Administrator / Principal Resume Example Company Name

ADMINISTRATOR / PRINCIPAL

Summary

Results and relationship-focused school administrator with strength in designing and facilitating targeted, high-leverage teacher and leadership development, leading school communities, school improvement, instructional technology, program management, organizational leadership, recruiting and accelerating diverse talent, and developing highly proficient teams. Proactive leader with strengths in communication and collaboration. Described by supervisor as “an enthusiastic, dynamic leader who has a sense of humor, a community builder, and a great communicator - transparent, honest, clear, friendly, and motivated...an instructional leader with a clear vision for academic success...built a Professional Learning Community in which staff engages in continuous learning...validates and recognizes the multiple nationalities, cultures, and the different perspectives of the community...created and sustained a positive and safe school environment."

Skills

Developing & facilitating professional development
Building leadership capacity & collective efficacy
Instructional leadership & student achievement

Instructional technology & innovation
Executing School Innovation & Improvement Plans
Communication, collaboration, & public speaking

Experience

Administrator / Principal Company Name | City, State | Jul 2012-Current

Direct supervisor of over 90 employees to include administrators, teachers, support staff; leading a school community representing over 30 different languages spoken by our families
Developed and implemented annual professional development plans aligned with School Innovation Plans providing multiple access points to differentiate for adult learners (LMS, E-Learning, blended learning, unconference, job-embedded learning)
Directed Collaborative Learning Visits (CLVs) for all certified staff, an FCPS best practices for teaching and learning with a focus on student engagement and professional development needs
Collaborated with Principal colleagues committed to implementing Lucy Calkins/TCRWP Reading & Writing Units of Study to develop and facilitate ongoing professional development opportunities for 300+ teachers
Endorsed shared leadership by facilitating Instructional Leadership Council and SIIP Committee meetings with emphasis on the Collaborative Learning Team cycle and refinement of actions and strategies
Planned, hosted 5-day TCRWP Summer Institutes to provide reading/writing professional development
Organized "Cafe PD" sessions - weekly professional learning sessions facilitated by empowered teachers
Trained in Adaptive Schools, Breakthrough Coach, Blended Learning, Fierce Conversations, Cultural Proficiency, Responsive Classroom, Project-based Learning, and informally trained in Cognitive Coaching
Led facilitation of professional learning for Principals and staff to include: Cultural Responsiveness/Equity, Providing Growth Producing Feedback, Fierce Conversations, Moving Stuck Teams, Adaptive Schools
Results (agree/strongly agree) from current employee and family engagement surveys: 97% - administrators support professional development of staff, 95% - their performance is assessed objectively, 96% - the school welcomes families of different backgrounds and cultures, 95% - the school is inviting and feels like a place I belong, 100% - staff taught me things that have helped me do my job better, 100% - feel safe at school
Leveraged 7 Norms of Collaboration and 4 Guiding Questions of a Professional Learning Community to support Collaborative Learning Teams (CLTs)
Provided same-day personalized feedback to teachers with coaching post-conferences after classroom observations with the use of an iPad app with specific look-fors aligned with school priorities and SIIP plan
Supported and made visible teacher certifications/credentials such as George Mason U. Mentor Teacher, Google Certified, National Board, PBL, Responsive Classroom, and more
Co-designed a Blended Learning Cohort and delivered in a blended environment
Provided leadership to ensure the fidelity of Tier 1 instruction with a focus on literacy and math workshops, in collaboration with the Teachers College Reading and Writing Project, Columbia University
Previous two Assistant Principals thrived under my leadership and each accepted promotion to Principal
Mentored first year Principals as requested by supervisor and nominated as First Year Principal of the Year
Created a PBL Lead Cohort which lead professional development for all staff resulting in the development of PBL Share Fair Google Website to ensure all students develop Portrait of a Graduate attributes
Conducted school visits with teachers to explore new strategies and programs
Recruited to serve on School Division's committee to evaluate and select the new online platform (LMS) for professional development and performance evaluations in collaboration with the Department of HR & IT
Provided leadership required to implement and sustain Responsive Classroom and Positivity Project initiatives to ensure a strong school community built on mutual respect, acceptance, and trust
Established Professional Development School status with George Mason University, hosting student teachers and collaborating with University Site Facilitator to achieve program goals
Funded math resource and instructional coach positions to build capacity in teachers, support CLTs, and provide targeted intervention and extension to students
Developed improved data dialogue protocols resulting in collective efficacy and a commitment to remediation and extension instructional plans to meet students by name and need (Tier 2 and 3 instruction)
Collaboratively planned, prioritized and strategically managed the school's budget
Implemented a long-term technology plan in collaboration with the SBTS and PTA to bring a 1:1 laptop ratio in grades 3-6 to support Blended Learning and technology integration across the school day
Leveraged several modes of communication formulating clear points of view on complicated issues and creating concise and well-written narratives consistently to ensure staff and community engagement with school to include a weekly digital newsletter, Twitter, Facebook, blog, website, email, in-person meetings
Created STEM lab, school garden where all students engaged in collaborative inquiry and experimental design

Assistant Principal (Title 1)Company Name | City, State | Aug 2011-Jun 2012

Assessed teaching and support staff and delivered exemplary talent development and instructional leadership strategies to improve capabilities and testing outcomes
Initiated and monitored professional improvement plans; all with a focus on student achievement in conjunction with the social and emotional growth of each student

Assistant Principal (Title 1)Company Name | City, State | Aug 2007-Jun 2011

Evaluated staff performance through ADEPT – the South Carolina system for Assisting, Developing, and Evaluating Professional Teaching (including induction-level teachers)
Participated in faculty and data meetings, School Instructional Improvement Committee, Assistant Principal Leadership Academy, PTSO, School Advisory Committee, Effective School-wide Discipline Committee, and staff development through the Division (i.e. Building Leadership Capacity)

Education

Master of Science: Education AdministrationWilkes University | | City, State | December 2006

Bachelor of Science: Elementary EducationSusquehanna University | | City, State | May 2002

Certifications

Administration & Supervision, PreK-12 & Elementary Education, PreK-6

Resume Overview

School Attended

Wilkes University
Susquehanna University

Job Titles Held:

Administrator / Principal
Assistant Principal (Title 1)

Degrees

Master of Science : Education Administration
Bachelor of Science : Elementary Education

Administrator / Principal Resume Example

Resume Score: 80%

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