William J. Slotnik, Founder and Executive Director, has overseen the growth of the Center into one of the nation’s foremost providers of ... More »
William J. Slotnik, Founder and Executive Director, has overseen the growth of the Center into one of the nation’s foremost providers of technical assistance, evaluation services, and policy support in the fields of education and community development. CTAC annually assists more than 90 organizations, school districts and state departments of education. He has provided extensive assistance to state education agency leaders, superintendents, state and local boards of education, unions and leadership teams throughout the United States. He has guided and supported the development of replicable systems of assessment, evaluation, and accountability to determine the performance and effectiveness of school districts. He has led technical assistance and evaluation initiatives nationally which address such issues as student learning objectives, teacher and administrator evaluation, systemic reform, compensation reform, professional development, state-to-school and state-to-district interventions, and transforming underperforming schools, as well as leadership development and organizational capacity in community-based organizations. He has been the lead or co-lead author of numerous evaluations (including It’s More Than Money, Catalyst for Change, and Pathway to Results, the first comprehensive, longitudinal evaluative studies of the impact of performance-based compensation on student achievement, teacher effectiveness and systems change) and articles, and provides briefings to members of the U.S. Congress, the U.S. Department of Education, state legislatures and departments of education, and the media.
Barbara W. Brown, Instructional Specialist, currently serves on a team supporting school turnaround initiatives in Richmond, Virginia. She ... More »
Barbara W. Brown, Instructional Specialist, currently serves on a team supporting school turnaround initiatives in Richmond, Virginia. She previously served as an educational specialist for staff development in Henrico County Public Schools. Ms. Brown organized and facilitated district-wide trainings, coordinated the district’s teacher mentoring program, and designed a year two teacher mentoring program. She served as a central office team member on a school’s academic achievement team. Ms. Brown was selected to participate in a Coaching Academy for the Virginia Staff Development Council (Learning Forward). She was also selected to serve as a beginning teacher advisor in a program developed by Virginia Commonwealth University and was trained in the Santa Cruz method of teacher mentoring. Additionally, Ms. Brown served as the division coordinator for positive behavior interventions and supports. Ms. Brown taught at the elementary, middle and high school levels and was recognized as a Teacher of the Year and Phi Delta Kappa Outstanding Educator. She also served as an instructional technology resource teacher and staff development instructor and was an adjunct instructor at Virginia Commonwealth University.
Peggie Brown, Senior Associate, National School Reform, previously served as an award-winning Principal and Vice President of the ... More »
Peggie Brown, Senior Associate, National School Reform, previously served as an award-winning Principal and Vice President of the Administrators Association in the Cleveland Public Schools. Her areas of expertise include school improvement planning and implementation, curriculum development, and union-management relations. She also has expertise in reading theory and practice, including the alignment of standards, instructional materials, and assessments. Ms. Brown serves as a trainer for projects involving student learning objectives for both teachers and principals. She led CTAC’s interview team for Denver’s landmark pay for performance initiative. She has served as a facilitator of school planning, working with district leaders, principals, teachers, and parents to make data-based decisions. She is the Center’s expert on parent and community involvement. She is also an adjunct faculty member at Kent State and Ashland University.
Judith Clary, Ph.D., Senior Associate, National School Reform, previously served as the Assistant Superintendent for Human Resources and as ... More »
Judith Clary, Ph.D., Senior Associate, National School Reform, previously served as the Assistant Superintendent for Human Resources and as Assistant Superintendent for Research, Development and Accountability in Albuquerque Public Schools (NM). She has extensively developed policies and procedures to meet education regulations, and state and federal regulations and laws. In addition to cultivating relationships with community organizations, business communities and universities, she has been responsible for research, technical assistance, accountability, and restructuring frameworks for schools. She also serves as a mediator for Alternative Dispute Resolution and as an Educational Diagnostician.
