CORE ROLE AND RESPONSIBILITIES

• 475 students and 50+ teaching staff

• Grade 6-12; IB Middle Years Programme in grades 6-10 and IB Diploma Programme in grades 11-12

• Supporting students, staff, and leadership in all aspects of learning, wellness, and school operations

CORE ROLE AND RESPONSIBILITIES

• 240 students and 50+ teaching staff: 30 homeroom and support teachers, 20 teaching assistants, 1 counselor

• Pre-kindergarten through grade 5; inquiry-driven instruction and standards-referenced curriculum

• PK-12 leadership responsibilities for many operational elements: security, nursing, transportation and more

KEY EXPERIENCES

• Maintained a strong learning program and cohesive community during the COVID pandemic 

• Built a strong school community by bringing together individuals across divisions and by connecting locally-hired and internationally-hired staff in meaningful ways

• Collaborated with teachers, coaches and curriculum coordinators to develop and implement a well-organized, non-program-based curriculum, all stored, shared and updated electronically

• Implemented a school-wide focus on Responsive Classroom approaches to supporting student behavior

• Worked with an experienced team to develop a comprehensive student support services program to serve students with even moderate and high needs

• Played an active role in DEIJ and global citizenship research, collaboration, planning, and training across the school

• Wrote the school's first Operations Manual to document procedures and protocols in all areas of the school

• Held primary responsibility for working with  and coordinating the security team

• Led coordination for schoolwide emergency preparedness, drills, and follow-up

• Held primary responsibility for supervising and developing the nurses and health office

• Held primary responsibility for supervising and developing the transportation department

• Joined the Board finance committee and governance committee as a learning experience for me and a support for the school through research, reporting, and a school-level perspective

• Coached a world-championship Esports team in competitive Minecraft

CORE ROLE AND RESPONSIBILITIES

• 375 students and 60+ teaching staff, 2 counselors, 1 associate principal

• Grades 6, 7 and 8; rigorous and supportive middle school program with diverse pathways and high-growth results

KEY EXPERIENCES

• Developed a strong middle-level leadership structure with schedules, systems, training, and empowerment

• Ran many middle school pathways for students with special needs, gifted students, advanced learners, struggling learners, twice-exceptional students, and more

• Grew a legendary team who were close as friends, loved working together, and accomplished amazing things for kids

• Implemented the workshop model for reading and writing at the middle school level before 6-8 Units of Study ever existed

• Developed a comprehensive and responsive middle school advisory program tailored to our student's needs and interests

• Redesigned school cultural trips to be more meaningful: focusing on community, challenge, and culture

• Worked with one of the top learning support programs in the international school world: systems, staffing, training, programming, funding, and more

• Partnered with FCD (Betty Ford Foundation) to rethink drug and alcohol abuse prevention with students and families

• Took open steps to promote diversity and inclusion in all aspects of the school operations

CORE ROLE AND RESPONSIBILITIES

• 500 students and 75 teaching staff: 30 teaching assistants, 4 counselors, 2 principals

• Grades K4 to 5; inclusive education with careful tracking student data to inform programming

KEY EXPERIENCES

• Led professional development on tiered interventions for supporting students academically, behaviorally and socially

• Developed streamlined processes for supporting students in need of behavioral support

• Supported the creation and implementation of flexible master schedules to best use spaces, specialist staff, and learning time

• Worked with parent organizations to add meaningful additions to school facilities and programs

CORE ROLE AND RESPONSIBILITIES

• 285 students and 45+ teaching staff: 2 counselors, 1 registrar, 1 associate principal

• Independent school board governance including a local advisory panel of representative citizens

• Funding and legislation determined by charter school law: a mix of state and private funding and governance

• Grades 6, 7 and 8; culturally-focused charter school with strong arts and garden connections

KEY EXPERIENCES

• Developed a shared school-wide mission, vision, values, beliefs, and school-wide learning results

• Earned WASC accreditation for the school's first time ever with a 6-year renewal

• Restored community pride in the school through a strategic and comprehensive public relations plan

• Added 225 minutes of learning per week - a 13% increase to instructional time - through strategic schedule changes

• Negotiated with the teachers union to fully implement a teacher competency model for support and evaluation

• Lobbied with the state legislature and received $15 million for a new, 9-classroom STEAM building

• Wrote, received, and implemented a $450,000 grant for supporting at-risk students through interventions and mentoring

• Supported the largest school garden project in the Western United States as a multifaceted on campus program

• Established the first Big Brothers and Big Sisters program on Hawaii Island to take place on campus

• Worked closely with local emergency services and other area schools to develop comprehensive school safety protocols 

• Redesigned the special education service model based on inclusion, legal compliance, and a true continuum of services

• Created and maintained a year-round professional development calendar based on school needs

CORE ROLE AND RESPONSIBILITIES

• 750 students and 80 teaching staff: 2 counselors, 2 associate principals, 1 principal

• Held primary responsibility for a federally-funded, $3.2 million turnaround grant for a high school

• Grades 9-12; designed, implemented and monitored initiatives to bring a large, low-income high school from the bottom 5% in the state to meeting student achievement benchmarks in two years

KEY EXPERIENCES

• Recruited, hired, and trained a group of specialist turnaround staff including: instructional coach, ELD coach, evaluation specialist, technology coach, college and career coordinator, community outreach coordinator, summer school staff, and new department heads

• Researched and implemented a schoolwide, online observation and feedback tool based on Marzano's work for teach professional growth and evaluation

• Implemented a targeted, wide-sweeping English language development program for struggling learners

• Designed and oversaw a teacher and leader mentorship program to support professional growth

• Negotiated and implemented extended day learning and Saturday school opportunities

• Applied for and received a grant from Project Lead the Way to offer high quality STEM education

• Worked with state and federal officials on grant administration, school improvement collaboration, and oversight

• Built and ran schoolwide data teams for determining, tracking, and adjusting targeted interventions

• Authored and delivered a system of teacher and staff recognition, awards and celebrations for dramatic growth

• Partnered with local colleges and universities for dual-enrollment opportunities for high school students

• Started a parent center on campus for training and support led by a parent-involvement coordinator

CORE ROLE AND RESPONSIBILITIES

• 700 students and 75+ teaching staff: 50 classroom teachers, 26 teaching assistants, 2 principles

• Simultaneously supported two very different elementary school populations led by two principals with different styles

KEY EXPERIENCES

• Designed, communicated, and ran systems for supporting student behavior across two campuses

• Built and led systems of targeted, differentiated interventions for academics

• Worked with specialists to design individualized programs for students with significant behavioral needs

• Conducted many home visits and parent conferences to provide training, advocacy, and child protection

CORE ROLE AND RESPONSIBILITIES

• Served as the EAL Department Head when federal, Title III legislation and funding was relatively new to everyone

• Taught a sixth-grade homeroom class of 30 students and an additional remedial math course and a leadership elective

KEY EXPERIENCES

• Awarded district Teacher of the Year during third year

• Met state achievement objectives for EAL for the first time in the school’s history