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PSC 3 BOX 1375, APO AE, 09021

DSN: 489-5938
DAY PHONE: (011-49) 151-414-01790
EVENING PHONE: (011-49) 637-280-30203
Supervisory Instructional Systems Specialist
Job Announcement Number: 14-PTC-240

Interim Assistant Principal Vogelweh Elementary School
This is a Federal Position

December 2014 Present
Hours per Week: 40

Due to a current vacancy at Vogelweh Elementary school (900+ students; prek-5), the Kaiserslautern Superintendent
asked me to directly support the school as an interim assistant principal during the transition to hire an additional AP.
I have had the opportunity to directly impact curriculum, instruction, and assessment through grade level PLT
meetings, data teams, embedded professional development, and model lesson opportunities. I have bridged the
home school partnership between our military parents and students to ensure positive interaction and transparent
communication. Additionally, I have had a direct hand in child supervision and safety while implementing problem
solving techniques to minimize behavioral distractions. Collaborative efforts between myself, the principal, and
assistant principal have been team-oriented and focused on the school mission and community strategic plan.
Instructional Systems Specialist for Secondary Mathematics (4th-12th Grade)
Series: 1750; Pay Plan: TP; Grade: OM12
This is a Federal Position

August 2010 Present
Hours per Week: 40

As an Instructional Systems Specialist for Mathematics over the last four years, I have had the opportunity to
lead administrators and teachers in elementary, middle, and high school settings. I have provided schools with
individualized support plans based on system wide data, specific school data trends, required actions and
accreditation reports, as well as from my own field experience and interactions. As a curriculum specialist, I
work as a servant leader to accomplish overall DoDEA goals defined in the Community Strategic Plan (CSP). In
addition, I assisted in creating measurable action plans for the goals specific schools have set out to achieve
according to their Continuous School Improvement (CSI) profiles. I have supported district-wide change by
training principals and teachers in a variety of professional development that shapes the progress of their CSI
goals and strategies: Common Assessment and Data Collection through ExamView, Exemplars and Their
Use in the Classroom, and Initiating Department Data Teams are just a few of the professional sessions I
have provided during administrator and mathematics department meetings. The CSP and CSI goals encompass
much of the work I do for schools, administrators, teachers, and students. However, the one-on-one time I spend
with principals and teachers has allowed me to monitor best practices, assess the effectiveness of school and
district programs, and review and examine the successful implementation of standards. This on-the-ground
approach has allowed me to predict the needs of schools and offer job-embedded professional development. For
example, over the last four years, I have participated in multiple pre-quality assurance review teams and while
working in a collaborative team of district leaders, have provided constructive feedback to schools preparing for
an AdvancED visit. I believe in the power of a grass roots movement and have planted seeds in all the schools I
have interacted with. I have created standards-based curriculum maps for mathematics grades 3-12 which have
not only been a positive change factor for the entire Kaiserslautern District, but these curricular maps are being
utilized across Europe and in the Pacific and DDESS schools as well. Within schools, these curricular maps have
allowed for a common scope and sequence which in turn inspired collaborative efforts among the teachers in
common schools and across campuses throughout our district. Additionally, I have worked hand-in-hand with

school-level professional learning teams through the creation of district-wide and school-based common
standards-based formative assessments at each grade level. This common assessment program allowed for a
collaborative environment that lent itself to the development of data teams in which teachers review and reflect
upon the formative assessment results and make immediate changes to their instruction. Not only do data teams
take place at the teachers level, but I lead principals in the analysis of common assessment data and recommend
action plans that would impact the entire school/grade levels achievement results. This cycle has caught fire
across the entire Kaiserslautern District due to my direct leadership and interaction with principals and teachers.
In the last four years, the Kaiserslautern District's Median National Percentile for mathematics has consistently
increased. We currently have 8% of students in the bottom quarter and 72% of students in the top two quarters.
The increases we have seen in the last four years are trending in a positive direction and I believe the curricular
support and improvement efforts I have provided are a key factor in the district wide achievement growth. I have
created a sense of excited urgency in our schools by demonstrating innovative best-practices through a
leadership style that is honest, cooperative, and diligent.
District Numeracy Coach (Kindergarten-5th Grade)
Hours per Week: 40

July 2009 - June 2010

The job of Numeracy Coach had a variety of responsibilities ranging from school-based coaching to districtlevel curriculum development and implementation. First and foremost, I provided school and classroom support
that was based on adult learning, development, and change theories. This support was accomplished through
one-on-one discussions with principals and teachers which centered on guided research-based instructional
practices and site-based professional development supporting individual school growth plans according to the
districts mission and goals. Additionally, at the conclusion of each quarter, I supported principals by supervising
groups of teachers based on benchmark data results. The districts standards-based benchmark program and data
management system allowed me to gather standards-based data on individual schools, teachers, and students for
a given time period and set of standards. I could then zero in on strengths and weaknesses throughout the schools
I served and provide services that were specific to a school and teachers immediate need. This leadership
practice allowed me to create success plans with principals and in turn coach teachers in best practices that
would ensure the proper re-teaching of standards not mastered by specific subgroups of students. Furthermore, I
supported principals throughout the year by implementing and maintaining professional learning communities
(PLC) that were both district wide and school based. My main focus in these PLC meetings was to raise the
conceptual understanding of mathematics in all teacher participants. These meetings were structured to be as
collaborative as possible allowing my leadership role to take center stage when necessary, but to also encourage
and inspire teachers to put their own pedagogy into the spotlight. Our discussions focused on standards-based
instruction, analysis of student work, development of common assessments, differentiation strategies, and the
development of teacher/student rubrics that reflect higher order thinking skills. The PLCs were designed to be
safe and welcoming, which built comfortable bonds between myself and the teachers I served. I led data team
discussions with principals to analyze benchmark and local assessment results. These meetings allowed
collaborative dialogue to take place with a focus on improvement plans for the entire school/grade level that
included my expertise in one-on-one coaching and lesson delivery. I conducted lessons for teachers using
research-based best-practices such as discovery learning, concrete manipulative investigations, and technology
application as applied to real-life scenarios. In order to have consistency throughout the district, the Curriculum
and Instruction Department I was associated with developed district-wide pacing guides, curriculum maps,
performance assessments, and standards-based report cards in accordance with the Georgia Performance
Standards. These curricular documents provided principals and teachers with a clear guideline of the
requirements needed to be a standards-based school that provides the highest possible levels of achievement for
each student in their care. I also was a member of the District School Review Team on many occasions and took
part in the yearly school walk-through program. The purpose of the visiting team was to review school practices
and offer guidance to principals and school leadership teams in improving the quality of instruction through
specific accountability measures that should be present in all classroom settings.


