Steven Thompson Ed.D in

Steven Thompson Ed.D

Questioner · DISC type c
Program Director at Institute for the Redesign of Learning
📍 Los Angeles, California, United States

Professional overview including current role context, leadership scope, domain focus, and career trajectory to help you understand background relevance before outreach.

Key behavioral and communication insights including interaction style, decision-making tendencies, and motivation drivers to tailor messaging and personalize conversations.

Business priorities, areas of interest, and practical outreach recommendations that can improve conversion quality for this professional.

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Experience
11 Years
Current Role
Program Director
Job Level
Mid-senior
Location
Los Angeles, California, United States
Personality Overview

How Steven shows up

Price-Sensitive
Value Seeker
Cautious & Analytical

They generally do not appreciate an overfriendly approach and prefer to stay to-the-point. They are more likely than others to negotiate on pricing and terms. While they don't hesitate to ask questions, they are generally risk-averse and tend to be late adopters.

Priorities

Topics Steven cares about

Strategic Priorities
Topic insights and context to help personalize outreach and discovery conversations.
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Career

Work history

1-2019
Program Director
Institute for the Redesign of Learning
1-2019 - 2-2023
Director Of Curriculum And Instruction
Institute for the Redesign of Learning
1-2019 - 2-2023
Director of Curriculum and Instruction
Almansor Academy
7-2013 - 6-2018
Elementary School Cordinator
Compass Charter School
In the press

Media appearances

Media appearances and press coverage highlighting public visibility and thought leadership.
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Education
6-2022 - 7-2025
Doctor of Education - EdD
Liberty University
1-2022
Master of Science - MS
Western Governors University
2017 - 2017
Education details unavailable
altMBA
Social presence
in
Behavioral profile

DISC profile (public)

c

Calculativeness (C)

Calculativeness (C) reflects the degree to which a person is likely to be cautious, systematic and analytical. Those scoring high tend to emphasise quality and accuracy.

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