Joann Mitchell, Ed.S. Email & Phone Number

Albuquerque, Nm, Us

Albuquerque, New Mexico, United States

Mission Achievement and Success Charter Schools prepares undeserved (traditionally disadvantaged and impoverished) students to be successful in college and in life by providing a rigorous college preparatory program in a safe and engaging learning environment.

Rio Rancho, New Mexico, United States

Mission Achievement and Success Education Foundation was founded in 2016 to financially support its namesake school — Mission Achievement and Success Charter School. Recently awarded an unrestricted $3,000,000 gift from the novelist and philanthropist MacKenzie Scott, the MAS Foundation attracts financial support from organizations like the Albuquerque Community Foundation, Excellent Schools New Mexico, and The Chicago Community Foundation to name just a few.

As a certified NeuroChangeSolutions consultant, I educate businesses on Dr. Joe Dispenza's method of changing organizations from the inside out. If you're interested in a change program that teaches how to create sustainable results, please contact me. I would be happy to discuss your company's or organization’s specific needs. To learn more about NCS offerings, message me by email using JoAnnM@NeuroChangeSolutions.com.

Albuquerque, New Mexico, United States

Principal of K-6 elementary school with the BIE, a school identified in restructuringProvided professional development to staff including staff development in Data Teams/Data Driven Decision Making, Common Formative Assessments, and Positive Behavior Interventions and Supports.Created school schedule conducive to effective implementation of Response to Intervention Model.Introduced framework for writing through the Write Tools training and a framework for the delivery of effective math instruction through the Five Steps to a Balanced Math Program.Met with teachers, math coach, and reading coach on a weekly basis to evaluate student achievement data through formative assessment measures.Attended Student Assistance Team (SAT) meetings for students who were referred for failure to make academic progress and/or behavioral difficulties.Attended Individualized Education Plan (IEP) meetings for students with disabilities and advocated for the needs of this special population.Met and presented on school progress to groups including, but not limited to, the Tribal Council and the Isleta School Board.Attended training on upcoming Common Core Standards recently adopted by the New Mexico Pubic Education Department.

Bronx, New York, United States

Lead applicant and co-founder of Equality Charter School, a 6-8 charter school serving at-risk inner city youth in the Bronx, NY.Led grant writing efforts and received $650,000 Charter School Planning Grant from NYS.

Online

Online instructor for University of Phoenix’s EDU 566 titled, Adolescent Psychology. Course is targeted for teachers in Master’s programs and addresses adolescent development as it relates to educating adolescence.Prepare student syllabus, lesson plans, discussion questions, learning team activities, and individual student projects to facilitate in meeting learning objectives for the online course.Provide timely, weekly feedback to students on their individual performance to assist them in achieving optimal success in their online coursework.Participate in professional development as an instructor in order to understand how to best meet the needs of the adult learners taking online courses.

Harlem, Ny

Middle school/high school principal for a 4th year charter school in Harlem that services a 48% special education population and a 52% general education population of students in an integrated setting.1st principal hired at this charter school. Position was created as a result of the schools identified need for an instructional leader based on the schools lack of progress toward meeting AYP.Responsible for the supervision of approximately 80 staff members and the instruction of approximately 300 students.Recognized in April 2008 as a Positive Behavior Intervention Supports (PBIS) Exemplar School by the New York City Department of Education’s PBIS Team, making us the first charter school in NYC to use PBIS and the first high school in the city to be an exemplar high school.

Albuquerque, New Mexico, United States

High school principal for an accredited state run high school that serviced incarcerated males and females in the state of New Mexico. Responsible for the supervision of approximately 30 staff members and the instruction of approximately 150 students. Received national recognition by TIME magazine in February 2007 for establishing the first PTA within Juvenile Justice in the nation. (Story featured February 19, 2007 in TIME online). Recognized in June of 2006 as an Exemplar School by the Public Education Department’s Positive Behavior Support (PBS) Team for our schools implementation of PBS. Our school was the first exemplar high school in the State of New Mexico. Collaborated with mental health staff members and juvenile correctional officers to provide a holistic approach to educating the students. Utilized data driven results to make meaningful changes to the existing programs to help ensure that students were provided opportunities to be successful and meet required annual yearly progress. Created opportunities for acceleration of students at or above grade level including the offering of Advanced Placement high school courses and enrichment opportunities through differentiated instruction. Collaborated with a local community college to provide opportunities for incarcerated high school graduates to take college courses via distance learning and opportunities for current high school students to earn high school and college credits simultaneously through dual enrollment. Provided ongoing staff development on data driven decision making and saw steady improvement in student achievement as measured by credits earned, total number of graduates and increased reading and mathematics achievement as evidenced by short-cycle achievement scores as well as reduction in daily office discipline referrals. Established a high school athletic program and collaborated with stakeholders to have the program become part of the New Mexico Activities Association (NMAA).

