APS Superintendent Semifinalists' Application

Albuquerque Public Schools / Superintendent Online Application
Bannerman, Vickie - AppNo: 20956 Date Last Submitted for Job ID 1099:
2/23/2020
Personal Data
Name: Bannerman DR Vickie C
(Last) (First) (Middle Initial)
Other name(s) under which transcripts, certificates, and former applications may be listed:
Other: Holloway Vickie
Email Address:
Postal Address
Permanent Address Work Address
Number & Street:
Current Personal Data

Current Employer: Albuquerque Public Schools
Current Position: Comprehensive High School Principal
Years in Position: 3
Enrollment: 2271
Number of Staff: 224
Annual Budget: $8,151,523
Current Gross Income:
Type of District/Organization: High School
Most Recent Degree From: University of Phoenix
Degree Earned: Doctor of Education
Past Salary Disclaimer

All past salary information may be voluntarily provided. It is at the applicant’s discretion whether to include this information.
* Continue? Yes
Sunshine Notification
FLORIDA: Florida Sunshine Statutes ensure open records for all Florida School Boards. A submission becomes public at the time of
submission. OHIO: If requested under the Ohio Public Records Law, the Board of Education and/or its agent, Hazard, Young, Attea &
Associates (HYA) are legally obligated to release to any requester, including the press, any application and related material either
started or completed for this position. Applicants need to be aware that Hazard, Young, Attea & Associates (HYA) receives all
application material as prepared by the applicant, even prior to an applicant’s formal submission of the application. If an applicant
prefers to complete the application prior to having it available for public scrutiny under the Ohio Public Records law, the applicant
can choose not to select any specific search while completing the application, and then adding the search(es) for which one desires to
be considered upon completion of the application. If there are any questions relative to this, please feel free to contact Therese Meyer
in the HYA office at 847-724-8465.
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2/23/2020
Sunshine Notification continued

* Sunshine Notification. Continue? Yes
Military
If you are applying for a position in Oregon, please answer the following: (optional for all -
other applicants)
Are you a qualified military veteran? Click the box if yes.
other applicants)
Are you a qualified disabled military veteran? Click the box if yes.
Albuquerque Disclaimer
* New Mexico’s Inspection of Public Records guidelines do not permit confidentiality in the Yes
application process for a school superintendent. Thus, all submitted applications are subject to
public records requests. (Letters of reference in particular are specifically not subject to
public records requests.) Candidates for this position are advised to consider this before
submitting their application.
Administrative Experience
Employer and Position Title Location: Dates: Primary Supervisor/Board Pres.
City, State From - To
Albuquerque Public Schools, Principal Albuquerque, NM 07/2017 Yvonne Garcia
Significant accomplishments in this position:

Serves as chief instructional leader of the fifth largest high school in New Mexico supporting 2300 students, 220 staff, 5 special
education district programs, and 51 activities and athletic programs with over 1200 participants. Oversees the management of the
schoolˆ¢‹¢s overall multi-million dollar budget, operations, and facilities; develops exclusive action and academic improvement plans in
accordance with the federal, state, local and school policies and procedures.
ˆfl´§Improved PARCC and Transition Test scores in Geometry by 2.8%, SY18-19 for level 3s and 2.4% for level 4s;
ˆfl´§Increased iReady test scores 2.4% for level 3s among 10th graders;
ˆfl´§Improved Cohort Testing proficiency by 7% among 10th graders and 18.8% among 11th graders;
ˆfl´§Maintained school graduation rates of 84-87%, consistently graduating 98-100% of all athletes on average and sustained attendance
rates of 95.9% in SY18-19;
ˆfl´§Decreased suspension rates 66%, including both in and out of school time;
ˆfl´§Established and implemented the ˆ¢‹¯Summer Coolˆ¢‹´ Extended Learning Time Program in response to the Governorˆ¢‹¢s mandate to
improve the quality of education within the state. Received recognition as the most robust program with highest student participation
with 432 students enrolled across all grade levels;
ˆfl´§Developed unique school-wide grading initiative to ensure grading practices are fair and based on skill mastery and not behavioral
challenges;
ˆfl´§Envisioned, developed, funded and built cutting-edge STEAM labs with state-of-the art interdisciplinary equipment, advanced
curriculum and resources in 21st century technology innovation and cross curriculum integration;
ˆfl´§Created the HAWK Pad to support restorative practices and studentsˆ¢‹¢ social-emotional learning
ˆfl´§Developed One Hawk One Heart organization comprised of students and staff designed to create a comfortable space for open
dialogue about race, culture and diversity
ˆfl´§Established school-wide Kindness Counts Campaign, featured on KOAT;
ˆfl´§Supported and expanded the Civil Injustice Wall Walk, featured on KOAT;

