Boyd lof2

JOELD. BOYD
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mpboyd@)yahoo.com 844 North Orianna St'reet Phil-ade!phifl, PA 19'123 484-515-4043
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Education
Experience
2008 -- Pre,_
HARVARD UNIVERSITY Cambj'idg-e, MA
Doctor of Educatioll, Urban Superintendents Program) 2013 (anticipated)
HARVARD UNIVERSITY Cambl'idge, MA
Master of Education) Policy & Management, 2007
WILMINGTON COLLEGE Wiltningtoll} DE
Master of Education, School Leadership, 2004
UNIVERSITY OF DELAWARE Newm'k,DE
Bachelor ofScicncc, Elementary Education, 2001
SCHOOL DISTRICT OF PHILADELPHIA Philadelphia, PA
Assistant Superintendent, Academic Division 6
Manage a portfolio of 37 schools with a total population of apptoxilnately 30,000 students
o Lead all insttuctional and operational functions of K-8 schools in the city's northeast region
o Design and provide differentiated supports to schools to accelerate improvement and
increase academ.ic perfol1nance
o Establish goals and implement accountability process for all principals within the academic
division based on formative and sunl1native data
o Assist with district-wide planning and decision-making as a member of the Superintendent's
Executive. Team
Director 0.( Middle Schools, Office 0.( Empowerment School Support
Supervised whole school reform rnodel in 11 chronically underperfol'111ing middle schools
o Managed and monitored the implementation of the district-wide Empowerment Schooh
initiative, including redesigned core instructional programs and targeted intervention
programs in reading and mathematics) in designated middle schools with a total population of
approx. 5,500 students
o Provided on-site coaching to school p1'incii)als and instructional specialists to inctease
leadership capacity and improve teaching and learning
o Designed and organized professional development sessions for instiuctional coaches and
claSSrOO1l1 teachers
o Conducted instructional walkthroughs to gather qualitative data on instructional practices and
provided follow up SUPPO!t to lll1prOVe classroom teaching
Principal, Woodrow Wilson Middle School
Led all academic and operational functions of a 1,200-student middle school, grades 6-8
o Credited with leading the school's rapid tutllaroWlci, moving the school from Corrective
Action to Adequate Yearly Progress under the state's accountability guidelines
o Increased overall student achievement in both reading and mathematics and reduced the
racial achievement gaps ,in both subject areas on the FA System of School Assessment
o Redesigned the schoots organizational structure, including the conversion of grade level
cOll11nunicies into college-themed academic teams, the development of a more inclusive
setting fOl' students with special needs, and the establishment of a school-based altemative
progtam for at-risk sttidents
o Developed a school-based, family literacy program which selved more than 300 families
through everling classes and workshops
2007 - 2008
2004-2006
2001-2004
Honors
Certifications
Boyd 2 of2
MIAMI - DADE COUNTY l'UBUC SCHOOLS Miami,FL
Special Assistant to the Superintendent
Acted as AdvIsor and Assistant to the Superintendent of a 350)000+ student schooL district
o Assisted with system-wide planning and decision-making as a member of the
Superintendent's leadership teafl1
o Developed a knowledge management strategy for capturing best practices ft01u school and
non-school sites to improve orgllnizationallearning. productivity, and efficiency
o Facilitated fot111al weekly C0111111wlication between the Superintendent and the njnc-member
elected School Board
LEHIGH VALLEY ACADEMY Bethlehem, PA
Vice Principal of Operations, K-9
M1'maged the daily operations of a two-building, 525-student charter school campus
o Organized and facilitated a campus-wide technology audit in conjunction with a local
university
o Designed and contracted the installation of a new secondary school science lab
o Coordinated transportation services with 13 surrounding school districts and private bus
COh1palllCS
Middle School Vice Principal
Led all academic and operational functions of a 100-student middle school, grades 6-8
o Developed an integrated, standards-based middle school curriculum aligned wid, the IE MYP
Program
o Created a community outreach progmm that accounted fat more than 400 sClvice hours by
students
o Evaluated staff and dctennined merit pay for teachers using a perfonnance-based assessment
fubric
SMYRNA SCHOOL DISTRICT Smyrna, DE
Team Leader, Smyrna Middle Schoo!
Acted as lead te.acher for a 1S0-student 7
th
grade co-cutricular academic team
o Organized a team budget and facilitated parent conferences and studcnt-accOlIunodation
meetings
o Assisted the building administration i11 school-wide planning and grade level decision-making
o Selected to attend the. state's f1tst Policy and Practice Institute for School Leaders
Science Teacher, Smyrna Middle School
Taught 7
th
grade general science, TAM/inclusion science and math remediation
o Rated as an Exemplary Teacher by the building administration
o Collaborated with faculty to align the school's curriCl..lltun and provide instructional support
to teachers
o Co-authored successful grant applications to bolster the school's science curriculum
John T. Stevens Fellowship (Harvard University), Raymond Heim Award (University of
Delaware), Alpha Lambda Delta National Honor Society (University of Delaware), Cum Laude
distinction (University of Delaware)
Superintendent (PA), Principal, K-12 (PA, DE); Secondary General Science, 7-12 (DE); Middle
Level Science, 7-9 (PA); Middle Level Language Arts and Social Studies, 5-8 (DE); Elementary
Education, K-6 (DE, PAl; Early Childhood Education, K-4 (DE)
Joel D . .lloyd is a Harvard-1Tained educator and school reformer whose
career has spanned from the classroom to the principalship to the central
administration of some ofthe nation's largest school systems. He currently
serves as an Assistant Supmintendent with the School District of
Philadelphia (Philadelphia, PA), a system of more than 200 schools and
150,000 students. In this role, he manages a portfolio of 37 schools in one
of the city's most diverse regions which include a total population of approximately 30,000
students.
Previously, Mr. Boyd served as Principal of Woodrow Wilson Middle School, one of the largest
middle schools in Philadelphia. Under his leadership, Wilson Middle School progressed
dramatically on several fi-onts, including across the board increases in student achievement and
significant reductions in the racial achievement gaps. During his tenure, Mr. Boyd was credited
with refocusing the school on improving teacher practice, heightening expectations for students, and
increasing the levels of family and community engagement. As a result, in just two years, the
school moved from corrective action to Adequate Yearly Progress under Pennsylvania's
accountability guidelines.
Prior to relocating to Philadelphia, Mr. Boyd served as Special Assistant to the Supelintelldent with
the Miami-Dade County Public Schools (Miami, FL), the nation's 41h largest school district. In this
role, he reported directly to Superintendent Rudy Crew and supported one of the most ambitious
reform agendas in the coulltry. Dming this period, Miami was widely viewed as one of the most
successfulmban school systems in the nation and was named as a fmalist for the prestigious Broad
Prize for Urban Education.
A native of Delaware, Mr. Boyd holds a Master's degree in Education Policy and Management
from Harvard University, a Master's degree in School leadership from Wilmington College, and a
Bachelor's degree in Education from the University of Delaware. In 2006, Mr. Boyd was selected
as one of just six educators nationally for a fellowship to complete his doctorate at Harvard
University in the top-rated Urban Superintendents Program. His CUlTent research focuses on
identifying the career factors and pathways that lead to success in urban school district leadership.
