Christine Michele Johns-Haines

EDUCATION
Broad Urban Superintendents Academy, Fellow, November 2004

Educational Doctorate in Administration, Planning and Social Policy, Urban Superintendents

Program, Harvard University, Cambridge, Massachusetts, June 2004

Master of Education in Administration, Planning and Social Policy, Harvard University,

Cambridge, Massachusetts, June 1997

Master of Science in Administration and Supervision, Johns Hopkins University, Baltimore,

Maryland, May 1992

Bachelor of Science in Elementary Education, University of Pittsburgh, Pittsburgh,

Pennsylvania, April 1988

PROFESSIONAL EXPERIENCE
Superintendent
Utica Community Schools, Michigan 2006 – present

Executive leader of Michigan’s second largest public school district serving 29,400 students in 36
schools, including 25 elementary, 7 junior high, 4 high, and two alternative/adult education
programs. The student population is 90.0% White and 4.0% African American, with 3.0% Asian,
1.8% Latino and 1.2% other non-white minorities. Over 24% of the students are eligible for
free/reduced lunch and nearly 1000 students are English Language Learners speaking 46 different
languages.

Utica Community Schools is a high-performing metropolitan school district that is recognized for
academic excellence and for its support of the fine and performing arts. The graduation rate is 93.6
percent with twenty-eight schools recognized as Michigan Blue Ribbon Exemplary Schools of
Excellence.

Student Achievement
• Raised expectations and increased academic rigor by establishing school accountability
measures and data-driven decision making to drive school improvement.
• Implemented standards and assessments consistent with the new Michigan graduation
requirements. Communicated the need and importance of all students being prepared for
post secondary education and career in a global economy.
• Created and implemented specialty/magnet programs (the Center for Science and Industry,
the International Baccalaureate Programme, and a Mandarin Chinese immersion program).
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These efforts have resulted in improved achievement scores as measured across tested subjects
and grade levels.

o Reading scores improved on the Michigan Educational Assessment Program

(MEAP) by 4, 2, 6, 7, 5, and 6 percentage points in the third, fourth, fifth, sixth,
seventh and eighth grades, respectively from 2006 to 2009.
o Math scores improved on the MEAP by 7, 10, 8, 15, 14, and 3 percentage points in
the third, fourth, fifth, sixth, seventh, and eighth grades, respectively from 2006 to
2009.
o Reading and math scores improved on the Michigan Merit Exam (MME) by 9 and 5
percentage points in the eleventh grade, respectively from 2007 to 2010.
o Advanced Placement (AP) individual exam takers increased 89.4% from 2006 to
2010. Sixty-three percent of exam takers scored a 3 or higher, thus qualifying for
college credit.

Financial Management and Resource Development

• Awarded two highly competitive grants from the U.S. Department of Education totaling
over $13 million.
• Successfully coordinated and passed a $112.5 million capital bond campaign to ensure equity
across the district by replacing and upgrading infrastructure, technology, transportation, and
facilities. Established, advocated and led citizens group to support campaign and
coordinated fundraising efforts.
• Due to declining enrollment and revenues, established a Facilities Study Team comprised of
business and community leaders, parents, and staff to recommend building consolidation.
• Eliminated $33 million shortfall by utilizing cost containment, cost reduction, and program
redesign strategies, as well as strategic use of the fund equity to successfully and consistently
balance the budget.

Community Relations/Engagement
• Continually and passionately informed the legislative process with local and state
representatives by addressing specific problems with proposed legislation, adequate and
equitable funding, and offering solutions in support of effective school reform. Developed a
relationship with local and state political leaders which resulted in face-to-face dialogue with
the Governor, Speaker of the House and Senate Majority Leader.
• Increased parent and community involvement through community forums, parent sounding
board meetings and community surveys.
• Implemented new social media tools, student information and automated calling systems to
effectively inform and communicate with parents and community.
• Established Superintendent’s Student Advisory Council and Scholarship Fund.