Jeffrey Edmison, Senior Director, Programs, is responsible for key CTAC education initiatives relating to teacher and principal evaluation, ... More »
Jeffrey Edmison, Senior Director, Programs, is responsible for key CTAC education initiatives relating to teacher and principal evaluation, performance-based compensation, school turnaround, and state-to-district collaboration. Mr. Edmison provides management oversight for CTAC’s engagements with states, districts and schools around the nation. He previously served as Chief Operating Officer for the Christina School District, Delaware’s largest district, providing leadership for the New Directions in Christina systemic reform effort. Through a methodical implementation of the Standard Bearer Schools process, the district significantly increased student achievement and created foundational changes in the organization. In addition, he has served as the Associate Superintendent of Operations for the West Contra Costa Unified School District in Richmond, California, and as the Regional General Manager for EdisonLearning, Inc. As a reform-minded leader, in both roles, Mr. Edmison led multiple system-wide efforts improving the educational and organizational outcomes for students.
William M. Eglinton, Director, Management, Finance and Policy, serves on CTAC’s research and evaluation team and focuses on local, state and ... More »
William M. Eglinton, Director, Management, Finance and Policy, serves on CTAC’s research and evaluation team and focuses on local, state and federal public policy. He previously served as Chief Operating Officer of Public Service Company of New Mexico (PNM: a Fortune 200 company), and Chairman of the Board for all corporate subsidiaries. Under his leadership, PNM introduced performance-based compensation. In addition to being a key-team member for many of CTAC’s partnerships, Mr. Eglinton served as CTAC’s co-project director for the TIF-supported Leadership for Educators’ Advanced Performance Initiative (LEAP) with the Charlotte-Mecklenburg Schools, directed CTAC’s National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levels. His areas of expertise include school/corporate collaboration, performance-based compensation, executive assistance to superintendents and boards of education, and education policy.
Juliana Ferreira, Administrative Assistant, oversees daily office functions, provides administrative support to the CTAC team, and ... More »
Juliana Ferreira, Administrative Assistant, oversees daily office functions, provides administrative support to the CTAC team, and contributes to special projects related to social media and communications. Before joining CTAC, she worked for more than nine years as an administrative assistant for a Brazilian church in Massachusetts and in South Florida. In that capacity she was responsible for all accounting, including accounts payable, year-end and budget reports for auditors, organizing special events planning and logistics.
Judy Finkel, Ed.D., Senior Associate, National School Reform, guides the implementation of CTAC’s turnaround services at school and district ... More »
Judy Finkel, Ed.D., Senior Associate, National School Reform, guides the implementation of CTAC’s turnaround services at school and district levels nationwide. Dr. Finkel has over 27 years of experience in urban education as a former school psychologist and elementary school principal for Worcester Public Schools in Massachusetts. She previously served as Project Director at Worcester Community Action Council, Inc. where she developed and implemented a federal ARRA-funded program that provided employability skills, job development, and academic preparation for low-income out-of-school 16-24 year olds. Dr. Finkel’s work has included coordinating professional development programs for principals and assistant principals and developing teacher licensure programs. She is a member of the board of trustees for the Worcester Public Library.
Joseph P. Frey, Senior Project Director, Senior Associate for National School Reform, is responsible for key CTAC education initiatives ... More »
Joseph P. Frey, Senior Project Director, Senior Associate for National School Reform, is responsible for key CTAC education initiatives relating to teacher evaluation, teacher licensure and certification, performance-based compensation, teacher preparation, state-to-district and state-to-school assistance, and college readiness. Mr. Frey previously served as the Deputy Commissioner, New York State Education Department (NYSED), Office of Higher Education. His prior positions included the Associate Commissioner, NYSED, Office of Higher Education, and Assistant Commissioner, NYSED, Office of Quality Assurance. Mr. Frey made substantial contributions to the successful New York State Race to the Top grant award, and NYSED’s successful Teacher Incentive Fund grant award. Additional career highlights include Smart Early College High School Program and implementation of an initiative to transform school leadership in New York State. Mr. Frey developed a data-driven Statewide Plan for Higher Education that engaged all four sectors and a data-driven approach to policy decisions in higher education in New York State. He has played a leadership role in the creation of the state teacher supply and demand analysis. He worked on the development of the Regents’ Teaching Policy, Teaching to Higher Standards: New York’s Commitment and was responsible for the implementation of the plan and development of the first alternative teacher preparation program in New York State’s history.