PEDRO GALAVIZ
PERSONAL INFORMATION
Residence:
Office:
Spouse:
Children:
EDUCATION
8804 Williamson Road
Kyle, Texas 78610
9'72-880-3165
Round Rock Administration Building
1311 Round Rock Avenue
Round Rock, Texas 78681
512-464-6155
pedro _galaviz@roundrockisd.org
Esperanza (Registered Nurse)
Gabriel (11); Olivia (9)
Doctor of Education, University of Texas at Austin, 2011
Major: Educational Administration
Master of Education, Texas State University, 1997
Major: Elementary Education Minor: Reading
Bachelor of Science, Texas State University, 1995
Major: Biology Minor: Chemistry
SUMMARY OF PROFESSIONAL EXPERIENCE
2009- Present
2008-2009
2007-2008
2003-2007
2002-2003
2000-2002
1998-2000
Secondary Ed. Director
Secondary Ed. Intern
Principal
Round Rock ISO, Round Rock, TX
Round Rock ISO, Round Rock, TX
Principal
Principal
Seagoville High School-Dallas ISO, Dallas, TX
James B. Bonham Elem.-Dallas ISO, Dallas, TX
Hernandez Elem-Dallas ISO, Dallas, TX
Assistant Principal
Teacher
J. W. Runyon Elem -Dallas ISO, Dallas, TX
J. W. Runyon Elem.-Dallas ISO, Dallas, TX
TEXAS CERTIFICATIONS
Superintendent
Mid-Management Administrator
BilinguallESL-Spanish, Grades (1-6)
Elementary Self-Contained, Grades (1-6)
Texas Teacher Appraisal System - Appraiser
PROFESSIONAL ORGANIZATIONS (Previous)
American Association of School Administrators
Texas Association of School Administrators
International Reading Association
Association for Supervision and Curriculum Development
Pedro Galaviz 3
COMMUNITY/CIVIC SERVICE
Member:
Coach:
Our Lady of Guadalupe Catholic Church, Austin, Texas
Mesquite Soccer Association
Coach: Forney Baseball Association
Coach: YMCA Soccer and Basketball
Coach: Hays Youth Baseball
HONORS
Lead Principal
Master Principal
2005 Outstanding Administrative Leadership in Reading Award presented by the
Texas State Reading Association
Exemplary Accountability rating for 2003-2004, 2004-2005, 2005-2006, & 2006-07
2005 & 2006 Title I Distinguished Performance School
Texas Business & Education Coalition and Just For the Kids Honor Roll for 2005 &
2006
.. Recognized and Exemplary ratings for 2009-2010 for 12 of the 13 Round Rock
Secondary Campuses
PUBLICATiONS
Authored "Principals' Perceptions of Their Own Professional Development," University of
Texas at Austin, May 2011.
DETAILS OF PROFESSIONAL EXPERIENCE
Director of Secondary Education
Round Rock Independent School District
Secondary Education Intern
Round Rock Independent School District
District Enrollment
Property Value
Budget
District Staff
Campuses
2009 - present
Salary-$93,797 (No Contract)
2008-2009
44,781
$23,672,447,683
$336,086,122
5,952 (3,667 Professional)
48 (15 Sec, 31 Elem, & 2 Alt)
Coordinate and deliver services within assigned area and to customers; provide
leadership to design, assist in monitoring campus & department systems & protocols;
implement, measure and improve programs; and assist with special projects such as
Vanderbilt Incentive Study, Academy Implementation, Advanced Placement,
International Baccalaureate, Eighth to Ninth Grade Transition, End-of-Course
Implementation
Advise the District administration and School Board on matters regarding assigned
policies, programs/services; and, provide information, advice and documents to
supervisor, staff, administrators, and others as necessary
Served as the Facilitator of the Superintendent's Task Force to study Rank in Class
and Grading
Pedro Galaviz 4
@ Served as the Facilitator of District's Committee for the study of opening up a new
high school and alternative school of choice
~ Utilize effective assessment literacy practices to strategically inform and guide
instruction at all secondary campuses
Continue an adolescent literacy model with literacy coaches to provide instructional
support and teacher training in reading and writing strategies across the four content
areas with a focus on science and math
Lead and utilize instructional and literacy coaches at targeted campuses to model
differentiated instructional practices that are aligned with state and national standards
Provide instructional coaching support based on student performance "data
conversations" aM the campus' capacity to intervene and adjust to the data
Conduct learning walks at all campuses to identify and highlight best instructional
practices and to monitor training and implementation with an emphasis in science
Implemented protocol for monthly and bi-monthly school and classroom visits to
address curriculum and instruction assessment and professional development
Established protocol for campus visits to address implementation of programs and
initiatives for closing the gap in achievement for minority and economically
disadvantaged students
Implemented lhe Science Collaboralive to provide training for middle and high school
science teachers
Monitor implementation of the double-block Algebra 1 class for maximum
effectiveness of student performance
Weekly campus visits to address implementation of programs and initiatives for
closing the gap in achievement for minority and economically disadvantaged students
" Continue to support the Emerging Leader Science Cohort which consists of 38
teachers from both Middle School and High School in the following areas: ESL,
Literacy, SPED, and Science General Education
Increased resources and teacher training for campuses with overrepresentation of
students in the historically under-performing student groups
Monitor personal graduation plans (PGP) to ensure that every at-risk students' needs
are being met
Develop flexible schedules and student grouping patterns for Secondary campuses to
allow better use of time in order to meet the individual needs of students to ensure
academic success
o Academy planning at all high schools that connect the curriculum to real-life
applications of knowledge and skills to help students link their education to the future.
Developed a strategic plan to make technology integral to curriculum, instruction, and
assessment, accommodating different learning styles and helping 9
th
grade teachers
to individualize and improve the learning process
Coordinated academic interventions before, during, and after school, including
Saturday School for all Secondary campuses
Coordinated credit repair via E2020 at the end of a six week period for a stUdent who
has failed to be re-taught and retested as provided in EIA (local). E2020 can also be
used as an intervention tool at any time during a marking period to address specific
learning gaps.
Over one million dollars distributed to secondary teachers through the DATE Grant for
pay-for-performance
Implemented Project-Based Learning professional development for all high school
campuses
Pedro Galaviz 5
Developed and conducted professional development for campus administrators in
addressing behavioral issues with diverse students and the resulting disproportionality
in discretionary DAEP placements
Principal
Dallas Independent School District
Seagoville High School
James Bonham Elementary
Edison Hernandez Elementary
Assistant Principal
Dallas Independent School District
J.W. Runyon Elementary
District Enrollment
Property Value
Budget
Staff
Campuses
2002 - 2008
2000 - 2002
156,728
$78,626,228,844
$1,197,187,473
19,521 (13,666 Professional)
225 (154 Elem & 71 Sec)
Served as chief instructional leader at three campuses in the fourteenth largest district
in the nation
Provided effective integration between and among vertical and horizontal systems for
programs and grade level teams to enhance student achievement and customer
satisfaction
Analyzed the critical needs in assigned areas, conduct team efforts to design and
implement, measure, and refine teaching practices and lead quality improvement
efforts
Communicated and collaborated between and among various areas of the
organization to enhance service delivery, program development, and customer
satisfaction
Provided leadership design to execute, measure, and improve the teaching and
learning environment
Served as a member of the Superintendent's Principal Leadership Team
Responsible for implementing an individualized campus-wide reading program.
Served as a member of a committee to study graduation rates for at-risk students
Served as a member of a district committee for the study of the bilingualiESL program
Developed an after-school athletic and fine arts program to an urban elementary
school
Teacher
Dallas Independent School District
J.W. Runyon Elementary
District Enrollment
Property Value
Budget
Staff
Campuses
1998 - 2000
156,728
$78,626,228,844
$1,197,187,473
19,521 (13,666 Professional)
Pedro Galaviz 6
School Enrollment
Staff
Grades
Taught fOUlih lhru sixth grades math and science
Chairperson of the LPAC committee
1,119
71
PK-6
Served as a member of the school's instructional leadership team
School District
1. Leads for Results and Equity
2. Focuses on Instruction
3. Manages Human Capital
4. Uses Data for Accountability and Continuous Improvement
5. Builds Partnerships and Community Investment
6. Aligns Infrastructure with Strategic Vision
Pedro Galaviz 7
154 golf C{u6 <Drive
'IVy 'West, 1' 33040
.------
Jesus P. Jara, (};cf.(j).