Human Resources
• Developed capacities of principals and central office staff to utilize data and drive student
achievement.
• Redesigned professional development aligned with district goals in support of teacher
content knowledge and pedagogical skills.
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• Developed and implemented Aspiring Leadership Academy to address future leadership

needs of the district due to anticipated retirements and promotions.
• Consistently communicated and worked with the nine unions and employee groups to
develop and maintain positive and productive labor relations. Throughout an era of
shrinking state revenues, successfully negotiated contract settlements that collectively
addressed district budgetary shortfalls.

Deputy Superintendent of Curriculum and Instruction

Baltimore County Public Schools, Maryland 2000 – 2006

Responsible for providing executive level leadership for all academic programming and support
services. Reported directly to the superintendent, led major initiatives, and represented
superintendent on all matters in his absence. The school system is the 23rd largest in the United
States with over 108,000 students in 163 schools. The student population is 53.5% Caucasian, 38.0%
African-American, and 8.5% other. Over 31.9% of the students are eligible to receive free/reduced
meals.

Accomplishments

• Improved student achievement throughout every level of the school system by focusing on
academics and increasing student participation in curricular and non-curricular activities and
by aligning standards, curriculum, teaching and learning, and professional development.

o Reading scores improved on the Maryland School Assessment (MSA) by 17.7, 8.7,
and 9.1 percentage points in the third, fifth, and eighth grades, respectively from
2003 to 2005.
o Math scores improved on the MSA by 11.8, 17.7, and 13.1 percentage points in the
third, fifth, and eighth grades, respectively from 2003 to 2005.
o Reading scores improved by 8%, 5.5%, and remained the same in the second, fourth,
and sixth grades, respectively between 1999 and 2002.
o Math scores improved by 8.5%, 4.5%, and 1.5% in the second, fourth, and sixth
grades, respectively between 1999 and 2002.
o Advanced Placement (AP) participation increased 54% from 2000 to 2005. Seventy-
one percent of the students participating in AP qualified for college credits.
o The combined (verbal and math) SAT scores improved 26 points since 1999.

• Co-chaired the Blueprint for Progress and Master Plan Committees. Established goals for
student achievement and implemented data-driven decision making throughout the school
system. Coordinated community inputs to insure broad support for plan. School system
representative in communicating and coordinating plan to the Maryland State Department of
Education and community.
• Developed and implemented a plan for the adequate and equitable allocation of resources
based on the academic needs of children. Resulted in an increased number and a broader
demographic profile of students in gifted and talented programs and college preparatory
experiences.
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• Reorganized special education department to provide students a continuum of services and

access to the general education program. Resulted in a higher quality of service and support
to students, schools, and of program implementation.
• Increased the availability of extended-day and extended-year opportunities, which reduced
the learning gap between students from high and low socioeconomic backgrounds.
• Created a site-based mentoring and academic coaching model that supported classroom
teachers. Resulted in teacher retention and improved experienced and beginning teachers
content knowledge and pedagogy.
• Developed operating budget aligned with school system goals and strategies and
communicated strategic nature of the budget to community. Resulted in approval of budget
and an overall improved relationship with the community.

Assistant Superintendent for Instructional Services

Pasadena Unified School District, California 1998 - 2000

Responsible for all academic and support services for a mid-sized urban district with 23,500
students. The district represents a diverse student population with 54.7% Latino, 29.8% African-
American, 15.5% Caucasian, and 4.0% Asian or other; 53% of whom were eligible for free/reduced
lunch and 26% were English language learners. Reported directly to the superintendent.

Accomplishments

• Strengthened understanding of content standards and assessments throughout the district.

Implemented early literacy initiatives, which resulted in increases on the SAT9 reading and
language scores.
• Designed and implemented a district-wide student assignment process for magnet schools.
Aligned process with federal and state requirements.
• Chaired International Baccalaureate steering committee and secured Innovative Schools
grant award of $3 million.
• Redesigned central office summer school program to focus on local schools and individual
students academic needs in reading and mathematics.
• Partnered with the Pasadena Education Foundation and community agencies to develop and
implement an after school academic and enrichment program.

Consultant, Harvard Leadership Initiative

Boston Public Schools, Massachusetts Spring 1998

While in graduate school, coached high school principal and leadership team on paths to school
improvement using disaggregated student achievement data. Worked with leaders to set goals
focused on academic achievement and to align strategies and budgets with these goals. Provided
professional development and individual consultation.
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Executive Intern to the Superintendent

Pasadena Unified School District, California Fall 1997

Served as an intern during doctoral program. Coordinated efforts to pass Measure Y, a $240 million
bond initiative. Worked with district and school leadership, community groups and contracted
consulting groups to insure a unified presentation, which resulted in successful passage.