2/23/2020
Experience Continued
ˆfl´§Encouraged culturally relevant and responsive lessons with a focus on inclusion and accurate representation while challenging and
changing mind-sets;
ˆfl´§Increased Parent Engagement Pathways through School Training for Engagement Planning (STEP) Initiatives;
ˆfl´§Developed Bullying Reporting Portal on school website and anonymous text reporting tool that allows real-time reporting of Title IX
and all other incidents easily and confidentially to security and administration;
ˆfl´§Led school-wide review of instructional materials while collaboratively defining ˆ¢‹¸cultural sensitivityˆ¢‹¢ and establishing alternative
solutions;
ˆfl´§Implemented zero-tolerance penalties for racially-charged infractions within the school;
ˆfl´§Encouraged the re-establishment of the student-driven Native American Student Union;
ˆfl´§Reintroduced Best Buddies program and Sustained Unified Hawks program in support of special education and general education
student connections
Reason For Leaving: Still employed

Last Annual Salary: Last Annual Gross: Enrollment: 2172 District Type: K - 12
Admin Experience Continued

Albuquerque Public Schools, Principal Albuquerque, NM 07/16 Dr. Gabriella Blakey
07/17
Planned and directed the overall activities of the Title I school with 470 students, 50 staff, paraprofessionals and administrators.
Managed and supported the Family Support Center, On-Campus Medical Facility and Student Advocacy Programs, Extended Day
learning and Sustainable Community Partnerships.
ˆfl´§Assisted with grant writing to secure funding for the community school initiatives and programs;
ˆfl´§Managed compliance and reporting for all Title I funding allocations;
ˆfl´§Developed, implemented and updated the schoolˆ¢‹¢s policies and procedures in accordance with all district, state and federal
regulations;
ˆfl´§Managed the schoolˆ¢‹¢s budgetary spending, allocating funds where appropriate to support all required and extended academic,
athletic and community-focused programs
Reason For Leaving: Offered principal’s position at Volcano Vista High School
Last Annual Last Annual Gross: Enrollment: 470 District Type: K - 12

2/23/2020

Albuquerque Public Schools, Dean Albuquerque, NM 08/15 Pamela Meyer
06/16
Managed all aspects of the Freshman Academy Program including interviewing and making hiring recommendations for personnel in a
comprehensive High School with 1800 students and 200 staff, supporting an Advanced Placement Capstone Diploma Program. Also
served as Administrator of school-wide Advisory Program, facilitator of New-Teacher Orientation, Intel Mentorship Coordinator, 10th
Grade Program Consultant, and administrative liaison for Freshmen Academy Team.
ˆfl´§Provided guidance and oversight of master scheduling for Academy teachers and students;
ˆfl´§Wrote and oversaw management of annual High School Retention Grant: Awards: $10,077 per academic year and worked with ABC
Community Schools for additional funding support;
ˆfl´§Collected and analyzed quantitative and qualitative data to directly inform decisions relating to Academy structure/programs,
instruction, discipline, student achievement, truancy, incentives, and interventions
Reason For Leaving: Offered principal’s position at Wilson Middle School

