Andrew Hendricks Email & Phone Number

Cambridge, Massachusetts, United States

• Led schoolwide shift to competency-based learning resulting in a reframing of grades as meaningful instructional data.
• Facilitated schoolwide exploratory data analysis for test scores leading to the creation of targeted instructional groups and modifications to instructional materials.
• Disaggregated student assessment data to identify trends and set growth goals with instructional leadership teams.
• Analyzed teacher performance data to identify areas of strength and need and to modify professional learning plan accordingly.

Greater New York City Area

• Created and adapted units and curriculum based on Gholdy Muhammad's Cultivating Genius framework.
• Implemented constructivist approach to teaching writing and grammar.
• Collaborated with grade level department team, learning specialist, and ELL teacher to adapt instructional materials in response to student data.
• Improved pass rates of 8th graders by 15% in 2018-19 and by 13% in 2017-18.

• Identified an 18% ELA proficiency gap between females and males and facilitated inquiry cycles within the ELA department around improving instruction for male students to reduce the gap to 7%, with male students.
• From 2019 - 2021, conducted evidence-based feedback cycles with new and veteran teachers across departments to improve teacher practice through role as peer collaborative teacher.
• Created ELA benchmark exams for all grade levels along with teacher-facing and student-facing benchmark data reports for Math and ELA exams.
• Developed and implemented schoolwide data reflection and action plan template in collaboration with administration and department leaders.
• Opened my classroom to colleagues as a lab classroom to model instructional shifts and created observation and debrief protocols for lab classroom visits.

• Mentored 13 new teachers during their first years of teaching using training from The New Teacher Center to facilitate self-reflection through questioning and to conduct observations to gather low-inference observation.
• Conducted weekly observations using selective scripting, time on task surveys, and other low inference data gathering strategies.
• Debriefed observations during weekly meeting using language of reflective conversations protocols.

New York, New York, United States

• Selected as one of 30 cohort members for one-year intensive focused on facilitative leadership and leading for equity.
• Trained in research-based approaches to deliver teacher feedback and conduct professional conversations.

Bachelor'S Degree, English Language And Literature/Letters

Graduated with High Honors

Education record

Master'S Degree, Educational Leadership And Administration, General

Master'S Degree, Secondary Education And Teaching