Experience

Grandview C-4 School District

• 100 - 200 Employee

• School Principal

  • Jun 2019 - Present



University of Missouri-Kansas City

• United States
• Higher Education
• 700 & Above Employee

• Consultant for the Regional Professional Development Center

  • Aug 2013 - Jun 2019

  Currently a consultant and trainer with a regional professional development center providing coaching and support to school districts, teams, and administrators in multiple areas of school improvement including the development and implementation of data teams, School-Wide Positive Behavior Intervention Support (SW-PBIS), and curriculum and instruction. With a focus and passion for helping teachers take their classroom instruction to the level of exceptional, I work in a professional development center known for a stand-out group of consultants that represent the very best in results-proven, credible, responsive, job-embedded support. Currently leading and facilitating a unique and powerful experience for teachers in our area. Drawing upon top research, top resources, and top consultant educators in one intensive year of top professional development, the Kansas City Master Teacher Academy unites the most current understandings and designs in the areas of differentiated instruction, effective curriculum design, and efficient, high impact embedded assessment. Geared to take the experienced teacher to the advanced level of master teacher and designed around the Baldrige criteria for continuous quality improvement at the classroom level, each session will hold multiple strategies ready for immediate use in the classroom, calibrated to enhance each of the above areas for the ultimate goal of increasing the growth of each student in the Master Teacher Academy participant’s classroom and raising the skillset of the teacher to the level of master teacher.



Raymore-Peculiar School District

• Principal

  • Jun 2006 - Jun 2011

  Instructional leader and operational manager of an elementary school facilityPlanned, designed, and conducted follow-through strategies pertaining to curriculum development, and the implementation of instructional programs and activities designed to meet the unique needs of students and the educational communityWorked closely with the school staff and school site council in identifying educational and instructional needs, and in developing long- and short-range plans to improve the instructional processPlanned , developed, organized, conducted, and maintained performance evaluation information systems designed to ensure that site goals and objectives were achieved, and that all levels of staff adhered to District, state, and national educational standards and goalsUtilized formative feedback measures to provide benchmark data to staff in areas of strength and growth needed; provided a collegial component to involve instructional staff in the process to benefit individual and overall professional growthProvided supportive induction processes and procedures for new educators to the profession; ensured supports remain over timePlanned, developed, organized, and administered intervention support systems which provided optimal educational opportunities for elementary age students

• Assistant Principal

  • Jun 2005 - May 2006

  Acted as Local Education Agency (LEA) for all IEP meetingsAssisted in the development of Comprehensive School Improvement PlanAssisted in the disaggregation and study of standardized assessmentsAssisted teachers, FOCUS facilitator, and principal with discipline issuesEvaluated and coached teaching staffAssisted in the maintenance of a safe and orderly school environmentAssisted in the management of human resource issuesAssisted in the management of financial issuesParticipated and assisted with professional development opportunitiesFunctioned dually as administrator for the new elementary school:Collaborated with architect, contractors, and district officials in elements of interior and exterior needsRecruited and hired staffCompiled and ordered furniture and suppliesDeveloped a five-year master plan for the instructional and academic development of school and staffCollaborated with regional PTA director to develop school PTA

• Teacher

  • May 2003 - May 2005

  Taught both third grade and fourth grades, including learning disabled and behavior challenged studentsStrong focus on climate and culture within the classroom and amongst fellow staffFocus on the balanced literacy approach to communication arts instructionCommittee participation and leadership opportunities including: Building Leadership Team Professional Development Committee Raymore-Peculiar Leadership Academy Parent Advisory Committee-school and community liaison Superintendent’s Teacher Advisory Team Raymore Student Assistance Team District Student Achievement Team Math Vertical Team Continued commitment to personal professional development: Additional training in Bob Marzano’s classroom instruction and assessment Professional Learning Communities



Raytown School District

• Education Administration Programs
• 400 - 500 Employee

• Teacher

  • Jun 1996 - Jun 2003

  Taught third and fourth grades Worked with special education teachers in Class Within a Class structure for the support and instruction of students with individual education needs Seven years of teaching experience that includes committee participation and leadership:  Faculty Communicator-served as liaison between faculty and superintendent  Effective Schools Building Leadership Team  Science Olympiad building coordinator  Coordinated activities related to leading third grade classes through EarthWorks  Science, Social Studies, Math, and Reading curriculum alignment teams and textbook adoption committees  Ecology Club sponsor  Technology Lead Teacher  District MAP team  In excess of 800 professional development hours including:  Balanced Literacy-4 Blocks Model  Performance-Based Instruction  Bob Marzano classroom instruction and assessment strategies  Behavior Intervention Strategies Team (B.I.S.T.)-two week training in Ozanam Seminar with yearly booster workshops and monthly faculty meetings dedicated to B.I.S.T.  Mini-Society economics workshops  Developmental Reading Assessments training  Grant writing, looping/multi-age, ADD/ADHD  Raytown Schools sponsored Missy Marcella Learning Strategy Workshops including: guided reading, inclusion/CWC, writing strategies, sentence writing, paragraph writing, math strategies, cooperative learning strategies, peer tutoring, behavior management (based upon the University of Kansas’ Juniper Garden Children’s Project instructional strategies)  KEYS Response Team Seminar  Over 80 hours of supervised administrative training  Year-long administrative internship  Opportunities for supervision of students and staff  Participation in the development and leadership of selected faculty meetings  Job shadowing with various district administrators for the purpose of observing interviews, staff development, and building operations