Donald B. Gratz, Ph.D., Senior Associate, National School Reform, guides CTAC’s Standard Bearer Schools process and school turnaround ... More »
Donald B. Gratz, Ph.D., Senior Associate, National School Reform, guides CTAC’s Standard Bearer Schools process and school turnaround efforts. Dr. Gratz is Director of Graduate Programs in Education at Curry College. He previously served as Executive Director of the Alliance for Education. He is one of the nation’s leading experts on performance-based compensation. He coordinated the first phase of CTAC’s evaluation of Denver’s pay for performance initiative and guided the implementation of systemic reform initiatives in large districts throughout the United States. He is widely published in the area of performance-based compensation, including the recently issued The Peril and Promise of Performance Pay: Making Education Compensation Work.
Geraldine Harge, Ed.D., Senior Associate, National School Reform, provides on-site assistance to superintendents, district and school ... More »
Geraldine Harge, Ed.D., Senior Associate, National School Reform, provides on-site assistance to superintendents, district and school leadership teams, principals and teachers. She has extensive experience in project coordination and performance management. Dr. Harge is also part of the CTAC team that provides training on student learning objectives for new teacher and principal evaluation systems. She served in a leadership role for the federally-funded TIF-LEAP partnership with the Charlotte-Mecklenburg Schools. She previously served as Superintendent of Schools in Berryessa Union School District, San Jose (CA) and Nye County School District, Tonopah (NV); as Director of Special Education in San Mateo Foster City School District (CA); and as Regional Superintendent, Principal, Counselor and Classroom Teacher in the Albuquerque Public Schools. Dr. Harge has nationally recognized expertise in rural education, special education, and systemic reform. She was honored as Nevada Superintendent of the Year.
Barbara J. Helms, Ph.D., Senior Associate, Evaluation and Accountability, has guided CTAC’s landmark work in the area of data driven ... More »
Barbara J. Helms, Ph.D., Senior Associate, Evaluation and Accountability, has guided CTAC’s landmark work in the area of data driven decision-making and the impact of performance management. She is the research and evaluation expert on the instruments and methodologies that CTAC uses to gauge student achievement and other indicators of school progress, and provides professional development to districts using CTAC’s data analysis instruments. She previously served as Coordinator, Demographics and Assessment, for the East Hartford Public Schools in Connecticut. She has also served as President of the Northeastern Educational Research Association. Dr. Helms has conducted multi-year evaluations of state and federally-funded grants awarded to urban school districts, and was a Switzer Distinguished Research Fellow. She has extensive experience in student achievement data analysis, design and implementation of district data systems, statistical methodologies, and the creation and use of relational databases in teacher evaluation and performance-based compensation reforms.
Susan E. Kirkendol, Ph.D., Senior Associate, National School Reform, provides strategic support, policy guidance, and technical assistance at ... More »
Susan E. Kirkendol, Ph.D., Senior Associate, National School Reform, provides strategic support, policy guidance, and technical assistance at district and state levels. She supports the rollout of educator evaluation processes in several districts and states, including the implementation of student learning objectives as a measure of student growth in educator evaluation systems. Dr. Kirkendol previously served as a Senior Research Program Analyst for Charlotte-Mecklenburg Schools’ Leadership for Educators’ Advanced Performance initiative. In that capacity she worked with teachers and administrators in low-performing schools to improve teacher effectiveness through the use of data to inform instructional practices. She also designed and implemented teacher professional development opportunities related to using data in a cycle of continuous improvement and the best practices in assessment, and helped facilitate a district-wide data-driven instruction initiative. Additionally, Susan has served as a Professor and Dean at Pfeiffer University and an Assistant Professor at Clemson University.
