Program Development

• Sep 2021 - Present

Educational Consultant

• Jul 2020 - Present

Associate Superintendent

• Jul 2016 - Jul 2020

Successful leaders harness the power of the people around them by amplifying the intelligence of the group to embolden them with the autonomy to solve problems with new processes. This is a critical need in our schools currently tasked with solving challenges for which they were not built. As Simon Sinek said, "Working hard for something we don't care about is called stress; working hard for something we love is called passion!" Successful leaders harness the power of the people around them by amplifying the intelligence of the group to embolden them with the autonomy to solve problems with new processes. This is a critical need in our schools currently tasked with solving challenges for which they were not built. As Simon Sinek said, "Working hard for something we don't care about is called stress; working hard for something we love is called passion!"

Director of Data & Assessment

• Jul 2010 - Jun 2016

In all situations where there has been real change in student achievement, success, and access it begins with looking at the data and asking, “Is this good enough for my son/daughter?” After discussing and establishing the moral purpose for examining and altering our work efforts we must build, sustain, and nourish relationships. The change process is about people, not programs; without relationships built on honesty and integrity, no program will create real, sustainable, and significant change for students. Through these relationships knowledge can be shared and built in a collaborative environment. This is a time for building knowledge and skills through activation, which means that learning must be in context with others. Distributive leadership leads to collaborative teams coming together to determine the “how” from the collective “what.” Show less

PARCC Exploratory Design Representative

• Jul 2014 - Jul 2014

Strategic consulting and advising with Amplify Insight staff, PARCC staff, and state representatives to collect feedback on PARCC reporting priorities and draft early versions of score report designs to be vetted through the next two phases of development. Assessment is a reflection of values. Our assessment policies put into action our beliefs about the ability of all students to succeed. And, our assessment reporting practices reflect our beliefs about the use of feedback to improve learning and instruction. It was my goal to convey that 1) PARCC assessments should be sources of information for students, teachers, educational leaders and policy makers; 2) the information provided should facilitate follow-up with high-quality corrective instruction; and, 3) should facilitate learning by providing essential feedbcack on students' progress by helping to identify learning challenges. Show less

Associate Principal

• 2009 - 2010

Education is about the students and teachers doing the best that they know how. If we want teachers to do better, we must help them improve their skills and master new ones. This requires clear targets, skill and capacity building, and frequent feedback on progress, as well as through modeling. We, as effective instructional leaders, must support teachers in exploring and implementing better strategies for instructional practice. To improve student achievement, success, and access we must look at what goes on in the classroom; this is where skill development occurs. The only way to change the outcome of the classroom is to change the input in the classroom; and this means altering the curriculum, instruction, or assessment taking place in the classroom. Show less

Math/Science Division Head; District Math/Science Coordinator

• 2001 - 2009

What is needed is to embrace the cultures and experiences that all students bring to the learning environment and begin ‘where they are’ to build the foundation for learning. Instead of an impoverished curriculum focused solely on the basics, students of poverty, ELL, Hispanic, and IEP must all have access to authentic, connected curricula and a rich, meaningful education experience that all students need. This requires a complete focus on student learning. Student learning improvement must be the lifeblood of the school and district. It is not about where you start as a student, but how you finish. This does require that students have a fundamental mastery of basics so that access to other learning environments can be a richer experience for the learner. Show less