption of Advanced Placement (AP) courses and the introduction of nationally and internationally known guest speakers designed to broaden the intellectual horizons of young Lawrentians. Among the most lasting changes was the introduction in 1936 of the Harkness method of education, which sought to bring the benefits of the house system to the classroom by providing an intimate environment for intellectual discourse around a single, large conference table. Discussion of coeducation began in earnest in the 1970s and after a lengthy, but thoughtful analysis of what it would mean both pedagogically and practically to the school, the Board elected to accept female students in 1985. The first girls arrived on campus in 1987 and brought a new vitality to the campus community. As the 20th century drew to a close, the school embraced the ever increasing diversity of its students in gender, geography, faith, race and socio-economic group, focusing on the need for a Lawrentian education to include broad exposure to all facets of the global community and an appreciation for and understanding of multiculturalism. For more than 200 years, Lawrenceville graduates have gone on to success in their chosen fields, prepared by their education for the changing world around them. As the School enters its third century of educating students, we welcome you to join the legacy of Lawrenceville and discover what it means to be a Lawrentian in the 21st century.

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