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PROFILE:
(305) 710-0956
__ (
186
2:!!:.!:!!!! ___ ._.
if Implemented processes in an urban school which lowered 9
th
grade retention (Small Learning Community
and after school tutoring program with GEAR-UP)
if Fostered and expanded community involvement with business leader MassMutnal Financial Insurance
(Fortune 500 Company)
if Implemented an in school alternative setting (Twilight School); decreased school drop-out rate by 3.3% per
year
if Implemented systems in school that increased student attendance 4% per year
if Garnered 2005 College Board Inspiration Award semifinalist status with my high school
if Implemented "College Readiness System" in low performing urban high schools and middle schools across
the state of Florida
if Researched and published Fidelity of Formative Assessment System to Improve Classroom InstlUction
if Negotiated a three year contract with the teachers nnion that inclnded a performance pay model
./ Aligned internal school processes with extemal organizations with emphasize on perfonnance values and
accountability
./ Implemented processes across a mral district in several departments to increase efficiency
./ Developed and implemented new policies and procednres for fundraising, facility use, parent organizations,
direct support organizations, and school support groups
EDUCATION:
2010- University of Massachusetts-Amherst. Doctorate in Education with emphasize in Educational Policy,
Leadership, and Administration
200l-Nova Southeastern University, completed 30+ credits in Educational Leadership
1998- Nova Sontheastern University, Masters of Science in Science Edncation
1996- Bfilry University, Bachelor of Science, Sports Medicine, and minor in Exercise Science
PROFESSIONAL EXPERIENCE:
Monroe Countr Public Schools, Key West, Florida, July 1, 2010 to Present .
Appointed by Governor Ricl{ Scott August 8, 2011
SUPERINTENDENT OF SCHOOI"S
Developed and fostered relationship with the School Board and Audit and Finance COlmnittee to
increase public hust in Mom-oe Connty Public Schools
Initiated Mom-oe County's (District Advisory Council) to increase parental support
Established a system of accountability for all staff members in the organization with values of
performance and accountability
Began reorganization of the district to downsize in order to meet budget reductions
o Reduced budget operations to maintain a 4% Fund balance
o Decreased administrative staff in order to complete school job consolidation
Maintained cOl1stmction on a new K -8 Center with ARRA funding within bndget and timeline
Implemented new teacher evaluation tool (Charlotte Danielson) and initiated training for all
adminish'ators and teachers
Aligned the dish'ict staff to increase academic achievement and graduation
o Increased college readiness across the district
o Decreascd achievement gap for Hispanic students
o Increased Advanced Placement Participation (48%)
o Increased SAT Performance above national and state average
o Increased Algebra I participation for 8'h graders (18%)
o Improved school grades and district performance in FCAT to 8'h best across the state of Florida.
Monroe COUl1tv Public Sclwols, Key West, Florida, 2/16/10 to 6/3012011
CHIEF OPERATIONS OFFICER
$ Oversaw District Operations including the following depaItments: Construction/Facilities,
TranspOltalion, Human Resources, Instmctional Technology, Charter Schools,
Assessment/Accountability, and supervised all principals
Managed outside relationships for the district with outside agencies including business community, non-
profits, and parent organizations
Developed Monroe County's District Advisory Council (DAC)
Monitored and implemented Differentiated Accountability and School Improvement Process; moved
two schools out of Correct II Status
Acted as Superintendent's designee for all district operations and curriculum
Oversaw new constmction for Horace 0' Bryant Middle School
Implemented aIld developed new evaluation tool with performance metrics for all administrators (school
based and district staff)
o Developed and Implemented new staffing allocation for all schools
Developed and Implemented new district code of conduct
Served as Chief Negotiator; negotiated a three year contract for teachers with perfonnaIlCe pay metrics
The College Board, Florida Office, 7/01/06 to 2/1212010
EXECUTIVE DIRECTOR, College Board Partnerships
Set the vision for md management of the Florida Partnership to support the Commissioner of
Education's Initiative to support urbm schools aIld JUral schools in Florida (Big 7 Disllicts plus JUral
districts in Florida (100 schools, over 55,000 students, and 2,500 teachers)
Provided leadership in the overall management of the deliverables with all partners to include: Kaplm
K-12 Services, AVID Center, and Florida Vumal Schools
Developed a pmtnership with the FLDOE staff to implement a strategic plan for the Florida Partnership;
the plm transformed education across the state
Increased high school graduation rates across several high schools in pmiicipating districts by 5% every
year of the partnership
Increased college readuless rates by 5% each year across all high schools in participating districts by
increasing student participation and success in AP, IB, and dual emollment courses approved by the
Florida Department of Education, as well as the SAT/ACT, especially among students from
undelTepresented groups
During my tenure; Florida's Latino population outpaced the nation in AP Courses; while 20.7% of
Florida public school students are Latino, 24.2 % of AP EXa!Il Takers in Florida aI'e Latino
Provided AP professional development opportunities for over 3,000 administrators, teachers, and
counselors in urban and JUral schools
Worked with Government Relations staff to foster relationships with key legislators
Managed service relationships for school districts in navigating the College Board programs and
servlces
Supported the College Board's .K-l2 unit Ul the Southem Region to include the following: assisted with
the development, monitoring and management of the operating budget; oversaw and developed a budget
in areas of direct responsibility; snpervised and evaluated the program's related activities couducted by
assigned support staff
Supported districts and schools to secnre tederal and state grants to provide College Readiness Programs
kmd Services for all students
Thg College Board, New England Regionlll Office, H123/05 to 6/30/2006
SENIOR EDUCATIONAL MANAGER
Managed service relationships for school districts in navigating the College Board programs and
servICes
Directed the College Board's K-12 nnit in the New England Region to develop, monitor, and manage
the operating bndget; oversaw and developed a budget in areas of direct responsibility; supervised and
evaluated the program's related activities conducted by assigned SUppOlt staff
Implemented the College Board's partnership with the State of Maine (DOE) to include SAT for all 11 th
graders, The SAT became the state test for Maine's high schools (140 high schools and 16 counties)
Worked with Boston Public Schools (Largest district in New England, 138 schools) to increase college
readiness, AP Participation and Performance for minority and Undell'epresented student population
Implemented a partnership with UMass-Boston, Boston Public Schools, and Northeastern University to
create vertical teams with secondary school teachers and college professors in order to increase math
and science AP Scores across the district (Boston Public Schools)
Coordinated and supervised other managers across the New England Regional Office
High School o(Science lind Technology, Springfield, MA, 2/10/03 to 12130105
PRINCIPAL
Led this urban high school with a total student population 1,700
Increased (doubled) AP Participation and PerfoDnance for minority and underserved students
hlcreased college acceptance rate to 86% of graduating class
Developed a pmtnership with UMass-Amherst's School of Engineering
Established and maintained a safe and effective learning enviromnent throughont the entire school
community
Designed and managed processes and methods conducive to learning
Increased community relations within the school system and the community
Led school personnel; teachers, clerks, custodians, paraprofessionals, and assistant principals
Monitored and supervised Freshmen Success Academy (SLC), FATE Initiative, and Twilight School
funded by Mass Mutual Financial
Viln Sickle Middle School. Springfield, MA, 8/13/01-2110/03
ASSISTANT PRINCIPAL
Assisted Principal in maintaining a safe and effective leaming environment tln'oughout the school
community
