Administrator Principal resume example with 13+ years of experience
JessicaClaire
, , 100 Montgomery St. 10th Floor(555) 432-1000, resumesample@example.com
Summary
Results and relationship-focused school administrator with strength in instructional programming, community partnerships, literacy and math practices, methodological approaches, monitoring and assessing student achievement, designing and facilitating targeted teacher and leadership development, leading school communities, school improvement, instructional technology, organizational leadership, 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
07/2012 to CurrentAdministrator / Principal Fairfax County Public Schools | City, STATE,
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
Knowledge of current research and best practices in instructional programming (literacy and math workshop, PBL, and more), methodological approaches, regulations, and monitoring and assessing student achievement
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)
Partnered with Leadership Team to meet recruiting numbers for each department and listened to feedback from department leads to understand their hiring needs and develop solutions together
Hiring manager for all school departments - led selection process and assigned highly effective staff in an equitable manner based on needs, assessment data, and local, state, federal reqs
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
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
Mentored first year Principals as requested by supervisor and nominated as First Year Principal of the Year
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
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
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
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)
Co-designed a Blended Learning Cohort and delivered in a blended environment
Previous two Assistant Principals thrived under my leadership and each accepted promotion to Principal
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
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
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
08/2011 to 06/2012Assistant Principal (Title 1)Prince William County Schools | City, STATE,
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
08/2007 to 06/2011Assistant Principal (Title 1)Dorchester School District Two | City, STATE,
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
Expected in 12/2006Master of Science | Education AdministrationWilkes University, Wilkes-barre, PAGPA:
Expected in 05/2002Bachelor of Science | Elementary EducationSusquehanna University, Selinsgrove, PAGPA:
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