Educational Program Administrator (Assistant District Superintendent); Admin-03-10

 

 

KSA #1

Ability to provide instructional leadership through an extensive knowledge of theories and principles of education, current trends and issues of education, curriculum development and implementation, data driven decision making, standards based instruction, assessment and accountability, and the ability to translate that knowledge into action for improvement of student achievement.

 

With numerous years of senior administrative-level leadership experience in the academic field, I have consistently demonstrated dynamic instructional leadership based on my broad knowledge of education theories and principles as well as current and emerging trends in education.  In a leadership capacity, I have spearheaded projects and initiatives spanning curriculum development/execution, standards-based instruction and data-driven decision making as well as ongoing assessments and corrective actions focused on optimizing student performance.

 

As an example, I have successfully developed both Inquiry Based and Standards Based curriculum targeted toward high literacy and developmentally-appropriate, student-centered critical thinking skills rooted in reliable standards and benchmarks.  While Director of Special Education with Kayenta Unified School District (K-12) in Arizona, I successfully designed and introduced the state s first Full-Inclusion Special Education Model.  This model, along with the ABC Preschool program model I implemented, was recognized by the Department of Education with the Best Practice in Education Award.

 

During my tenure as Principal of Caltex American School in Indonesia, I effectively created and launched the first American Standards Based curriculum, partnering with both teachers and parents to implement a curriculum tailored toward this unique population s needs. Serving on a Washington D.C. Task Force for Department of Defense (DoD) Education, I successfully spearheaded curriculum development, including key literacy curriculum, which was subsequently implemented in Germany as well as throughout the Pacific Region.  Supporting this, I created Standard Based report cards vital to effectively reflecting and measuring progress toward Standards.

 

To enhance decision making processes through data-based analysis, I successfully designed and implemented a FileMaker Pro database for efficient tracking of student progress.  I then collected and thoroughly evaluated the student data in order to define, develop and implement solutions-focused and performance-driven strategic decisions for optimal outcomes.  Complementing this, I concurrently created a customized database tool supporting enhanced results of teacher walk-through observations and evaluations.

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KSA 1 continued

 

Over the course of my career, I have employed numerous innovative strategies to boost bottom-line performance.  As an example, I converted the reporting system from quarter to trimester report cards, improving our ability to identify actual time required for aligning student learning with curriculum standards.  Similarly, I proficiently designed and introduced teacher evaluation and observation instruments aligning classroom lessons to curriculum standards and benchmarks.

I also created and initiated common grade-level teacher planning times, resulting in enhanced coordination of vertical and horizontal curriculum and units. 

 

Complementing this, I have continually focused on hiring, developing and retaining top-notch teachers, administrators and staff in order to achieve higher standards and boost instructional leadership performance. Demonstrating my drive to excel in my career, I would note that I am an Ed.D. candidate, with my dissertation focused on Organizational Capacity and Instructional Alignment in Schools.   I am also affiliated with the Association for Supervision and Curriculum Development

 

KSA #2

Knowledge of educational delivery systems and the ability to use and apply knowledge of logistics, personnel and other management functions to enhance education services.

 

I offer a consistent track record of success in coordinating logistics, personnel and administrative management functions for a comprehensive approach toward maximizing education services.  For instance, during my tenure as Director of special education programs for Arizona Navajo Indian Reservation Public Schools I placed a solid focus on personnel initiatives.  This included strategically partnering with the University of Arizona to recruit and retain quality teachers as well as coordinating logistics with the Department of Education and administering a joint grant of $275,000 to train teachers and develop student teachers into full-time staff as well as house professors.

 

With both Shanghai American School and American International School/Dhaka, I successfully capitalized on educational delivery systems to steer WASC and CIS accreditation committees, achieving 6-year accreditation for each school and consequently substantially enhancing level of education services. Taking a multi-faceted, holistic approach toward improving education services for Shanghai American School, I made great strides in recognizing, tackling and overcoming critical facility, program and personnel issues.  During this time, I successfully launched a new cafeteria and early childhood playground, redesigned and expanded classroom space and integrated technologies, such as Smart Boards and LCD projectors.  Additionally, I established an ESOL program and added grade-level project class environments.   Expanding on this, I concurrently created specific roles for counselors and student support staff and generated parent support for a collaborative team approach toward addressing and meeting the school s needs.