Served as Middle Years IE Coordinator; school was awm'ded the first MYIE Program in the district
Implemented and coordinated Foundation for Excellent Schools (FES) initiative
Assisted Principal in developing school wide professional development program
Assisted Principal in managing and implementing all school processes/duties
CO/'af GoJ>les /ir. High School, Coral Gables, ~ F l . , 7/98-7101
DEAN OF STUDENTS
Monitored and supervised discipline and attendance for anlO'h grade students (1,000) population
Implemented ID policy for the entire school community (3,600+) population
Coordinated and supervised after school office detention
Coordinated and supervised Satw:day School program
Coordinated School Campus Crime Watch Club
TEACHER, Biology, assistant athletic trainer
Encouraged academic excellence through the stimulus of individual goals
Promoted discipline and achievement goals with 185 high school students
Communicated and implemented instructional plans, utilizing higher order thinking and varied teaching
modalities
Developed and organized weekly instructional plans to successfully achieve year end objectives
Implemented strength and conditioning programs for all athletes
Assisted Head Athletic Trainer with rehabilitation, evaluation of all athletic injuries
South Dade Sr. High School, Homestead, FL, 6/96-7/98
HEAD ATHLETIC TRAINER
Fostered care, prevention, rehabilitation of all athletic injuries
Handled referrals of all injured athletes to team orthopedic surgeon
Implemented strength and conditioning program for the athletic department
RELATED EXPERIENCE:
UniversitY. of.Massachusetts-Amherst, Amherst, MA, 1012010-512011
INSTRUCTOR- Issues in Urban Education
Graduate course to examine many of the key issues and research facing public schools in Urban
America
Course designed for futnre administrators in Western Massachusetts wishing to expand their
competency in education policy and leadership
Examined some of the larger, social, historical and cultural aspects of nrban education as well as look
specifically at issues and events affecting public schools today
PROFESSIONAL TRAINING AND MEMBERSHIP AFFILIATIONS:
Board Member of Mom-oe County Education Foundation
Florida Keys COl1ll11unity College Advisory Business COl1ll11ittee
Key West Chamber of Commerce member
Leadership Training, Center for Creative Leadership, Greensboro, NC
Principal's Summer Share, Eugene, Oregon
Member of the Principal Think Tanlc, University of Pittsburgh, PIinciples of Learning
Dealing with Emotions in Negotiations for Business, Harvard University
Certified Principal/assistant principal 5-12, MA
Certified Educational Leadership (All Levels), FL
Certified Biology Teacher 6-12, Florida
" Member, Association of Supervision & Curriculum Development
" 2003-2005, Executive Board, Pioneer Valley Interscholastic Athletic Conference (PVIAC)
2003-2005, Member, Massachusetts Secondary School Administrators' Association, Inc.
PRESENTATIONS:
9 Jnly 2005, Presenter, High Schools That Work National Conference, Three R + High Expectations
" August 2005, Presenter, Snmmer Institltte for Administrators, Massachusetts
October 2007, Presenter, Florida College Access Network Conference
February 2008, Presenter, Counselor Leadership Conference
April 2008, Presenter, Destination Equity: Chartiug Bright Futures for All Students
October 2008, Presenter, Education First: Our Future Depends on It, Houston, TX
" FebruillY 2009, Presenter, Cultural Competency and You! Atlanta, GA
" October 2009, Presenter, Spotlight on Sweeping Changes- A Statewide View, Maine DOE
Hertica Y. Martin, Ed.n.
1845 Sandcherry Court NW Rochester MN 55901
heJticamartin@yahoo.com (360)791-9] 65
EDUCATION LEADER: Target -- District Superintendent
"Collaborate Leanlij.g l'mgralnS, Systems, Methodologies
alld Attitudes thqt 1'1'eJ!areStudentsto LIve and WorkinaGlobllt(V Competitive Society"
A visionary district leader credited with achieving peak levels of effectiveness through decisive, visionary leadership 6fK- I 2
schools and academic programs. Team builder, communicator, and collaborator across all stakeholders including staff,
administrators, students, parents, and community groups. "Student-fIrst", "total quality education" philosophy. Emphasize
trust, respect, program and process transparency, quality education, and world-class standards. Talents in project coordination,
problem solving, conflict resolution, and delivering results under pressure. Highly intltitive with a sD'ong fOlllldation of
integrity, vision . and innovative leadership.
Ed.D. in Educational Leadership and Change; M.A. and B.A. in Education. Expertise:
Educational Program Design & Leadership
Increasing Student Achievement and Closing the
Opportunity and Achievement gaps
Multi-Level CU111culum Development & Implementation
Strategic Planning / Policy & Proccdure Development
PerfOlmance Assessment Methods & Tools
Teacher Accountability Systems
Strategic Partner & C0111l11nnity Relationships
Negotiating Collective Bargaining Agreements & Unions
Teacher and Principal Evaluation
Educational & Professional Profile
- Using Data to Drive Instruction, Lead Change,
and School Improvement
- Bndgeting & Resource Management
- Perf0l111anCe Management
- Standards-Based Progress Reporting
- Ongoing Professional Development Programs
- Diversity Issues & Equity
- Pyramid Response to Interventions (PRTI)
- Community Engagement
- Positive Behavior Intervention Support
SupesAcademy, .Preparing Tomorrow's Leaders: ProAct Search, Richmond, VA (2011)
Doctor of Education, EdncationalLeadership & Change: Fielding Graduate University, Santa Barbara, CA (2002)
Master of Arts in Education, Cnrriculum & Instruction/Special Education: Seattle University, Seattle, WA (1981)
Master of A.ts, Elementary Education: University of the Virgin Islands, U.S. Virgin Islands (I976)
Licensure:
Superintendent Credentials, Seattle Pacific University Executive Program (2004)
Continuing Priucipal Credentials, Pacific Lutheran University (1988)
Administrative Credentials, Pacific Lutheran University, 1985
Continuing Teaching Credentials, Seattle University, 1981
Special Edncation Credentials, Seattle University, 1980
Professional Experience & Achievements
Rochester Public Schools, Rochester, MN 2010-.Present
District sel11e8 approximately 16,400 students representing 62 languages I'n grades K-J 2; employs approximately 2052 certificated and
classified staff with a budget of$225, 755,930 million. 33.8 % of the students are eligible/orfreelreduced lunch, alld 30.5% are ethnically
diverse.
EXECUTIVE
Manage and lead improvement efforts in25 sites, Human Resources, athletics, altelnative learning, Health Careers Center,
Home School, and staffing and hiring processes. Hold authority for $72.5 million in elementary and secondary budgets.
Oversee K-12 curriculum development and implementation, school improvement and accountability, professional development
and continuous improvement initiatives, human resources, infonllatiol1 services) finance, student support services, teacher and
principaliaciminislrator evaluations, special education programs, transportation, exception to attendance) student nutrition
services, and operations maintenance. Work with patron grievances, staff concems, and provided general gui.dance on day-to-
day issues. Involve in revising and developingboard policies, state/federal grants, budget planning, new school build-outs, and
high-level committee leadership.
"

"
Key leader on the Supelintendent's Cabinet to revise tite district's Five Year Strategic Plan and the District's
Management Plan Components include closing the achievement gap, equity, efficacy, staff training, recmiting, and
conununity/parents/student relations. On track for implementation in the next school year.
Supervision and coaching of principals, building capacity of instructional leadership teams, implementing assessment
strategies and aligning cuniculum and instruction to Common Core Standards to keep a laser-focus instruction.
Key leader with the Cabinet in creating a transpalent, inclusive budgeting process; trimmed District's annual budget
by $5 million WW'0ut impacting district-wide improvement initiatives.
Close the achievcment gap by 15 percentage points
, . Increased proficiency levels by approximately 10% in reading and 9% ill math for black students and by 5% in
reading and 13% in math for Latino students
Increased math proficiency in high schools by 7 percentage points from 2008-]]
, Increased the number of students talcing AP exams from 427 to 831 fiom 2006-]]
Collaborated on the development, unified and streamlined format of the School Improvement Integrative Plan (SllP)
template district-wide, providing transparency into the improvement process.