Albuquerque-Santa Fe Metropolitan Area

Responsible for the coordination of the district’s Extended School Year (ESY) program which serviced approximately 2,400 students during the summer.Worked with and maintained an approximate budget of 1.6 million for the ESY program.Responsible for the hiring and overall supervision of over 400 staff members included teaching staff, educational assistants, social workers, speech language pathologists, occupational therapists, physical therapists, school nurses, site facilitators, and outside contracting agencies. Worked with building principals to secure over 30 ESY sites to provide services to students during the summer program.Conducted over 60 district and school level trainings to assist staff in understanding the purpose of ESY and what constitutes appropriate referrals to ESY.Supervised the district’s bilingual evaluation committee which was comprised of bilingual speech pathologists and bilingual evaluation specialists (school psychologists). Supervision included conducting regularly scheduled meetings to review bilingual referrals, determine referral appropriateness, monitor training needs of schools, and assess overall district needs as related to bilingual evaluations. This role specifically complied with the Office of Civil Rights (OCR) corrective action agreement on monitoring district wide appropriateness of bilingual special education referrals to prevent further over identification of second language learners into special education.District special education contact person for least restrictive environment (LRE) issues. Worked with Public Education Department and district Program Support Specialists to determine school groups within each cluster that would attend the LRE Summer Institute sponsored by the Public Education Department.

Elmira, New York, United States

High School Summer School Assistant Principal for Summer 2003 and Principal during Summer 2004.Actively involved in the entire hiring process of summer school staff.Worked collaboratively with and maintained regular contact and communication with summer school staff and district personnel involved with summer school, including summer school support staff, school counselors, building administrators, and supervisor of summer school program.Facilitated summer school faculty meetings and worked collaboratively with summer school staff on developing the agenda for these meetings.Assisted in the coordination of student registration, bussing, and course offerings for the summer school program.Set up individualized student programs for students that needed specialized summer programs in order to graduate from high school.Attended state training on Summer School Administration and as a result was able to prevent the middle school summer program being unnecessarily cut from the budget because of uniformed practice.

Elmira, New York, United States

Facilitated the student support team (per-referral team). Assisted classroom teachers and other team members with the identification of intervention strategies to support student achievement and learning.Conducted a variety of assessments, analyzed data from formal and informal assessment measures, conducted classroom observations, wrote psychological reports and reported findings of the assessments to appropriate parties. Reported assessment findings to appropriate members of the multidisciplinary team and provided specific recommendations to address both identified student strengths and needs. Worked regularly with students experiencing behavioral and emotional difficulties to provide support for these students and their teachers. Conducted functional behavioral assessments and assisted in the development of behavior intervention plans.Attended and participated in annual committee on special education meetings and offered input on instructional and behavioral strategies based on the results of formal and informal assessment measures and classroom observations.