 

 

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Taking a similarly comprehensive approach as Assistant Superintendent with the Alamosa School District in Colorado, where I oversaw 8 schools, I actively managed all areas of educational services, from human resources, staff development, curriculum, and educational programs to food services, transportation and business management/administrative, demonstrating the ability to effectively reach across cross-functional areas of educational system components and resources to achieve optimal results.  While there, I persuasively negotiated collective bargaining agreements and contracts with certified and classified unions.  Additionally, I effectively troubleshot, mediated and resolved major disputes in governance-related issues and built dynamic relationships with both parents and the community to more effectively position our District in delivering comprehensive, quality educational services.

 

I have also routinely put a strong focus on policy as a key building block for improving educational services.  I continually take the initiative to review and thoroughly understand school board policy in order to ensure it is comprehensive and current as well as ensure school practice is aligned accordingly.  Through this process, I am able to clearly define organizational gaps and devise corrective action plans.  I work closely with Department heads across personnel, finance, curriculum, technology, and transportation, among others, to facilitate current, viable and appropriate policy is in place to meet the distinct needs of the school organization.  I also partner with school boards to develop new or revise existing policy tailored toward the unique requirements of the organization. 

 

KSA #3

Ability to secure the confidence, respect, and cooperation of military leaders, associates, management officials, teachers, and others in carrying out the functions of the educational system, including the ability to deal with issues and challenges of a school district with a multi-ethnic student population.

 

Having held leadership positions both domestically and abroad, I am well-versed in working in multi-ethnic, multi-cultural environments.  Over the course of my career, I have held the position of Principal with a DoD School in Germany, an American School in Indonesia and Shanghai American School in China. Domestically, I have worked with broad populations including the Navajo Indians in Arizona. My professional affiliations include the Association for the Advancement of International Education

 

As Principal of Moencheladbach International School in Germany, I steered the full-scope opening of a new elementary school for Department of Defense Education, collaborating with military base personnel and community business leaders as well as parents to generate support and leveraging the school as a source of pride and accomplishment throughout the Army and Air Force command.  Through active partnering with school board members, the superintendent and associate stakeholders, I formed the first PTSA.  I also worked closely with the U.S. government as member of the Washington D.C. Task Force in implementing DoD Education

 

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curriculum/literacy development in Germany as well as launching the first special education Child Study Committee in the Pacific region.

 

Applying my expertise in both education and international relations, I succeeded in re-establishing Shanghai American School as a positive school environment by effectively identifying and meeting the unique needs of approximately 500 students representing 40 different nationalities as well as building and leading a multi-cultural staff of 75 while concurrently facilitating productive relationships with student parents and the community. 

 

Working with the Navajo Indian population as Director of Special Education Kayenta Unified School District in Arizona, I was vital to improving educational services for this distinct population s special education needs.  I introduced the first state-wide public school Full-Inclusion special education model/program and spearheaded the ABC Preschool program for infants and young children, providing opportunities to those who would typically not be able to capitalize on the benefits of attending school.

 

Of note, I believe my additional background as Director of Student Services with Durango Unified School District illustrates a talent for adapting to broad student needs.  In this position, I oversaw eleven schools incorporating risk student, early childhood, gifted and talented, and special education programs.  I was also Principal of Denier Center for court-detained youth, where I worked with the Board of Directors, parents, faculty, and community leaders to create and implement a comprehensive 3-Year Strategic plan.  I also developed and executed authentic learning programs for both at-risk and ESOL students through direct collaboration with the Department of Education and schools.  To boost my presence in and impact on the at-risk population, I took the initiative to serve on the community Child Protection Agency.

 

KSA #4

Knowledge of professional development practices, and ability to manage the training and development of professional and non-professional staff.

 

I excel in developing and executing proactive training and professional development practices across both teaching and non-teaching staff to ensure optimal performance in delivering quality educational programs/services.  Taking a hands-on leadership approach, I promote collaboration, individual and group development and a motivating, supportive culture that fosters both professional and emotional trust amongst teaching and support staff, and have developed a track record of hiring, developing, motivating, and retaining quality teachers, administrators and staff.  Among my achievements, I have created and facilitated team leader models that develop staff while concurrently ensuring alignment with school visions and goals in boosting school performance.  I have also designed and implemented effective teacher evaluation and observation tools to support staff in not only aligning with standards and attaining benchmarks but developing their professional skills in facilitating quality educational/instructional programs.

