Heidi Reed Email & Phone Number

• Partnered with DC charter schools to drive forward the planning, piloting, and implementation of new models for teaching aimed at making the teaching professional more successful and sustainable. Role was unexpectedly.
• Charter School Engagement. Successfully brokered partnerships between several charter LEAs DC and three design partners to advance equitable, inclusive and transformative teaching principles. Accomplished this by.
• Partnership Development | Relationship Management. Negotiated collaborative partnerships between technical design partners and local charter leaders by structuring design supports for the transformation of the teaching.
• Collaborative Co-Design. Supported charter school leaders in development and refinement of pilot plans in alignment with transforming teaching design principles. Spearheaded creation of pilot criteria for success and.

• Led and designed all organizational professional learning and development programming. Managed the integration of the two largest departments while continuing to create new, proprietary learning tools and resources.
• Whole-Child School Design. Developed, facilitated, and trained facilitators in professional learning experiences designed to engage leaders in whole-child aligned change initiatives. Created 17 new, adaptable school.
• Adult Learning Design & Facilitation. Designed and facilitated over 150 professional development sessions for both internal teams and external stakeholders. Internal learning focused on continuous improvement.
• Cross-functional Teaming. Spearheaded collaborative work structures for integrating the two largest departments in the organization, including planning, coordinating, and facilitating weekly and monthly department.
• Inclusive Change Management. Spearheaded a special project to collaboratively rewrite the organizational mission and vision statements centering the voices of all staff members and external stakeholders, resulting in a.

• Created tools and resources to support educators in implementing whole-child design and facilitated learning experiences for schools and districts.
• Toolbox Design & Resource Development. Designed a rich variety of content, tools, and resources to support schools in whole-child aligned change initiatives, such as self-assessments, school redesign activities.
• Teacher Leader Pipeline Development. Led, designed, and managed a cross-sector community of practice of 32 assistant principals in collaboration with Georgetown University, including 64 instructional hours focused on.

• Coached and led professional development for two Ward 8 elementary schools focused on trauma-informed practices as part of an embedded, intensive school support model.
• Teacher Training. Designed and delivered tailored curriculum to school personnel in both small and large group sessions, building school-wide capacity to create and maintain a more trauma-informed learning environment.
• Coaching & Feedback Cycles. Developed and implemented customized coaching plans for a caseload of three-six teachers through regular building walkthroughs and classroom observations. Utilized adult learning principles.

Edgewood Middle School Campus

• Served as key member of the EMC leadership team in partnership with other leaders and teachers to ensure that all students were making academic and social emotional progress.
• School Leadership. Directed campus-wide, data-driven initiatives on culture, academics, and curriculum in collaboration with a 10 person, cross-campus leadership team. Ensured all students received necessary support.
• People Management. Provided weekly/biweekly feedback to three leaders and 10 teachers on management caseload, utilizing rubrics for culture, planning, instruction, family collaboration, and professionalism to develop.

• Led special initiative to expand science programming to all DC Prep campuses while also working as a key member of the EMC leadership team developing, refining, and implementing of all aspects of the school's academic.
• Charter Growth. Pioneered the expansion of science programming from two grade levels at one middle school campus to all grade levels, K-8, at four DC Prep campuses, including the development and management of a.
• Curriculum Development. Developed new curriculum planning, revision, and quality tracking processes in alignment with the Next Generation Science Standards (NGSS), resulting in seve exemplar units of curriculum..
• Program Management | Change Leadership. Engaged leaders and teachers in science programming to equip others with the skills and knowledge needed to execute across campuses. Resulted in high levels of satisfaction and.

• Led all the tasks, initiatives, and activities of two content area teams including strategic planning and curriculum development. Facilitated all content area learning and coached all content area team members.
• Strategic Planning. Developed annual strategic plan for science and social studies departments to increase assessment rigor and integrate more ELA into all subject areas. Collaboratively analyzed department goals, and.
• Instructional Leadership. Regularly observed seven teachers to provide feedback to support instruction. Led the science team to an 86.1% proficiency rating according to the DC science assessment—the highest of all.

• Coordinated all collaborative grade level tasks, initiatives, and activities including student support processes, family communication, and classroom routines. Led all grade level data analysis.
• Team Management. Led an eight-person team in developing and maintaining positive and consistent school culture in true alignment with school values and social emotional skill development, resulting in the team.
• Student Support Leader. Led grade-level student support processes for students with behavior and academic concerns. Spearheaded effective Tier 1-Tier 3 systems and intervention planning, including tracking and progress.
• Led an 8-person team in developing and maintaining positive and consistent school culture in true alignment with the character education program, earning the highest school-wide scores on culture rubrics.

• Developed, implemented, and revised 10 units of teacher-created, Common Core State Standards (CCSS)-aligned curriculum for a 90-minute reading block and a 45-minute writing block for more than 60 5th graders
• Analyzed individual student performance data from Fountas & Pinnell Benchmark Assessment Systems, unit assessments and 4 yearly benchmark assessments
• Planned daily sessions of small-group, data-based, reading intervention instruction for 14 students
• Participated as a planning leader in an organization-wide taskforce aimed at better aligning the ELA curriculum and assessments with the CCSS

Washington, DC

Placed at the Arts and Technology Academy (a public charter school)

Bachelor Of Arts - Ba, Law, Letters, & Society

Activities and Societies: Jeff Metcalf Fellowship Recipient (placed at Council for Adult and Experiential Learning), Student Government.

Pursued Master Of Arts In Teaching (Mat), 2007 – 2009, Earned 24 Out Of 30 Credits