M.E.T.S. Charter School, Jersey City, NJ
Principal/Instructional leader –

• 97% graduation rate,

• 95% college acceptance,

• 85% matriculation into a college program,

• $4,000,000 in scholarships raised

• Created and implemented curriculum based on Common Core to

• Learning Standards,

• Designed after school program in partnership with New Jersey City University to increase academic mastery of core concepts,

• Facilitated professional development sessions focusing on best practices for effective classroom management, checking for understanding, bell to bell instruction, and differentiated instruction,

• Developed strong partnerships that were building/district recognized: Rutgers University, New Jersey City University, Hudson County Community College, Dr. Lena Edwards Charter School, Jersey Cares,

• 90% increase with college trips; college day every third Friday,

• Professional Planning Communities (PLC) structures with teacher teams meeting daily and were student-focused i.e. analysis of student data and student work

 

 

 

 

 

 

 

 

 

Newark Public School District, Newark, NJ

Principal – Barringer High School 

 

• ​94.5% graduation rate; $640,500.00 in scholarship awards; 59.4% college acceptance,

• Created and implemented curriculum based on Common Core to Larning Standards,

• Designed “Read and Listen to Help Program,” which increased academic development and confidence in challenged students,

• Facilitated professional development sessions focusing on best practices for effective classroom management; principal lead PD’s i.e. re-teaching best practice/corrective instruction,

• Brought 30 children from below grade level to two grade levels above in mathematics by creating innovative, fun learning methods,

• Developed strong partnerships that were building/district recognized: Big Picture, Future Projects, Facing History and Ourselves, Khan Academy, PD360, Teachingchannel, college partnerships (New Jersey Institute of Technology, Rutgers, The College of New Jersey, Essex Country College, Kean University),

• 99% decreased in fights,

• 30% increase in parental involvement; parent and student chats once a month,

• 70% increase with college trips; college day every third Friday,

• Professional Planning Communities (PLC) structures in teacher teams three times a week. PLC's were student-focused i.e. analysis of student data and student work.

 

 

 

 

 

 

 

 

 

Trenton Board of Education, Trenton, NJ

Jul. 2011 - Jul. 2013 

Principal - P.J. Hill Elementary School

Jul. 2004 – 2011 

Vice Principal – P.J. Hill Elementary School

April. 2003 – Jul. 2004

Vice Principal – Holland Middle School                         

 

​Planned, assisted and directed the overall activities for elementary, middle, and high school with 618 students and 80 faculty members. Scope of position included: staff recruitment, development, and evaluation; fiscal; management; record, administration, organization and maintenance; student discipline; program initiatives; team- building; shared decision-making; school values promotion; advisory council coordination; and creation of a safe, respectful, and fair environment.

 

• Introduced computer technology initiatives and identified age-appropriate software to broaden curriculum objectives.

• Increased student attendance by 30% by restoring student- faculty relationship.

• Reduced student discipline rate by 20% by implementing student

• discipline program.

• Increased students’ reading at home level by 20% by implementing

• “home reading” program.

• Stretched curriculum development function in all academic subjects to boost the quality of education.

• Formed major community partnerships and enlisted parent volunteers to implement the students’ learning and focus.

• Created and led textbook review committee- reviewed, selected, and purchased modern learning resources.

• Secured funding to implement new PD program, which dramatically improved students’ ability to communicate.

• Created “College Day Program” so students have

• “College Resources” available.

• Applied for and received donation of 2,000 library books.

 

 

 

 

 

 

 

 

Newark Public School District, Newark, NJ

Vice Principal – Broadway Elementary School

 

• Modified curriculum for special needs students to promote a positive classroom experience.

• Designed “Read and Listen to Help Program,” which increased academic development and confidence in challenged students.

• Brought 30 children from below grade level to two grade levels above in mathematics by creating innovative, fun learning methods.

•  Appointed by Principal as “Mentor Teacher” to assist new teachers.

 

 

 

 

 

 

 

 

 

 

 

Trenton Board of Education, Trenton, NJ   

 

• School Management Team Facilitator: Responsibilities included developing and evaluating the effectiveness of school programs, preparing and presenting the school based budget, making budgetary projections, implementing whole school reform utilizing GAAP codes, adopting inquiry-based science and guided reading programs, organizing and scheduling effective staff development workshops, ensuring student achievement through aligning the curriculum to the New Jersey Core Curriculum Content Standards, developing the student uniform policy, designing the before and after-school programs, reducing class sizes, improving public relations, increasing parental involvement, and other administrative duties throughout the school.

 

• Technology Facilitator: Responsibilities included helping teachers integrate technology into the curriculum, evaluating and recommending instructional software programs which improve student achievement on standardized tests such as the ESPA and Terra Nova. Conducting workshops to assist teachers to implement comprehensive reading diagnostic assessments, computer-assisted writing prompts with spelling and grammar tools, inquiry-based science, and problem solving utilizing performance assessments aligned to the NJCCCS. Planning and organizing the purchase and implementation of portable wireless laptop computers, LCD projectors, and instructional software for individual student use in class for small and whole-group instruction to achieve full integration of technology into the curriculum.

 

• 4th Grade Elementary School Teacher: Responsibilities included the utilization of whole language, phonics, computer technology, cooperative learning, and other effective teaching techniques and alternative assessments integrated across all content areas. Also, timely preparation and completion of lesson plans, grade book, assertive discipline policy, permanent records, report cards, and effective communication with parents