Richard Larrabee, Senior Associate, National School Reform, provides support and mentorship to school leaders. He guides the implementation ... More »
Richard Larrabee, Senior Associate, National School Reform, provides support and mentorship to school leaders. He guides the implementation of CTAC’s turnaround services at school and district levels nationwide and serves as a trainer for projects involving student learning objectives for both teachers and principals. He provided technical counsel and evaluation services as a senior member of CTAC’s team for the federally-funded TIF-LEAP partnership with the Charlotte-Mecklenburg Schools. He also led CTAC’s field services team that conducted the groundbreaking professional development audit of the Schultz Center for Teaching and Leadership and the Duval County Public Schools. Mr. Larrabee previously served as Supervising Superintendent (overseeing all district regional superintendents), principal of a distinguished school (one of the nation’s first CTAC-assisted Standard Bearer Schools), and as Director of Information Services during 30 years of service to the Cleveland Public Schools (OH).
Cathi R. Leone, Director, Finance and Management Systems, serves in a senior role providing organizational and project management. She is ... More »
Cathi R. Leone, Director, Finance and Management Systems, serves in a senior role providing organizational and project management. She is responsible for oversight of all financial activities, including financial reporting, grants and contracts, compliance, risk management, human resources and general administration. She is a key team member for a variety of CTAC initiatives including the Teacher Incentive Fund projects in both the Henrico County Public Schools and the Prince William County Public Schools in Virginia. Prior to joining CTAC, Ms. Leone served in numerous capacities over 13 years at a private school in Marlborough, Massachusetts where she supervised and directed all aspects of the school’s finances, human resources, non-academic student services, facilities, and operational and safety functions.
Guodong Liang, Ph.D., Research Specialist, serves in a key role for CTAC’s research and evaluation work. Dr. Liang performs quantitative and ... More »
Guodong Liang, Ph.D., Research Specialist, serves in a key role for CTAC’s research and evaluation work. Dr. Liang performs quantitative and qualitative data analysis and conducts comprehensive research for the Teacher Incentive Fund projects in Delhi, CA, Henrico County, VA and Prince William County, VA. Previously, Dr. Liang was post-doctoral researcher on Educational Leadership and Policy Analysis at the University of Missouri. His areas of research include the impacts of organizational resources on teachers’ participation in professional learning, professional development activities on teacher outcomes and student achievement, and teacher performance evaluation on professional development activities.
Joan McRobbie, Senior Associate, National School Reform, is responsible for projects on teacher evaluation and compensation reform in several ... More »
Joan McRobbie, Senior Associate, National School Reform, is responsible for projects on teacher evaluation and compensation reform in several states, including directing CTAC’s Teacher Incentive Fund project in Henrico County, Virginia. Ms. McRobbie is a senior leader on student learning objective (SLO) policy and practice in educator evaluation and performance based compensation systems. Previously, she served as Chief of Staff and Ethics Officer in the San Diego Unified School District. She has held senior policy and communications positions at WestEd, focused especially on issues of urban school systems and their leadership. Her work has included studies of student achievement within and across states, analyses of the context, policies, structures, and practices affecting achievement. She has published numerous policy studies and briefs and convened multi-state policy seminars to provide policymakers with the best research and thinking on issues of urgent concern. She was a Lucius N. Littauer Fellow at Harvard University, and, previously, as a journalist, she won numerous national, state, and regional awards.