Mediated the principals contract and mended relationships
Central Kitsap SellOol District, Silverdale, W A 2004-2010
District serves approximately 10,970 students representing 19 languages in grades K-12; employs approximately /,469 cel'ttficated and
classified staff with a budget of $1 1 5 million. 28 % of the students are eligiblefor free/reduced lunch, and 31% are ethnically diverse.
EXECUTIVE DillECTOR, TEACHING & I,EARN1NG
Managed and lead improvement efforts in 12 schools, special education, and instnlCtional programs. Held authority for $17
million special education and $26.9 million elementary edncation budgets. Oversaw K-12 cmriculnm development alld
implementation, school improvement and accountability, professional development and continuous improvement initiatives,
inf01mation services, finance, student sUpp011 services, teacher and administrator evaluations, special education programs,
transportation, and operations maintenance. Worked with patron grievances, staff concelUS, and provided general guidance on
day-to-day issues.
Piloted numerons (iistrict/school reform initiatives including instlUctional coaching model for elementary teachers and
a standaldized writing cuniculum. Key results:
Reached Adequate Yearly Progress (A YP) goals except in Special Education Reading and Math (2004-2007).
Increased student achievement scores on the Washington Assessment of Student Leaming (WASL 2007) by an
average of 12 percentage points in math and 11 percentage points in writing.
Increased the number of students meeting Levels 3 and 4 writing standards from 50.9% in 2004 to 62.6%
cUlTently.
Closed achievement and gender gaps district-wide at elementary and secondary levcls:
Reading
Math
Writing
2003 - Male
69.6%
57.4%
40.2%
2003 - Female
76.8%
59.7%
50.2%
2006 - Male
77.9%
62.6%
59.1%
2006 - Female
83.7%
66.7%
71.3%
Co-led community representatives and district staff on School Consolidation and BoundalY Connnittees. Saved $1.5
million by closing 2 elementary schools during the 2006-07 school year.
Instituted 13 All-Day kindergarten classes in the district to win back student enrollments from neighborulg districts
and increase student achievement for 2007-08. 23 ADK classes were implemented in 2008-09. The results for All-
Day Kg classes for 2007-08 is reflected below:
43% of students were on benchmark by fall as compared to 71 % by winter.
77% of students in All-Day program improved or maintained their status between the beginning and middle of the
year assessment vs. only 66% of students in the Half-Day program.
Collaborated with Cabinet and associatiolls to create a u'ansparent, inclusive budgeting process; trimmed the district's
allnual budget by $1.7 million without impacting distIict-wide improvement initiatives.
" Key leader in developing a standards-based progress reporting system aligned with state and national requirements to
include trimester benchmarks, au electronic grade book, and staff development to support teachers and parents.
Pn.liect managed a 2-year pilot program culminating in initial rollout in 9 building
" Leader on levy and bond campaigns to secure funding snpport from the state. Captmed $54.35 million for a
maintenance and operations campaign
Tacoma Public Schools, Tacoma, WA 1998-2004
Third largest schoo! system in Washington State with 52 schools and other centers. it is culturally rich, with a K-/2 student population oj
32,000+ students representing 33 languages and a stq/J of over 4800+ employees, 36.7% of the students are eligibleforJreeireduced lunch,
31% (Ire eligible/or/ree/reduced lunch, and 31% are ethn;calty diverse .
. DIRECTORj (2000.2004)
Platmed and directed system-wide inslnlctional activities to support school-based professional learning communities. Led
implementatiou of professional development and mentor programs for administrators, principals, managers, educational
assistants, and teachers which resulted in a more Imowledgeable workforce. Developed programs spanning diversity, career
options, workforce issues, and trends. Built relationships with colleges and universities at state and national levels to recruit
staff with targeted matketing tools yielding higher quality employees. Managed budgets of $593,000 and $1.3 million in
gmnts. Key player in budget planning and promotional activities. Worked with community leaders, organizations, educators,
and institutions.
Leader in establishing highly successful teaeher placement programs in collaboration with local university: (1) $1.3
million in grants for an Alternative Route to Certification program for hard-to-fill positions, (2) COTEACH and PT3
grants to place pre-service teachers in urban settings and integrate the use of technology, and (3) gratHs for a
Transition to Teaching Alternative Certification program.
, Collaborated on a budgetat'Y reduction initiative that trimmed $6.9 million fi'om the district's budget.
DlnECT(lR,CURRIGULUMD.EVELOPMENT.&.IMPLEMENTATION.(1998-2000)
Managed K-12 instruction and educational programs for 52 schools, as well as curriculum budgets and grant
writing/management. Plal11led, developed, and implemented the district's unified curriculum, instruction programs,
standat'ds, and student outcomes. Supervised instructional facilitators. Collaborated with administrators.Cfederal, state,
local levels), principals, community groups, and parents. Instrumental in policy development, instructional strategies,
cUlTiculum aligmnent, professional development programs, atId school levy ballot measures.
Collaborated with community arts and education professionals to establish the new Tacoma School for the Arts.
Awarded $450,000 grant from the Gates Foundation.
Meadows & Evergreen Elementary Schools, North Thurston Public Schools, Lacey, WA
PRINCIPALlASSqCIATEPRINCIPAL
1985-1998
Administrator for the new elementary school, including school build-out, staffmg, and purchasing. Opened the new school with
650 students, 25 teachers, and 50-60 staff. Cultivated a positive learning envirolll1lent that included parent involvement,
teacher/administrator training programs, and site-based decision making. Key member of numerous district/state cOl11lnittees;
liaison with parents and the community. Implemented an inclusion model to serve Title 1 and Special Education students in tile
regular classroom.
Increased student scores iu reading (17%), writing (13%), and math (23%) over a 2-year period.
Special Education Teacher
Sherman & Boze Elementary Schools, Tacoma Public Schools
Professional Profile
Industry Recognition:
Washington Alliance of Black School Educators' Exemplary Leadership Award (1998)
Two-time winner of the district-level Dick Williams Award (1994, 1995) for leadership in diversity issues.
One of 4 recipients ofthe national Milken Family Foundation National Educator Award ($25,000) for leadership in
education in 1996.
International Who's Who of Professionals (1996)
Who's Who in Executives and Protessionals (1996)
Various acknowledgements in local media for outstanding leadership and schoolJconmlUnity programs
Current Professional Memhel'ships:
American Association of8chool Administrators (AASA); Mumesota Association of School Administrators (MAS A)
Association ofSupervisio!1 and Curriculum Deveiopment (AS CD)
National Alliance of Black ScllOOI Educators (NABSE)
Phi Delta Kappa (PDK)
Community Leadership:
National Association for the Advancement of Colored People (NAACP)
Diversity Counc.il Board Member
Governing Board Member-United Way Gang Task Force & Education Solutions
Alpha Kappa Alpha Sorority, Inc.
Broadway Centcr for the Perfonning Arts - Past Board Member
Author, Presenter & Keynote Speaker:
"Principal and Library Media Specialist Work Togetller" Library Media Association Joumal, Spring 1998
"Interview Process", Principal Intems - Pacific Lutheran University and City University
"Minority Recruitment and Multicultural Curriculum", State Board of Education
Tacoma's Principal.Mentor Program" ~ Milkell National Educators Conference
"Developing all Education Portfolio" & Interview Process", M.Ed, students at Evergreen State College
"Harlem Renaissance", Elementary Principals & Alpha Kappa Alpha Sorority, Inc.
