EDUCATION       B. A., Bridgewater State College, 1973

M. Ed., Rhode Island College, 1977

Additional course work has been done at Bridgewater State College (9 credits), Roger Williams University (3 credits), Rhode Island College (21/27* Credits), Salem State College (9 credits).

In-service programs and seminars include training in Technology Education (RI Governor’s Technology in Education Initiative), University of Chicago’s Everyday Math (Everyday Learning Corporation), and six semester hours of credit with R. I.  College’s Mainstreaming course (regarding federal legislation 94-142).  Most recently I have had additional training in special education law (annually), improving the evaluation process (Bill Rebas Associates), and coursework entitled “Lenses on Learning.”  The purpose of this course is to improve my ability in evaluating and improving the quality of math instruction

CERTIFICATION R. I.  Life Professional Teacher of Elementary Grades

R. I.  Life Professional Teacher of Secondary English

R. I.  Life Professional Reading Teacher/Specialist (Pre-K to 12)

R. I.  Life Professional Reading Consultant/Supervisor (Pre-K to 12)

R. I.  Contingent Endorsement Middle School Mathematics

R. I.  Provisional Elementary/Middle School Principal

R. I. Provisional Superintendent of Schools

Massachusetts Elementary Principal Certification (PK-9)

Massachusetts Superintendent/Assistant Superintendent

EMPLOYMENT   September 1973 - June 1974:  Jesus Savior School, Broadway, Newport, R. I.

Classroom Teacher.

September 1974 - June 1976:  Tiverton School Department; Tiverton High School, Tiverton, RI 02878

Reading Specialist (ESEA, Title I).

September 1976 - June 1994:  Tiverton School Department; Tiverton Middle School, Tiverton, RI 02878

During this time, my job developed into a more administrative role.  Assisting in the opening of this school, and with expertise in the area of Reading, I was responsible for all of the Title I/Chapter 1 Reading programs at the Middle School.  I expanded the role of the Title I Teachers to include Mathematics as well.   Ultimately, these responsibilities were extended to include all such reading and math programs throughout the district, as well as serving as the K-8 Reading Supervisor.   I applied for, expanded, and implemented state and federal grant programs (Title I ESEA, Chapter I ECIA, Section 4 and Literacy).

July 1994  - August 1997:  Tiverton School Department, Tiverton, RI 02878

During this time period, I served a multifunctional administrative role.  In addition to previous responsibilities involving grant writing and supervision of grant programs, I also was put in charge of an elementary school that did not have a permanent principal.  I was also responsible for all Reading and Language Arts programs K-8, maintained offices in two different schools, and worked in all the elementary and middle schools in Tiverton.

September 1997 - August 1998:  Assistant Principal, Tiverton Middle School, Tiverton, RI 02878 – When the former Assistant Principal moved to a Curriculum Director position, I was asked at the last minute to take over his position.

August 1998 to June 2001:  Principal, Walter E. Ranger School, Tiverton, RI 02878 – When Ranger School was having significant difficulties with achievement, teacher morale, and parent morale, I was again asked to try to turn this program in a positive direction.  Although it was originally a temporary position, I finished my career in Rhode Island as the principal of Ranger School.  During my time at Ranger, we were successful at getting grant funding for technology and became a Spectra (Arts Integrated) school.  During this time period, the Rhode Island Commissioner of Education referred to Ranger as “a puddle of excellence amidst a sea of mediocrity.”  During my last year in Rhode Island, we were subjected to a comprehensive review by the Rhode Island School Accountability for Learning and Teaching.  After a full-week review by this committee, findings on the school indicated that “The principal at Ranger School …listens well and respects the opinions of others.  He is a dynamic leader who involves himself in all aspects of the school process.  His educational leadership is inspiring.”  I would be happy to provide you with a copy of that report.

July, 2001 to July, 2009:  Principal, Malcolm Bell Elementary School, Marblehead, MA 01945

Bell School currently houses 354 PK to Grade 3 students.  It also houses a Primary Therapeutic self-contained preschool classroom, 3 Integrated Preschools, and Integrated Kindergarten Classroom, and 3 classrooms in grades one through three described as Supported Classrooms. (These are similar to the Integrated K program in that a co-teaching model is employed).  We also have two ACCESS programs for students who have difficulty accessing our curriculum.  These classrooms provide support in separate settings with classroom integration.  All of the aforementioned programs are housed in 2 buildings on one campus.  The challenge I faced at Bell was to successfully integrate a highly diverse population of special education students and programs while maintaining the character of the school.  I am pleased to report that I have met this challenge.  Since my tenure began, we have added “SmartBoard” technology to our classrooms and have upgraded two playgrounds to make them both handicapped accessible.  We have met many of our School Improvement Team goals, while maintaining a comfortable and safe environment for students, staff, and parents.