School-Based Mathematics Curriculum Coach (6th-8th Grade)
Hours per Week: 40

August 2008 - June 2009

As a Middle Grades Mathematics Coach, my primary job was to support, guide, and train the mathematics
teachers in my school in a variety of instructional areas. My duties included creating grade-level collaborative
learning communities, providing curriculum support through lesson planning, model-lessons, and co-teaching
opportunities, providing a framework for reflective practices, and working hand-in-hand with the school
administrators to develop curriculum interventions for students and teachers whose data pointed to a specific
weakness. Additionally, I conducted meetings with grade level departments leading the teachers in the
development of common standards-based assessment for each unit of study. Such assessments were then entered
into the district wide data management system and each question was specifically linked to a Georgia
Performance Standard. The data results from these common assessments were utilized in my interactions with
teachers. Together we created detailed plans for remediation and acceleration for specific students. This practice
also created the opportunity for paired mentoring among teachers who portrayed strength in a certain area with a
teacher who was in need of assistance. These collaborative mentoring strategies led to classroom observations
amongst peers and reflective follow-up sessions for the teachers involved. I utilized the school wide data to
initiate a safety-net program for our yearly before and after school program that directly impacted student
achievement and addressed the needs of students in our targeted sub-groups. Another focus area of this position
was dedicated to embedded professional development in the area of technology integrated lessons: TI84
Navigator System, Camtasia Recording Systems, Promethean Interactive Boards, and Video-Conferencing
Virtual Classroom Tools.
8th Grade Mathematics Teacher
Hours per Week: 40

August 2003 - May 2008

After graduating from college, I immediately took a job at a middle school in my home town Conyers, Georgia. I
worked at Conyers Middle School for five years teaching 8th grade mathematics, support math, inclusion, and
advanced offers of Algebra 1 and Geometry. In addition to my teaching duties: 2003-2006 High School Soccer
Coach, 2004-2006 Softball Coach, 2006-2008 Mathematics Grade Level Chair, 2006-2008 Teacher Support
Specialist (TSS), 2006-2007 First Lego League Robotics Coach, 2006-2009 NASA Explorer School Lead
Instructor. In 2006 my school was named a NASA Explore School (NES), and I was a lead instructor for our
curriculum support team. During my time as an NES leader, I traveled to various NASA locations and was
trained in specific STEM curriculum. My NES team was selected to fly a student created experiment in the
Reduced Gravity Teacher Experience at Johnson Space center in 2007. Also, in June of 2008, I was a participant
in STEM training on the Goldstone Apple Valley Radio Telescope (GAVRT) program which allowed my
students and I to interact directly with NASAs LCROSS mission in 2009. As a NES team leader, I focused on
family involvement factors for our school. I successfully ran the Lunar Challenge, a NASA educational
curriculum, as well as offering district-wide space-nights. I took advantage of multiple professional learning
opportunities to increase my awareness and understanding of best-practices and returned to my school ready to
teach others about my new found knowledge: National Mathematics Conference, Georgia Mathematics
Conference, Technology in Teaching, Differentiation, and various NES courses.

Master's Degree: Middle Grades Education, Aug 2009
36 Graduate Semester Hours
GPA: 3.91 out of 4


Bachelor's Degree: Middle Grades Education, May 2003
120 Semester Hours
GPA: 3.52 out of 4
Certifications: Mathematics, Language Arts, and Social Sciences
Continued Education Coursework- Relevant Coursework, Licenses, and Certifications:
Staff Development Teacher Training to Support 21st Century Learning
Integrated Math and Science
Leadership in Collaboration for Flipped Mastery Learning
Exploring 21 Century Teaching & Learning and Leading Educational Leaders
Nspire Technology to Enhance Instruction
Flip your Classroom
Introduction to Project Based Learning
FOCUS Activating Research in Educational Leadership
RESULTS NOW Activating Research in Educational Leadership


21st Century TLL Training (2014)

AdvancED Training: New Standards (2013)
AVID (2012)
Interactive SMARTBOARD (2012)


MATHCOUNTS District Coordinator

STEM-SEL Middle Grades STEMposium Planning Committee
NES: NASA Explorer School Team Lead Teacher

Superintendent Kaiserslautern District
Unit 3405, APO, AE 09021
CIV Phone from US: 011-49-631-536-5905


Assistant Superintendent Kaiserslautern District
Unit 3405, APO, AE 09021
CIV Phone from US: 011-49-631-536-5905

Principal Wiesbaden Middle School
Unit 24309, APO, AE 09005
CIV Phone from US: 011-49-611-705-2240


Instructional Systems Specialist: Continuous School Improvement
Retired November 2013
Home Phone Florida: 352-566-8918
Home Phone Germany: 011-49-6781-3437