"What Qualities Principals Look for in a Teacher", ESD 113 Substitute Teachers
"Reform," "Parent InvolvemenC
l
& "Student Achievement", State Principals
Keynote at Martin Luther King, Jr. annual celebration, Legacy '98 celebration for women's history, and Washington
Alliance of Black School Educators' Conferences
References: Professional References available upon request
MICHAEl.., IVlCKlE
PROFESSIONAL OBJECTIVE
10323 Shipmans Landing Drive. Missouri City, Texas 77459
mmckie@elltouch.net 281.813.0725
Foster scholarship and achievement; build lifelong habits of honesty and morality; inspire mutual
fellowship and respect; confer prestige upon those who value character and personal integrity; and
promotc J,ersonal development through self-reliance.
SUMMARY OF QUALIFICATIONS
Dedicated, visiomny, Imowledgeable, and action-oriented leader with extensive experience in
supervision, CUll1culum, instlUction, coordination, planning, and support of daily operational and
administrative functions. ExpeJiise in the development and implementation of a well-rounded
cun1cula across multiple grade levels. Analytical thinker with strategic planning skills, capable of
developing innovative approaches to increasing shldent engagement and lealUing. Motivational leader
with demonstrated history of building and guiding teams to meet and exceed edncational goals.
Effective and articulate communicator with the ability to develop and foster relationships with
parents, students, political leaders, business professionals, and cOlJJlJJunity members. Proven success
in working under pressure while handling difficult situations by providing positive solutions .
;. Demonstrated capacity to provide visionary leadership, professional development, and suppOIi
for all staff inclnding coordinating and effectively managing all essential tasks .
;. Accomplished record of sustained academic perfonnance, PEIMS infonnation management,
budgeting, staffmg, reduction in force, strategic planning, communication, and public relations .
;. Adept at developing and maintaining detailed processes that increase program effectiveness,
create value, achieve organizational goals, and customer-driven excellence .
:. Balddge perf01111ance cdteda, results-oriented in supporting deadline-driven strategic planning,
highly focused, able to identify goals, develop action plans, prioritize, and resolve conflict.
PROFESSIONAL EXPERIENCE
FORT BEND 1.S.D. - Sugar Land, Texas
Assistant Superintendent
20 I I to Present
Possess the ability to motivate and support building initiatives; able to vertically align programs to
produce positive, measurable student outcomes in both curricular and extracurricular areas; hlIVe
strong goal setting abilities, collaborative expertise, and the ability to supervise and direct
instructional leadership; provide evidence of improved student achievement experience with a large,
diverse student population; demonstrate expertise to ensure a positive, productive cam.pus, school
system, and community climate.
Executive administrative position reporting directly to the superintendent of schools - supervise and
evaluate program goals, deliverables, and perfol1nance indicators of each school to ensure alignment
with educational goals of the distJ.1ct. Monitor the monthly progress of campus improvement plans.
Work collaboratively with all departments to ensure compliance of educational objectives while using
innovative strategies to reach the mission, vision, and goals of the district. Supervise three high
schools, two alternative educational centers, one technical education center, four middle schools,
fifteen elementary schools, and one early childhood center. Supervise the Office of Athletics. Serve
on the University Interscholastic League (UIL) Region 13 Music Executive Committee, Children's
Advocacy Center Advisory Council and Fort Bend Connty Women's Center Board.
NhcHAEL McKIE
'''''', "","'" ";, .." .. ,,.,
',""" "'(f.''''''' ". 'ci'-
Accomplishments
Developed a three tiered curriculum and instruction campus support process
Developed and deployed an online Parent/Student Handbook
Page 2

"
Developed staffing standards, allocated staff, and reconnnended all administr'ative personnel
Developed and implemented a transitional program for students assigned to the District
Altemat;ve Education Program (DAEP)

Developed and implemented a district-wide In-School Suspcnsion program (ISS)

Developed a data collection process to monitor long-term student growth and academic
performance of all Pre-K students enrolled in the Ridgcmont Early Childhood Centcr

Assisted in the development and establisllll1ent of a county-wide truancy court
Served on the Construction Standards Committee and developed new construction standards
for future construction projects


Served as a team leader for the Tcxas Awru'd for Performrulce Excellence in 2011
Served on the building utilization steeting committee (zoning)
Recognized by the National Association of Mnsic Merchants Foundation as one of the 2011
"Best Communities for Music Education in America"

Selected as a National School District of Character for 2011
FORT BEND l.S,D, ,- Sugar Land, Texas
Assistant Superintcndent for High Schools
2006 to 2011
Fort Bend fSD high schools recognized by the Houston Chronicle as "arguably the best ranked of
area districts. " Schools are also recognized annually by Newsweek and the National Center for
Educational Achievem.ent (NCEA),
Executive administrative position repOlting to the superintendent of schools - supervising eleven high
schools, two alternative educational centers, one technical education center, and one accelerated
learning center serving over 21,000 students, Responsible for the supervision/evaluation of campus
principals and overseeing program goals and objectives of each campus, Worked collaboratively with
all deparhnents to ensure compliance of educational objectives while using innovative str'ategies to
reach the vision and goals of the district. Supervised the Office of Public Information Reqnest and
Student Transfers and Office of Athletics, Served on the University Interscholastic League (UIL)
Waiver Review Board,
Accomplishments
Developed a career academy system cun'ently serving students in seven high schools
Opened one new high school ruld one alternative center for leaming in 20 I 0
Developed a leaver code tracking system to monitor drop-out and graduation rates
Established the Office of Safe and Secure Schools in 2008
Assisted in the development and implementation of the Truancy Diversion Program (TDP),
Unexcused absences decreased by 30 percent since 2009 (71 ,952-46,596), The number of
truancy citations issued also decreased by 32 percent since 2008,
Increased the number of industry certificates issued to students by 300 percent
Increased the number of strldents taking at least one Advanced Placement (AP) course by 40
percent since 2007
Increased the number of minority and economically disadvantaged students enrolled in one or
more Advanced Placement course by 20 percent
Increased student completion rate from 91.7 percent in 2007 to 97.3 percent in 2010
MICHAEI,l\1cKIE
"









, . ".,.'
Page 3
Implemented numerous fiscal slrategies to mitigate the state funding crisis including using
process management to streamline operational processes for efficiency and cost effectiveness.
Note: Although the distdct was forced to declare financial exigency for the 2010 and 2011
school years, systematic processes, stakeholder engagement, and strong leadership kept the
dishict focused on keeping students first, teamwork, quality service, continuous learning,
integdty, and using data to make informed decisions. Reduced overall staffing by
approximately 10 percent and operating budget by 50 million dollars.
Initiatcd and implemented the addition of a Campus Improvement Specialist, Math
Instructional Specialist, and Science Instructional Specialist at all secondary campuses in Fort
Bend ISD to improve student achievement. Tests scores improved five to thirteen percent.
Assisted in the development of il1e Dismct Comprehensive Accountability Framework
(DCAF) that provides the bluepdnt for aligning the strategic plmming process and maintaining
authentic and rigorous accountability
Served on the Bond Steering COllUuittee in 2007
Developed staffing standards, allocated staff, and recommended all administl'ative personnel
Received 208 Gold Performance Acknowledgements for 2010
Recognized by the Texas Education Agency in tIu'ee categories: Attendance, College-Ready
Graduates and COlmnended Performance in Social Studies
50 National Merit Scholar Finalists for 2011
51 National Merit Semi-Finalists and 17 National Hispanic Scholars
Recognized by the National Center for Educational Achievement - ten schools
FORT BEND I.S.D. - Sugar Land, Texas
Principal, William P. Clements High School
1995 to 2006
Provided a high level of instructional leadership that supported students, parents, teachers, .I'tqjJ, and
the community. Recognized by the Texas Education Agency a, an "Exemp/wy" school jor seven
consecutive years; Consistently outperformed "like" schools (public and private) in the areas of
PSAT, SAT, ACT, AP, and TAKS in the greater Houston area. Recognized by the Houston Press as
one of the top ten schools in the Houston area; 2006 Siemens Award for Advance Placement;
recognized by TexasMonthly and Newsweek Magazine; First public high school in Texas to join The
Community of Concern.