Principal, Fort Foote Elementary School

Prince George’s County Public Schools, Maryland 1994 - 1996

Successfully led staff, parents and community in an effort to increase student learning in a 400-
student elementary school. Academic performance scores increased in all content areas with gains
as high as 30 percentage points. Improvements resulted in school being recognized by the State.

Instructional Specialist K-12, Administrative Area V

Prince George’s County Public Schools, Maryland 1992 - 1994

Coordinator, Owens Road Science, Mathematics and Technology School

Prince George’s County Public Schools, Maryland 1992

Science/Mathematics Teacher, Oakcrest Talented and Gifted Magnet School

Prince George’s County Public Schools, Maryland 1988 - 1991

COMMUNITY/PROFESSIONAL AFFILIATIONS (Selected)

• Macomb-Oakland University Incubator, Executive Advisory Council, 2010 – present

• Sterling Heights Automotive Task Force, Executive Committee and Board Member, 2009 –
present

• Utica Community Schools Foundation for Educational Excellence, 2006 – present

• Chamber of Commerce of Sterling Heights, Utica and Shelby Township, past Executive
Board Member, 2006–present

• County Executive’s Sub-Committee on Education and Economic Development, Baltimore

County, 2004–2006

• Maryland Professional Development Advisory Council, Maryland State Department of

Education (MSDE), 2003–2006

• Bridge to Excellence in Public Schools Act Master Plan Committee, MSDE, 2002–2006

• Committee of Practitioners for Title I, Improving the Academic Achievement of the

Disadvantaged, under the No Child Left Behind Act, MSDE, 2002–2006
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PRESENTATIONS (Selected)

• Equity Warriors in Action: Reallocating Resources for District Need. Harvard Graduate School of
Education, Cambridge, MA. April, 2010

• Michigan’s Defining Moment: A Common Ground Agenda for Michigan’s Transformation. Education
Town Hall Meeting. The Center for Michigan, Lansing, MI. February, 2010

• STEM Education: Achievement and Innovation. Educational Technology Directors Association,

Washington, DC. September, 2008

• Aspiring Leaders Forum. AASA National Conference on Education, Tampa, FL. February,
2008

• Using Data to Drive District Decision Making, Mid-Western College Board Conference, Chicago,
IL. January, 2007

• A New Superintendent's Primer: Understanding Race, Class, and Culture. Broad Urban
Superintendents Academy, Denver, CO. August, 2004

• Achievement-A Shared Imperative. Maryland Institute for Minority Achievement and Urban
Education, University of Maryland, College Park, MD. June, 2002

HONORS AND AWARDS

Chinese Bridge Delegate. Office of Chinese Language Council International (Hanban), 2007
Virginia Polytechnic Institute and Exeter College, University of Oxford, 2005
Teachers Association of Baltimore County (TABCO) Meritorious Service Award, 2003
Gregory Richard Anrig Fellowship Recipient. Harvard Graduate School of Education, 1997
John E. Stevens Fellowship Recipient. Harvard Graduate School of Education, 1996
Outstanding Administrators Award. Prince George’s County Chamber of Commerce, 1996
Maryland Governor’s Citation for Leadership in Science, Mathematics, and Technology, 1991
Mid-Atlantic Region Japan-in the Schools (MARJIS) Scholar. University of Maryland, 1989

PUBLICATIONS
Johns, C. M. (2004). Success or Survival: Beginning Elementary Teachers’ Experience with the Mathematics
Curriculum. Presented to the Faculty of the Graduate School of Education of Harvard University in
Partial Fulfillment of the Requirements for the Degree of Doctor of Education.

Johns, C. M. (2011). The Equity Fight in Utica, Michigan. In Peterkin, R., Jewell-Sherman, D.,
Kelley, L., and L. Boozer (eds.), Every Child, Every Classroom, Every Day: School Leaders Who Are Making
Equity a Reality. San Francisco, CA: Jossey-Bass.