Andrew A

Educational Administrator


Educational Administrator

Education Level:


Will Relocate:



Career Summary 2005 - Present Salem State University, Salem, MA Adjunct Professor Accountabilities * Design needs assessments for students in the 21st Century Global environments * Provide resources that district personnel need to acquire for student achievement * Emphasize the role of leadership as decision-makers including principals, directors, and business managers * Examine the impact of culture on teaching, learning, and classroom climate * Present current theory and research for colleagues and students * Incorporate effective strategies to use when selecting resources for the classroom and school setting Key Results * Connected a network of graduate students with school vendors offering resources including curriculum, equipment, and furnishings * Increased the understanding of leadership, multiculturalism and the use of data analysis 2007 - Present Temple Tiferet Shalom, Peabody, MA Pre-Confirmation Director / Lead Teacher Accountabilities * Develop and implement curriculum through outstanding organization and presentation skills * Collaborate with Educational Director for resource budgeting based on per pupil expenditures * Prepare detail-oriented goals, time-lines and resources necessary to meet bi-annual objectives * Communicate outcomes with parents through clear oral and written correspondence Key Results * Grew student population by 50% since 2015 * Developed higher revenue for the Hebrew School through increased participation 2014 - 2017 George H. Englesby Elementary School, Dracut, MA Principal Accountabilities * Led the disaggregation of data using an Online Analytic Platform to analyze Benchmark Assessments * Presented multi-faceted analysis of common performance index and progress performance index * Established strategic partnerships with renowned educators to increase achievement and further develop best practices for personnel. * Developed a flexible schedule for common planning, inclusion, and professional learning communities * Generated and implemented a Triennial School Improvement Plan with emphasis on curriculum, assessment, data analysis, and special education resources * Supervised and evaluated 50 faculty members focusing on self-assessments, student learning, and professional practice goals * Maintained a budget of $58,000 for instructional supplies, professional development and durable goods * Co-facilitated professional development focusing on literacy and standards-based report cards Key Results * Forged a Maker Space and fostered opportunities for the integration of STEAM * Exceeded higher stakes testing proficiency and advanced growth target for third grade students * Retained 85% of faculty of voluntary/involuntary transfers within a two-year span * District adoption of standards-based report cards and proposed common assessments 1996 - 2014 Horace Mann Laboratory School, Salem, MA Assistant Principal 2012 - 2014 Elementary Teacher 1996 - 2012 Accountabilities * Promoted common standards of school effectiveness through weekly observation and feedback * Conducted meetings on effective instruction, professional development, and engagement * Organized and participated in professional learning communities * Facilitated the Data Leadership Team in partnership with The Achievement Network * Utilized differentiated instruction to evaluate students through authentic assessment * Promoted the importance of academic and social excellence in the least restrictive environment. * Initiated family school engagement through social gatherings and academic programs * Partnered with School Adjustment Counselor to review and write 504 Accommodation Plans * Implemented a responsive classroom approach Key Results * Decreased 504 Accommodation plans by providing tier 1 and tier 2 resources for teachers * Increased Common Performance Index and Progress Performance Index annually on state testing 2007 - 2012 Lesley University, Cambridge, MA Adjunct Professor Accountabilities * Identified strategies and resources needed for maintaining appropriate standards of behavior * Provided an overview of instructional and curricular strategies for students with disabilities * Presented theories, effective practices, and resources for social and academic components of classrooms Key Results * Increased the comprehension of Functional Behavioral Assessments and Behavioral Intervention Plans * Raised awareness about materials and strategies to use when curbing behaviors