Elmira, New York, United States

Assisted with all aspects of school administration and instructional leadership in a site-based setting with 1100 students and 125 staff members in a 7,700-pupil school district. Special Education and Section 504 building coordinator responsible for coordinating special education and 504 services for students with special needs. Chairperson of Classroom Intervention Model (CIM) which set up support plans for students experiencing a lack of success in schools. Completed classroom observations of teaching staff and support staff and conducted follow up conferences providing feedback on professional strengths areas in need of professional growth. Directly in charge of supervision of all of the teachers in the following departments: special education, business, and mathematics. Additional responsibilities included facilitation of department meetings and responsibility for writing year end summative evaluations. Responsible for student discipline including working with outside agencies such as probation, drug and alcohol abuse programs, family services, and other agencies to help students experience success in school. Assisted with coordination of state examinations including setting up proctor schedules, special education accommodations and modifications, setting up scoring teams, and disseminating information on testing procedures to all staff members. Conducted staff development workshops at the district level. In addition to this set up and ran new teacher meetings and designed a mentoring program to assist and retain new teachers. Organized a character education committee at the building level to support the district’s character education program. The committee collaboratively designed a character recognition program to recognize and promote outstanding student character. Worked collaboratively with district curriculum coordinator to support curriculum coordination, alignment and articulation. Facilitated cross-level district curriculum meetings.

Elmira, New York, United States

Developed daily lessons in mathematics that were aligned with the state standards and district curriculum and worked cooperatively with other content area teachers on interdisciplinary units in order to maximize and connect student learning.Regularly attended and participated in student intervention team meetings and individualized educational program meetings at the school level.Provided differentiated instruction for all student learners to promote maximum student achievement and learning and in an effort to create a safe and nurturing learning environment.Member of the district mathematics curriculum committee. Assisted with a group of district mathematics teachers in the creation of curriculum maps and pacing guides for the district’s middle school math teachers. Also assisted in creating district-wide pretest and post-test measures for mathematics units to assist teachers with better collaboration and informed instruction.Maintained regular contact with parents in an attempt to promote parental support and involvement in the educational process and to support a positive school environment and increased student achievement and learning.

Albuquerque, New Mexico, United States

Member and facilitator of school multidisciplinary team and individualized educational programming team for identification and programming of students with special needs.Completed initial staffing projections for special education programs to immediate supervisor who reviewed and submitted the final projections for approval.Completed functional behavioral assessments and assisted in the development of behavior intervention plans and provided staff development for the implementation of these plans.Conducted assessments, analyzed data, conducted observations, and reported data to team members; wrote psychological reports.Wrote goals and objectives to meet individual needs of students in areas such as social skills and behavior management.Consulted with parents and teachers regarding assessment results and recommended specific instructional strategies to meet individual learning needs.Worked with large student and family population identified as being second language learners with limited to no English proficiency; well versed in the characteristics of second language learners and the acquisition of a second language.

Columbus, Georgia, United States

Team leader of sixth grade core subject teachers, worked closely with administrators on matters pertinent to our grade level.Mathematics committee chairperson – Assisted in textbook selection, ordering manipulatives, and organization of math night and student math club.Developed differentiated lesson plans in mathematics and social studies.Participated and conducted parent-teacher conferences, advising parents on their child’s progress, and how to best reinforce education.Worked with population of students identified as being at-risk. Implemented consistent structure and behavior management necessary to provide an educational environment conducive to learning.Used a variety of teaching and motivational strategies to encourage students to reach their potential. Identified areas of difficulty and prepared lessons designed to address deficiencies while still meeting grade level state standards in an effort to close the achievement gap.

Columbus, Georgia, United States

Implemented the designed curriculum with the intention of enhancing the social, physical and intellectual development of the children in the program.Planned and implemented activities to achieve curriculum goals in a comfortable and secure atmosphere.Evaluated children’s progress through ongoing observations and assessment of cognitive, social, and motor development.Participated and conducted parent-teacher conferences, advising parents on their child’s progress and informing parents how to best reinforce education and child development.

Geneva, New York, United States

Provided substitute services in grade levels preschool through twelve.Responsible for the implementation of plans left by another teacher or in some cases spontaneous development of lesson plans when plans were not available.Implemented consistent behavior management, which promoted student achievement and learning.Effectively communicated with the absent classroom teacher the events of the day to allow for a smooth transition upon the teachers return.

Elmira, New York, United States

Provided substitute services in grade levels preschool through twelve.Responsible for the implementation of plans left by another teacher or in some cases spontaneous development of lesson plans when plans were not available.Implemented consistent behavior management, which promoted student achievement and learning.Effectively communicated with the absent classroom teacher the events of the day to allow for a smooth transition upon the teachers return.

Bachelor Of Arts - Ba, Elementary Education And Teaching

Ed.S., Education Leadership

Master Of Education - Med, Education