Natalie Nier, Manager, Communications and Technology, provides numerous program, management, and research services at CTAC. She is ... More »
Natalie Nier, Manager, Communications and Technology, provides numerous program, management, and research services at CTAC. She is responsible for both organizing and providing project management support, as well as spearheading CTAC’s communication and technology initiatives. Ms. Nier provides ongoing website maintenance and manages all email campaigns. She collaborates with CTAC colleagues to develop key publications, reports, presentations, and articles, seeing the process through to production and dissemination planning. She serves on the CTAC team which guides school turnaround initiatives nationally, manages national symposia, and coordinates leadership and networking summits in CTAC’s community development initiatives. Additionally, Ms. Nier provides all technical support to national headquarters and field staff.
Donna Ogden, Administration Manager, provides program and administrative support to the CTAC team, assists with accounts payable, payroll, ... More »
Donna Ogden, Administration Manager, provides program and administrative support to the CTAC team, assists with accounts payable, payroll, and benefits administration, and manages the constituent database. In addition, she is responsible for managing Board of Directors’ affairs, meeting planning and logistics. Ms. Ogden has extensive experience providing executive level support. Immediately prior to joining CTAC, she was an office manager and executive assistant for a local church for almost 10 years.
Zhaogang Qiao, Ph.D., Senior Associate, Research and Evaluation, plays a leading role in education research and evaluation work in various ... More »
Zhaogang Qiao, Ph.D., Senior Associate, Research and Evaluation, plays a leading role in education research and evaluation work in various CTAC projects. With a Ph.D. in applied econometrics and labor economics, Dr. Qiao is an expert in the area of program effect evaluation, including designing evaluation questions, methodologies, and instruments. He has extensive experience in student achievement data analysis, teacher performance analysis, as well as survey and interview analysis. Before joining CTAC, Dr. Qiao worked at the International Monetary Fund for 7 years, where he conducted both qualitative and quantitative analyses on the organization’s assistance programs to its member countries. Additionally, he has worked as a consultant at the World Bank.
Scott Reynolds, Senior Associate, National School Reform, serves CTAC’s educational reform efforts through systemic planning, training, ... More »
Scott Reynolds, Senior Associate, National School Reform, serves CTAC’s educational reform efforts through systemic planning, training, implementation, and support. He provides technical assistance at the school, district, state, and regional levels with a focus on performance-based evaluation and compensation systems. With several awards in STEM education, much of Mr. Reynolds’ work has centered around the use of standards-based curricula and constructivist pedagogy to improve student and teacher outcomes. Mr. Reynolds previously served Charlotte-Mecklenburg Schools in the capacities of educator, facilitator, mentor, administrator, professional developer, and curriculum specialist. As the district’s first SLO Specialist, he spearheaded the SLO work under the Leadership for Educators’ Advanced Performance initiative, funded by the Teacher Incentive Fund. In addition to presenting at regional and state conferences, he also served as a state level professional developer and as Vice President of the Classroom Teachers Association of North Carolina.
Lee J. Rutledge, Senior Associate, National School Reform, provides technical assistance at district and state levels related to CTAC’s ... More »
Lee J. Rutledge, Senior Associate, National School Reform, provides technical assistance at district and state levels related to CTAC’s teacher effectiveness and school turnaround work. His areas of expertise include compensation reform, student learning objectives (SLOs), and using data to drive instructional improvements. He works on district-level SLO initiatives in California, Nevada, Ohio, and Texas and helps guide school turnaround efforts in Nebraska, Massachusetts, and Virginia. Mr. Rutledge held leadership positions on the Baltimore Teachers’ Union Executive Board, New Teacher Steering Committee, and Negotiations Team, and was appointed to the Joint Oversight Committee responsible for implementing the landmark performance pay and peer review systems. Mr. Rutledge also taught middle and high school for nine years, and was selected in Baltimore’s first cohort of peer-reviewed model teachers. He was appointed by Gov. O’Malley to the Maryland Council on Educator Effectiveness, which established the new state evaluation model for teachers and principals. He has also previously served as a leader of a School Improvement Team in a turnaround school.
