Duties, Responsibilities, and Initiatives:• Oversee 58 undergraduate and graduate programs in education• Manage a budget of $13 million• Oversee operations across three campuses• Led College in the strategic planning process• Led faculty in preparation for successful CAEP accreditation• Led campus-wide committee to develop Academic Master Plan• Developed graduate enrollment initiative that resulted in $1 million revenue growth in its first summer: Summer Institute (ashlandsummer.com)• Leading faculty in strategic initiatives related to enrollment growth, increased retention, and increased credit hour production • Served as 2017 Deans for Impact Fellow• Oversee development of multiple undergraduate and graduate programs• Facilitated restructuring of the college from four departments to two • Restructured resources to better align work of College with the institutional strategic plan

I worked directly with the Provost's office to support the accreditation process for the Teacher Education Unit (EPPC). This was a critical time during which the university needed to help advanced programs develop key assessments. In addition, the university struggled with efforts related to diversity. In this role, I analyzed field responses to more clearly identify areas the institution needed to focus on for improvement.

I supported over 1200 students and 25 faculty (and more than 20 per course faculty) in four undergraduate and three graduate programs.I worked with faculty to develop an additional two graduate programs, including a Child Life Master's program. (as of 2015, there are only three other such programs in the country). In addition, I worked with five additional campuses that also provide programs from the department, and I supervised the university's Child Development Center.

At West Virginia University I worked exclusively with the doctoral program. I taught courses in curriculum for higher education, curriculum evaluation, and curriculum theory as well as diversity. In addition to advising dissertations, I served as a qualitative methodologist, and I supported theoretical work for students in higher education administration. I also worked on program visioning and enlarging program capacity for evaluation and continuous improvement. I also supported work with the Office of Graduate Education and Life.

At Northern Kentucky University I worked exclusively with their new Ed.D. program in leadership. I helped build policies and organizational structures to support their capacity for dissertation advising. In addition, I taught courses in curriculum, human resource development, qualitative research, and ongoing seminars for dissertation work. I also helped develop a performance-based Ed.D. cohort structure for leading superintendents in the state, including the assessment model for that cohort.

At Georgia State University I worked with the graduate programs in educational leadership. I taught courses in curriculum, leadership theory, organizational theory, and educational policy. In addition, I was the liaison with Atlanta Public Schools Aspiring Leaders Program and supported the selection of candidates as well as the alignment of our curriculum with their specific needs. I coordinated the masters/certification program as well as the doctoral program in educational leadership. As coordinator, I led the process to redesign the certification program according to the new guidelines posed by the State in 2009. We used the state-mandated process as an opportunity to engage with key stakeholders in the state to re-imagine our work and to radically change our program. In addition, I led a team of faculty members in designing an executive Ed.D. in educational leadership. While at Georgia State, I advised over 35 doctoral students during their comprehensive exam and dissertation stages, and I worked with 30-50 others as the dissertation seminar instructor and as a dissertation committee member.

I taught courses in curriculum, educational foundations, and educational research for master's and doctoral students. I was the liaison for Chicago Public Schools MINT: Mentoring and Induction of New Teachers program. In this role I worked with union and district leaders to develop and implement mandated professional development for second-year teachers in the district. I also helped the design team restructure the professional development for its second year of implementation to adopt a train-the-trainers model. I also coordinated the alternative certification program during its first two years of operation. I developed the assessments for that program.

As the assistant principal at J. G. Dyer Elementary School, I supervised curriculum changes during the Gateway Exam implementation. I helped teachers develop over 100 hours of in-house professional development focused on critical thinking, curriculum integration, and literacy support in response to the changes brought on by the new assessment. In addition, I supervised teachers, provided support for those who were given professional develop plans (P.D.P.s), and mentored teachers to develop and deliver future professional development in the school.

At West Hall Middle School I addressed discipline needs for sixth graders and I supervised curriculum and testing. In addition, I worked with another assistant principal to run the school operations from March through the end of the year because the principal was given a leave due to district misconduct. I helped maintain order during walk-outs, picketing, and other media-related incidents. I led a group of teachers to develop a special week celebrating literacy in order to diffuse tensions among faculty and staff and to restore community relations following the media incidents. I also worked with teachers to find other positions the following year by reviewing their resumes, preparing them for interviews, etc.

At Gainesville Middle School I worked with a diverse, urban population of seventh graders. I taught language arts to 125 students annually.

At Chattahoochee Elementary School I served as a third grade teacher and I coordinated and ran the Student Support Team. I served the functions of an assistant principal for the first half of the year. This included developing class roles for a new school, adjusting roles once students came, securing substitute teachers, and serving in the office when the principal had to attend meetings.

While at Hollydale Elementary School I had the honor of working with amazing second and fourth grade students. Together we explored characteristics that make up civilizations (and created our own), reenacted the Battle of Hastings, reproduced the Bayeux Tapestry, sang songs about parts of speech, and made connections between art and the art of language.