Performed a variety of key management and instructional leadership functions that promoted
academic excellence and increased student performance. Established parent fmums and parent
education classes to increase communication between the parents and administration; established a
Parent AdvisOlY Council (PAC) in 2003 to increase communication and networking between parent
organizations and fue school; established Rangers Against Destmctive Decisions (RADD) parent
group in 1998 to address substance abuse wifuin the school and conurtunity.
Accomplishments
Utilized multiple sources of data as diagnostic tools to assess, identify, and implement
instructional improvement models. Coordinated and hosted verticallhorizontal teaming and
professional development sessions with feeder middle schools and high school staff,
conducted needs assessments, developed promotional materials, recmited teacher presenters,
and selected guest speakers. Developed an academic achievement model that consistently
raised and/or maintained test scores at the "Exemplary" level from 1997 to 2004
Implemented a professionallem'ning community model in 2006
Proposed a nine-week grading cycle adopted by the school dismct in 2006-07
MICHAEl, l\1cKIE
" .. ".":.,.,
Page 4
Developed and implemented an academic honesty program in 2005 which was adopted by thc
district in 2009


Restmctmed administrative/counseling departments to increase student services in 2005
Developed an academic academy program to meet the needs of struggling students entering
high school

Standardized and developed an aneillmy Personal Graduation Plan (pGP) worksheet used by
counselors and registrar to monitor credits earned, graduation requirements, four year
planning, and testing data. Implemented, administered, coordinated, and evaluated mUltiple
technology plans.
"
Served as the Juvenile Diabetes Research Foundation (JDRF) Cooperate Recnlitment Chair in
2005 and raised over $398,000 dollars in donations
FORT BEND I.S.D. - Sugar Land, Texas 1992 to 1995
Associate Principal, Johll Foster Dulles High School
Served as associate principal becoming a district leader in the implementation and utilization of SASI
IIJ by working closely with district personnel in the development, training, and use of the student
information management system; a district leader in the development of an effective and efficient
master schedule.
Directed all administr'ative and project SUppOll efforts focusing on at-risk students. Conducted an in-
depth teaming/data analysis of special programs; developed, monitored, and maintained the master
schedule. Desigued, coordinated, and m a l 1 a g ~ d a ninth grade teaming project to address the
multicultural needs of the c01111l1unity in a flexible, open-ended, and collaborative enviromnent.
FORT BEND I.S.D. - Sugar Land, Texas
Assistant Principal, Willowl'idge High SellOol
EDUCATION
Region 4 Educational Solutions
Superintendent Certification
Houston, Texas (20 I 0)
Leadership Academy
Lamar University
Beaumont, Texas (1999)
Master of Education
Stephen F. Austin State University
Nacogdoches, Texas (1986)
Bachelor of Science
Northem Michigan University
Marquette, Michigan (198 I)
Delegate to China
Bridge for Americau Schools
College Board
Delegate to Ge!many
1988 to 1992
American - German Teacher Exchange Program
CERTIFICATIONS
Superintendent
Professional Mid-Management Administrator
Provisional Secondary Industrial Technology
Classroom Walk-Through Training (CWT)
Thinking Maps, Traine!- of Trainers
Carolyn Downey - Mentoting the Reflective
Principal
EMPLOYMENT
Area Superintendent) Zone 1
Resume oj'
DOUGLAS L. PARRY
4941 Escalon Com'l
Sparks, NV 89436
(77S) 626-5937
Washoe County School District (Nevada)
Principal
Sparks High School, Washoe County School District (Nevada)
Lead Assistant Principal
Assistant Principal
Athletics, Buildings & Grounds, & Attendance
Spanish Springs High School, Washoe County School District (Nevada)
Assistant Principal
Athletics, Curriculum, Discipline, & Testing Coordinator
Procter R. Hug High School, Washoe County School District (Nevada)
Athletic Director
Academic Coordinator: P.E./HealthlR.O.T.C.
Contract Teacher: Health Education
Spanish Springs High School, Washoe County School District (Nevada)
Physical Education Department Chairman
Head Varsity Football Coach
Contract Teacher: Physical Education
Edward C. Reed High School, Washoe County School District (Nevada)
Healthy Lifestyles (P.E.) Department Chairman
Head Varsity Football Coach
Contract Teacher: Physical Education
Assistant Baseball Coach
Head Boys Track Coach
Bear River High School, Box Elder County School District (Utah)
Assistant Varsity Football Coach
Assistant Baseball Coach
MUlTay High School, MUlTay City School District (Utah)
Physical EducationJHealth Department Chairman
Contract Teacher: P.E., Health, Biological Sciences
Riverview Jr. I:Iigh School, Murray City School District (Utah)
Head Varsity Football Coach
I-lead Boys Track
Contract Teacher: Special Education, P.E., Biological Sciences
Dugway High School, Tooele County School District (Utah)
2010-
2007-10
2004-07
2003-04
2002-03
2000-02
2000-01
1997-00
1997-01
1996-97
1992-97
1992-97
1993-96
1992-93
1985-92
1985-91
1983-85
I
WCSD Assistant Principal Generalist Role Steering Committee Chainnan .
WCSD/WestEd Research Collaboration Steering Committee
Boys & Girls Club of Truckee Meadows Board Member (Reno, NY)
WCSD Bond Funding Teebnieal Committee
WCSD Student Variance Steering Committee Chairman
WCSD High School Initiative Grant (HSGI) Steering Committee
WCSD Superintendent's Strategic Plan Development Input Committee
Curriculum) Instruction, Assessment) & ESL
Washoe Schools Plincipals Association (WSP A) Secondary Representative
2010-
2010-
2010-11
2010-11
2010-11
2010-11
2009-10
2007-09
WCSD "Fierce Conversations" Professional Development for Administrators Facilitator 2007-08
WCSD Athletics/Attendance Assistant Principals Monthly Collegial Meetings Facilitator 2007-08
Nevada Athletic Directors Association (NADA) Conference Plamring Cormnittee
Member
NIAAI ASEP Coaching Principles Nationally Certified Instructor
American Sport Education Program (Champaign, IL)