Sylvia Saavedra-Keber, Senior Associate, Community Capacity Building, previously served for over thirteen years as the executive director of ... More »
Sylvia Saavedra-Keber, Senior Associate, Community Capacity Building, previously served for over thirteen years as the executive director of a Latino organization in the Greater Boston area which focuses on the cultural, social, economic and educational development of Latinos affected by poverty. Her areas of expertise include community building, community organizing, and educating and mobilizing communities of color. She has taken leadership roles in community efforts that have been successful in the areas of immigrant voting rights, housing, accessibility to education, equal employment opportunity, and quality health care, including accessibility to interpretation and translation services. A community trainer and mediator, Ms. Saavedra-Keber is a member of the Community Dispute Settlement Center of Cambridge and is a board member of the Cambridge Foundation. Ms. Saavedra-Keber has a background in management, was the Assistant Director of the Immigrant Unit at the Massachusetts Office for Refugees and Immigrants, and also served for many years as the Equal Employment Opportunity Director for the Massachusetts Department of Employment and Training.
Jason V. Sears, Ed.D., Senior Associate, National School Reform, provides technical assistance designed to support systemic school ... More »
Jason V. Sears, Ed.D., Senior Associate, National School Reform, provides technical assistance designed to support systemic school improvement efforts. Dr. Sears guides school turnaround initiatives by facilitating ongoing data analysis and reflection to determine related instructional needs to improve instruction. Prior to joining CTAC, Sears was appointed as the Executive Director of Virginia’s Opportunity Educational Institution (OEI). Created by the Virginia General Assembly to address chronically underperforming schools, OEI would retain oversight of schools that failed to make academic progress for multiple consecutive years. Dr. Sears also served as principal at E.W. Wyatt Middle School in Emporia, Virginia, where he focused on evaluating and advancing the school’s mathematics instruction to improve student academic performance. Previously, he helped establish Chicago International Charter School ChicagoQuest, a middle and high school designed to challenge students to uncover curriculum through classes that are cross-curricular, technologically integrated and outcome based. As Assistant Director, Dr. Sears assisted in corporate fund raising, enrollment drives, curriculum development, teacher improvement, and all aspects of instructional leadership and planning. Dr. Sears started his educational career in Chesterfield County Schools where he served for 11 years in the roles of teacher, Dean of Students, and Assistant Principal.
Inna Shrayer, Accounting Manager, coordinates all facets of accounting administration. She manages all aspects of the accounting system ... More »
Inna Shrayer, Accounting Manager, coordinates all facets of accounting administration. She manages all aspects of the accounting system including analysis and recording of all day-to-day financial transactions, supports external audits, and ensures overall compliance with internal controls and processes. She assists with the preparation of budgets, forecasts and financial reports, including internal reporting for CTAC management and external reporting for the Department of Education and other grant funding agencies. Inna has over eighteen years of accounting experience. Prior to joining CTAC, she worked as a Supervising Senior Accountant at The Community Builders, Inc. in Boston, MA.
Maribeth D. Smith, Senior Project Director, Professional Development, Curriculum and Instruction, is one the leading practitioners and ... More »
Maribeth D. Smith, Senior Project Director, Professional Development, Curriculum and Instruction, is one the leading practitioners and evaluators of student learning objectives nationally and has guided design team efforts in Denver, Austin, and Charlotte-Mecklenburg. She serves as lead evaluator and technical assistance provider within CTAC initiatives in educator evaluation systems, systemic reform, and performance-based compensation. She previously served as Associate Superintendent for Educational Planning and Development in Fremont Union High School District (CA). She has provided assistance at the school, district, state, union and board levels throughout the country. She was the co-lead author of It’s More Than Money; Tying Earning to Learning: The Link Between Teacher Compensation and Student Learning Objectives; Focus on Literacy: Professional Development Audit; Catalyst for Change (the summative Denver report on performance-based compensation); and New Directions in Christina (the summative report on systemic reform in Delaware’s largest district). She is one of the nation’s leading experts on school reform and redesign, pedagogy and evaluation, and instructional strategies to improve the student achievement of high needs learners. She was honored as Curriculum and Instruction Administrator of the Year in California.
