Reed Dyer Email & Phone Number

Portland, Me, Us

Cape Elizabeth, Maine, United States

Independent educational consultant focused on supporting schools, districts, and organizations to rethink and improve student outcomes and experiences. Particular focus on student voice and agency, student-focused instructional practices, date-informed decision making, strategic planning, and leadership development.

Portland, Me

Consultant and Coach for schools and school districts focused on school improvement and student-focused practices.The Great Schools Partnership is a 501(c)(3) nonprofit school-support organization working to redesign public education and improve learning for all students. We are a team of passionate, committed educators and school leaders who bring decades of collective service in public schools.Working at all levels of the education system, from the classroom to the statehouse, the Great Schools Partnership provides school coaching, professional development, and technical assistance to educators, schools, districts, organizations, and government agencies. We also create tools and resources for educators, administer public and private grant programs, and coordinate large-scale school-improvement initiatives for foundations and states.

Atlanta, Ga

Imagine if our youth saw themselves as producers and not just consumers.Imagine if we could impart to our youth the essentials competencies needed to thrive in any situation.Imagine if we could harness the collective expertise of an entire community to teach our youth.Imagine if we created a scalable and replicable model that fundamentally reshapes how we look at public education.What we do:We create programs that inspire young people to learn through making.We create environments that foster creativity, innovation and self discipline.We tap into the collective expertise of a community to teach our youth. How we do it:We engage youth with programming designed to ensure all students finish what they start and persevere when encountering failure.Ours is an old approach, yet vastly underutilized in the United States; have experienced mentors teach skills in authentic settings, then incrementally expect apprentices to master that skill. Upon mastery, our youth have a physical product they then sell to the community.Unique Elements:STE(A)M truck ™ that brings state of the art tools and community experts directly to a school.Increased community involvement between public education and local small business owners that provides deep mentoring opportunities.Student led Guild governance structure promoting youth leadership.Intentional focus on learning the most important skills needed to be successful in the workplace; professionalism, grit, collaboration, oral and written communication.Design thinking utilizing Stanford University’s d-school approach to problem solving.Physical products, Masterpieces, made by students that demonstrate true mastery.Entrepreneurial learning as youth market and sell their Masterpiece(s).Financial literacy and accountability as our youth take out, and pay back, loans with Kiva.Financial stability when youth learn skills, trades and crafts that enable them to earn more than their peers while still attending school.

Soar@Gvr Charter School, Denver, Co

School leader for progressive, student-centered start-up, charter school with 475 K-5 students, 37 full time staff and 12 support staff. Built school from initial charter application, and K-2 opening in 2010, to full-size charter school in four years. Responsibilities include: instructional leader of the school, with full responsibility for oversight & evaluation of all teaching and administrative staff; analyzing data from individual student to school-level and implementing instructional adjustments and professional development shifts; designing and overseeing special education approach and services; designing staff professional development and projects to build an inclusive and supportive professional culture; overseeing curriculum development, assessments, report cards; coordinating family engagement; directing implementation of Responsive Classroom approach and school-wide classroom management and discipline; overseeing all assessment systems, including state English Language Learner testing and state standards-based assessments.

Casco, Me

Served as Vice President and Chair of the Policy Committee for town library in Casco, ME.

Norway, Me

Served as Literacy Coach and literacy interventionist for largest elementary school in Oxford Hills, working closely with Principal and district director of Curriculum & Instruction to develop and drive literacy vision for the district.Responsibilities included: provided coaching, professional development, & demonstration lessons for K-6 teachers; assessed students and provided oversight for intervention, assisted teachers in planning and assessment, led grade-level and data team meetings, ensured follow-through on intervention plans for all at-risk students; provided one-on-one and small-group literacy instruction for struggling K-5 using a variety of research-based practices and programs; member of Reading First Leadership Team, which worked to implement 3-year Reading First grant of over $500,000; provided professional development and helped shape literacy vision for faculty at all 8 SAD 17 elementary schools in conjunction with other district literacy coaches and Director of Curriculum and Instruction.

Harlem, New York

Lead teacher for class of high-risk kindergarten students at innovated school-within-a-school in Harlem focused on assessment-driven instruction and teacher-designed curriculum and lessons. Responsibilities included: lead kindergarten teacher in highly innovative start-up school with full responsibility for developing instructional units, lesson plans, and assessment-driven approaches; trained in Balanced Literacy (with support from Teachers’ College, Columbia University); participated in intensive, on-site weekly professional development; maintained close communication with parents through detailed Weekly Reports that reported on each child’s specific academic and social progress; co-founded and ran S.O.A.R. (Self, Outdoors, Abilities, Relationships), an experiential enrichment program focused on engaging high-risk urban youth in grades 3-5 in outdoor learning experiences.

Harlem, New York

Lead teacher for classes of 21-24 kindergarten students at one of the first two charter schools in Harlem Responsibilities included: in charge of all aspects of instruction, classroom management, and family communication for extended-day/extended-year charter school; developed curriculum, assessments, and report cards for all subject areas in kindergarten; created weekly progress report that provided families with student learning objectives as well as individual progress made towards attaining those objectives; served as faculty representative on Reisenbach Charter School Board of Directors.

Newark, Nj

Oversaw teacher support effort for the New Jersey office of Teach For America, working to oversee the placement and service of 40 first- and second-year teachers within the Teacher For America national teacher corps in urban areas across New Jersey. Responsibilities included: met and strategized with beginning teachers, principals, experienced mentors, district personnel and community members on ways to maximize the impact Teach For America could have on students, schools, and districts; organized and implemented monthly all-corps meetings, the monthly newsletter, and the Corps Member Advisory Council; served as Faculty Director, Teach For America Summer Institute, Houston, Texas (1997), overseeing the formal professional development of eighty corps members on the methods and strategies of effective teaching during five-week summer training institute.

School No. 12, Paterson, Nj

Taught reading, language arts, process writing, health education, social studies, and science to grade 7 students in a turn-around school in urban New Jersey. Placed at School No. 12 as a Teach For America Corps Member. Responsibilities included: utilized cooperative learning, whole-language instruction, positive reinforcement, and Assertive Discipline techniques; served as chairperson of School Education Improvement Plan and co-chairperson of the Student Leadership Academy.

Bachelor'S Degree, English & American Studies

Master'S Degree, Education