 

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Illustrating my versatility in managing professional as well as non-professional staff, while Assistant Superintendent with Alamosa School District I held full accountability for the development, mentoring and direction of all levels of school and central office personnel.  This included 8 school principals as well as business management, administrative, transportation, food service, human resource, technology, and clerical staff.  As District Administrative Representative with the school union, I actively partnered with union leaders to substantially improve the performance of school principals, teachers, faculty, and support personnel. 

 

While Director of Special Education Kayenta Unified School District in Arizona, I worked closely with the Department of Education to train teachers as well as develop student teachers into full-time District staff through a joint grant.  I also innovatively partnered with the University of Arizona to identify, recruit and retain top teachers for rural areas.  To facilitate professional development of staff for Durango Unified School District, I led administrative retreats and conflict resolution meetings vital to building high-performance leaders, teachers and District support staff.

 

As Principal at Shanghai American School, I introduced a stateside model that united classroom teachers with resource teachers, counselors and ESOL staff, capitalizing on our human resources to better meet the cognitive and affective needs of all students while concurrently fostering a more supportive, motivating work environment for our staff.  Further supporting the unique needs of the school, I integrated culture teachers who were previously not included or respected with the main staff, providing opportunities for professional development as well as team-focused collaboration. I also created opportunities for professional growth by bringing in additional teachers and teacher aides to fill instructional gaps. 

 

To further develop personnel skills, I have often integrated technology with teaching, boosting both teacher and student performance.  For instance, I coordinated a Flex Scheduling Model, facilitating regular classroom teacher collaboration with technology and media specialists to integrate resources in developing study units and creating class projects; this provided staff with the tools to substantially improve instructional learning across all grade levels.  I have also spearheaded workshops for teachers and principals to facilitate professional development as part of a monthly technology staff in-service program.

 

 

KSA #5

Ability to effectively administer Federal school systems and programs, such as: planning for school improvement; curriculum development to meet changing needs; personnel management; knowledge of procurement of textbooks and other instructional equipment; knowledge of budget administration such as financial planning and reports; and facilities management.

 

 

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KSA 5 continued

 

I am well-versed in full-scope system and program administration, from planning improvements, adapting curriculum to changing needs and managing human resources to administering budgets,  procuring materials and technologies and overseeing facilities.  As one key example of my comprehensive approach toward school improvement and systems/programs administration, while Principal of Shanghai American School/Pudong Elementary School (2007-2009), I re-vamped the entire school environment, from personnel to facilities.  At the personnel level, I created a collaborative work setting by teaming classroom teachers with resource teachers, counselors and ESOL; I additionally added numerous teaching and teacher aide positions and cultivated culture teachers for integration with mainstream staff.  Identifying additional curriculum needs, I established a highly successful ESOL program. I significantly improved student education by introducing/expanding technologies, including incorporating a 1:1 ratio of laptop computers to students at the upper grade levels; I also brought in instructional equipment including Smart Boards and LCD projectors.  To boost student enthusiasm for school and the educational system as a whole, I introduced a variety of after-school programs as well as created an early childhood playground; I also innovatively created cultural displays of art and artifacts to inspire learning. Noticing major gaps in facility capabilities and services, I opened a new school cafeteria as well as redesigned and expanded classrooms.

 

Sound fiscal administration practices have been vital in optimizing use of financial resources and controlling costs in facilitating broad-scope school systems and programs throughout my career.  In planning, allocating and administering budgets, I consistently factor in all aspects of the system, from competitive teacher/staff salaries, curriculum and technology programs to class size, enrollment, physical facilities, staffing support, and ongoing staff professional development.  I also actively meet and partner with finance personnel and superintendents to determine and address teacher and program needs, creating an open communication alliance in defining and meeting both immediate and long-range organizational requirements.

 

I excel in defining and implementing targeted strategies to contain operating costs. For example, I successfully created a systemic review process to clearly identify flow and educational impact of funds, resulting in $200K+ annual cost savings.  Similarly, while Assistant Superintendent, I was responsible for a significant portion of the Alamosa School District s budget distribution, accountability and effective execution; in this capacity, I successfully contained operating costs while simultaneously substantially boosting performance across transportation, staff training and fulfillment of school needs. I have also established standardized budget development procedures and collaborated with principals and team leaders to ensure continuity of budget, ordering timelines and materials alignment with curriculum, leading to consistent approval of budgets.