Lynn Stinnette-Barbour, Senior Associate, National School Reform, has led numerous initiatives at CTAC including the implementation of the ... More »
Lynn Stinnette-Barbour, Senior Associate, National School Reform, has led numerous initiatives at CTAC including the implementation of the Standard Bearer Schools process in multiple districts throughout the nation. She also served as the Director of Urban Education and Director for School and Community Development for the North Central Regional Educational Laboratory, and Senior Associate for the National Center on Education and the Economy. Previously, she served as an award-winning school principal in the Chicago Public Schools. She is a leading expert in urban education, curriculum alignment, standards-based instruction, and data-informed decision-making.
Deborah Williams, Instructional Specialist, provides school turnaround services in Richmond, Virginia. She previously served as an ... More »
Deborah Williams, Instructional Specialist, provides school turnaround services in Richmond, Virginia. She previously served as an instructional coach for elementary and middle school teachers in Henrico County Public Schools. During a distinguished 33-year teaching career, Ms. Williams held several leadership positions, including team leader, grade level chair, and English Department Chairman, and served on numerous district-wide committees and task forces. Her efforts at one at-risk middle school produced incremental performance increases in writing and reading on state-mandated tests over a three-year period, resulting in that school’s accreditation. Ms. Williams received additional training in the teaching of writing as a participant in the Eastern Virginia Writing Project. In recognition of her outstanding performance in the classroom, she received the R.E.B. Award for Teaching Excellence (Greater Richmond area) and the Gilman Award (Henrico County Public Schools). Ms. Williams has extensive experience mentoring new teachers, supervising student teachers, and designing and delivering staff development courses.
Jake M. Wilson, Ph.D., Senior Associate, School Turnaround, provides comprehensive technical assistance to states, school districts and ... More »
Jake M. Wilson, Ph.D., Senior Associate, School Turnaround, provides comprehensive technical assistance to states, school districts and schools working to improve the academic performance of students. Dr. Wilson currently guides school turnaround initiatives in Richmond Public Schools (VA). His extensive career in education includes seven years of teaching middle and high school science, one year as an assistant principal, five years as an elementary school principal, seven years as a middle school principal, and twelve years as a central office program administrator where his duties included youth development, advancement, positive behavior supports, 21st Century Community Learning Centers and connections with colleges and universities. Dr. Wilson participated in the creation and continued success of An Achievable Dream Academy, a K-12 specialty school in Newport News Public Schools. Additional career highlights include guiding the opening of Passage Middle School and spearheading the grant application process which lead to the growth and success of the Newport News 21st CCLC and PBIS programs.
LaTishia Wilson, Instructional Specialist, supports the implementation of school turnaround services and currently serves in a role with ... More »
LaTishia Wilson, Instructional Specialist, supports the implementation of school turnaround services and currently serves in a role with Richmond Public Schools in Virginia. Ms. Wilson previously served as an administrator in Albemarle County Schools (VA) where she was selected to participate in the Statewide Communities of Practice for Excellence (SCOPE) Cohort 9. In that capacity, Ms. Wilson led the Response to Intervention process and a student focused initiative to combat bullying at the school where she served. She created and piloted during and after school programs designed to strengthen and deepen students’ understanding of the standards of learning in literacy, writing, and mathematics. In addition, she was instrumental in developing a peer observation and reflection model for teachers and a summer reading initiative for students to reduce the loss of reading skills that occurs during summer break. Ms. Wilson also served as a leader on the Albemarle County Diversity Resource Team during which she created and led teacher staff development focused around culturally responsive teaching, including parent-teacher partnerships. In addition to working as an Intervention Specialist, Ms. Wilson has experience teaching a range of subjects at the elementary, middle, and high school levels.