WCSD Year of the Option (YOTO) Small High Schools' Committee Member
HSPE Testing Assistant
Spanish Springs High School, Washoe County School District
TOUlnament Director
2007 NIAA 4A Northern Regional Boys & Girls Basketball Toumament
2002 NlAA 4A Northern Regional Boys & Girls Basketball Toumamen!
Spanish Springs High School
Site Director
2001 NIAA Class 2A13A State Football Championships
Spanish Springs High School
Site Director
2001 NIAA Class 4A RegionallState Boys & Girls Soccer Tournament
Spanish Springs High School
UHSAAIASEP Coaching Principles/Sport First Aid Nationally Certified Instructor
American Sport Education Program (Champaign, IL)
EDUCATION
Ed.D., Doctor of Education
Administrator Leadership for Teaching & Learning
Walden University (Baltimore, MD)
2005-07
2002-07
2002-03
2002
2007
2002
2001
2001
1995-97
August 2010
2
Nationally Certified Athletic Administrator (CAA) Fehmary 2006
National Association of Athletic Administrators Association (NIAAA)
(Indianapolis, IN)
K-12 Administrator Endorsement June 2003
University of Nevada, Reno, College of Edueation (Reno, NV)
Educational Leadership Department
M,S" Master of Science June 1992
University of Utah, CoUege of Health (Salt Lake City, UT)
Major: Exercise & Sport Science
Utah Teacher Certification June j 983
Weber State University, School of Education (Ogden, UT)
B.S" Bachelor of Sciencc December 1982
University of Utah, College of Health (Salt Lake City, UT)
Major: Physical Education Minor: Health
RELATED EDUCATIONAL EXPERIENCE
University of Virginia Tumaround Schools Behavior Event Interviews (BEl)
Workshop
Reno,NY
University of Virginia Tumaround Schools Program Conference
Charlottesville, VA
8'" Arumal Nevada Superintendents/Cabinet Work Conference
Sparks, NV
National Title 1 Conference
Tampa,FL
May 2012
March 2012
January 2012
Feb11laIY 2011
7'" Annual Nevada Superintendents/Cabinet Work Conference Januaty 2011
Las Vegas, NY
School Improvement Grant (SIG) Leading Successful Turnarounds Conference October 2010
Los Angeles, CA
Larry Bell's Multi-Cultural Education Closing the Achievement Gap Seminar December 2009
San Diego, CA
SlOP for Administrators Conference November 2009
Santa Fe, NM
The Principals' Partnership 2009 Summer Leadership Institute July 2009
Phoenix, AZ
Student Motivation Workshop January 2009
Las Vegas, NV
18'" Annual Pegasus Conference - Synergy at Work: Gathering Momentum for November 2008
Meaningful Perfonnance
Boston,MA
3
ASCD Conference on Teaching & Leoming: Professional Practices That Work
Los Angeles, CA
The Principals' Partnership 2008 Summer Leadership Institute
Palm Desert, CA
CATESOL Skote ESL Conference
Sacramento, CA
October 2008
July 2008
April 2008
"Transforming Instluction & Assessment in the Diverse Classroom In-Service April 2007
Dr. Eleanor Renee Rodriguez
Reno, NV
Crisis Prevention Institute (CP!) Instmction/Certification Class March 2007
Reno, NV
Nevada Athletic Directors Association (NADA) Conference February 2007
Las Vegas, NV
National Interscholastic Athletic Administrators Association (NlAAA) Feb11lary 2007
Leadership Training Course 590: Lcadership Training Instmctional
Methods & Techniques
Las Vegas, NV
37'" Annual National Interscholastic Athletic Administrators Association December 2006
(NIAAA) Conference
Anaheim, CA
7'" Annual Nevada Association of School Administrators (NASA) Conference March 2006
Sparks, NV
Nevada Athletic Directors Association (NADA) Conference February 2006
Reno,NV
36'" Ammal National Interscholastic Athletic Administrators Association December 2005
(NIAAA) Conference
Orlando, FL
National Interscholastic Athletic Administrators Association (NlAAA) December 2005
Leadership Training Course 50 I: Philosophy, Leadership Organizations
& Professional Programs
Orlando, FL
National Interscholastic Athletic Administrators Association (NTAAA) December 2005
Leadership Training Course 509: Communications, Leadership &
Decision-Making Concepts, Methods & Applications for Athletic
Administrators
Orlando, FL
National Interscholastic Athletic Administrators Association (NIAAA) December 2005
Leadership Training COUl'se 511: Interscholastic Athletic Budget
Concepts and Supplemental Fund Raising
Orlando, FL
4
Intercollegiate Athletics Administration Class
University of Nevada, Reno, College of Education (Reno, NV)
Educational Leadership Department
Nevada Atlrletic Directors Association (NADA) Conference
Las Vegas, NY
National Interscholastic Athletic Administrators Association (NlAAA)
Leadership Training Course 502: Principles, Strategies & Methods
Las Vegas, NV
National Interscholastic Athletic Administrators Association (NIAAA)
Leadership Training Course 506: Legal Issues - Title IX, Sexual
Harassment, ADA, & Employment Law
Las Vegas, NV
Techllology lor Administrators In-Service Class
Reno, NY
Implementation of the New lTBS/ITED NRTs & Analysis of District
Mandated CRTs Certification
Reno, NY
Guiding Principles to Improve Student Achievement In-Service Class
Reno, NY
Fourth Annual Learning Renaissance National Conference
Nashville, TN
Administrator Walk Throngh In-Service Class
Sparks,NV
Nevada Athletic DireCtors Association (NADA) Conference
Reno,NY
Behavior Management In-Service Class
Reno,NV
Healthy Ideas for the New Health Standards In-Service Class
Reno,NV
Louis Mangione Block Scheduling In-Service Class
Sparks, NY
Nevada Athletic Directors Association (NADA) Conference
Reno,NY
National Interscholastic Athletic Administrators Association (NIAAA)
Leadership Training Course 504: Legal Issues In Athletic
Administration I: Risk Management
Reno,NV
ASEP/NFICEP Citizenship Through Sports Course
American Sport Edneation Program
Champaign, IL
31 st Annual National Interscholastic Athletic Administrators Association
Fall 2005
FeblUary 2005
February 2005
FeblUary 2005
Jan./Feb. 2005
July 2003
Angust 2003
FeblUary 2003
November 2002
Febrnaty 2002
November 2001
August 2001
FebnIaty 200 1
FeblUary 2001
FeblUalY 200 I
FeblUary 2000
December 2000
5
(NIAAA) Conference
San Diego, CA
Technology for Today's Teachers In-Service Classes
Sparks, NV
Coaclung in the 21
st
Century Course
California Baptist University
Riverside, CA
ACEPCertified Coach - Level I
American Coaching Effectiveness Program
Champaign, IL
PR01<'ESS.lONAL ORGANIZATIONS
National Association of Secondary School Principals (NASSP)
Association for Snpervision and Cun-icnlum Development (AS CD)
Nevada Association of School Administrators (NASA)
CON1<'ERENCE/CLINIC SPEAKER:
Nevada Athletic Directors Association (NADA) Conference
"Promoting the Multi-Sport Athlete in High School"
Reno,NV
Douglas High School Football Clinic
"Quarterback Techniques & Drills"
Minden,NV
Max Miller's Clinic of Champions
"The Little Things Make the Difference"
"The 3-Step Fire Series Passing Game"
"Hawk Punt Coverage"
Reno,NV
Douglas High School Football Clinic
"The 3-Step Fire Series Passing Game"
Minden, NV
PUBLICAT.lONS
May 2000
Spring 2000
April 1990
2007-
2005-
2002-
Febmary 200 I
June 2000
February 2000
June 1999
Nan-owing the Academic Achievement Gap Among High School Latino Students August 2010
TIu-ough Parentallnvolvement (Doctoral Study Dissertation - Walden University)
ProQuest Information and Learning Company
Ann Arbor, MI
"The Football Coach and the Law" Fall 1997
Gridiron Coach Volume 7 - Issue 4
Pleasanton, CA
6
AWARDS
Celebrate Literacy Award Recipient for Exemplary Service in the Promotion of Literacy 2009
the International Reading Association and the Siena Nevada Coullcil
Reno, NY
Who's Who Among America's Teachers (Seventh Edition: Volume VI) 2002
Spanish Springs High School, Washoe County School District (Nevada)
Nominee for 4A Northern Nevada Athletic Director of the Year 2001-02
Spanish Springs High School, Washoe County'School District (Nevada)
Who's Who Among America's Teachers (Sixth Edition: Volume IV) 2000
Edward C, Reed High School, Washoe County School District (Nevada)
Reed High School Coach of the Year 1998-99
Edward C, Reed High School, Washoe County School District (Nevada)
Daily Sparks Tribune All-Metro Football Coach ofthe Year 1998
Edwal'd C. Reed High School, Washoe County School District (Nevada)
Daily Sparks Tribune All-Mctro Football Coach of the Year 1997
Edward C. Reed High School, Washoe County School District (Nevada)
Region 5 Northern Utah Football Coach of the Year 1994
Bear River High School, Box Elder County School District (Utah)