University of Oklahoma, Director Lakenheath, UK 06/14 Dr. Peggy Lerner
06/15
Provided regional leadership, supervision and logistical support for Advanced Degree Programs and students on Air Force Bases in the
U.K.
ˆfl´§Compiled, evaluated, maintained, and analyzed course data to support management decisions for program planning and scheduling;
ˆfl´§Recommended projected enrollments and reviewed applications for all sites;
ˆfl´§Marketed academic programs using approved materials and took an active role in recruitment and retention of students;
ˆfl´§Provided student services, enrollment, and financial aid processing assistance while communicating course/curriculum requirements
and clarifying university policies and procedures;
ˆfl´§Interviewed and trained staff to maintain administrative continuity between bases and coordinated with team to provide daily
operational guidance and support;
ˆfl´§Assisted in managing the business and financial aspects of the Advanced Programs, identifying operating expenses, making revenue
projections, and ensuring programs stayed within budget
Reason For Leaving: Family relocated to New Mexico per US Air Force orders
Last Annual Salary: Last Annual Gross: Enrollment: 300 District Type:

2/23/2020

Lowndes County Alternative School, Valdosta , GA 08/09 Dr. Derald Jones (retired)
Lead Teacher/Program Administrator 05/12
High School Program Lead
ˆ¢‹´¢Provided cross-curricular program oversight, leadership and support to high school instructional team
ˆ¢‹´¢Conducted classroom observations and facilitated conferences with teachers to share immediate feedback
ˆ¢‹´¢Facilitated team meetings, liaised between faculty and administrative team to convey pertinent information
ˆ¢‹´¢Leadership team member, facilitated new-teacher and on-going professional development training, drafted and maintained
student/faculty/and program master schedules and facilitated instruction grades 9-12 ELA using self-paced, computer-based programs
hosted through Georgia Virtual School for students in the alternative school program
Secondary-level Curriculum Administrator and Testing Coordinator

ˆ¢‹´¢Provided leadership, guidance and support to high school teachers in core academic and exploratory disciplines (electives) through
the creation of course syllabi, vertical curriculum alignment, course pacing guides, team planning, and procurement of instructional
resources
ˆ¢‹´¢Created/facilitated enrichment and remediation opportunities for students including providing instructional supervision and program
oversight for Credit Recovery Program
ˆ¢‹´¢Facilitated summative, accountability assessment training for faculty
ˆ¢‹´¢Administered all state-level, mandated tests
Reason For Leaving: Family received orders from US Air Force for relocation to the United Kingdom
Last Annual Salary: 60,000 Last Annual Gross: 60,000 Enrollment: 100 District Type: K - 12
Rockingham County Schools, Assistant Reidsville, NC 01/07 Jonathan Craig, Jr
Principal Curriculum and Instruction 06/08 336-932-7412
ˆ¢‹´¢Ninth Grade Academy Administrator, Facilitator of Instructional Initiatives,
ˆ¢‹´¢Provided instructional leadership for teachers, support personnel and students, interviewed and made hiring recommendations for
faculty and support personnel, managed professional development programs and mentorships for new and veteran teachers
ˆ¢‹´¢Provided administrative support for school reform and redesign initiatives, monitored curriculum design and instructional
implementation by teachers and curriculum facilitators, observed and evaluated teacher performance, worked closely with Exceptional
Childrenˆ¢‹¢s Coordinator to provide appropriate support for special needs students, assisted with creating school-wide master schedule
ˆ¢‹´¢Designed, monitored, facilitated and assessed student remediation programs
Reason For Leaving: Relocated to Valdosta, GA (spouse’s military orders)


2/23/2020
Professional Experience
Luz Academy of Tucson, Teacher Tucson, AZ 08/05 School closed in 2015. I have no current
05/06 contact information
Significant Accomplishments at this position:
ˆ¢‹´¢Taught tenth and eleventh grade English literature, composition, and grammar
ˆ¢‹´¢Served as advisor for student government
ˆ¢‹´¢Coordinated student activities and school-wide fundraising initiatives
ˆ¢‹´¢Served as a student advocate/faculty advisor for high school students
Reason For Leaving: Pursued opportunities as an assistant principal

Last Annual Salary: Last Annual Gross:
Southside Community Schools, Lead Tucson, AZ 08/04 Christine Curtis
Teacher 05/05
ˆ¢‹´¢Supervised all middle school instructional and support staff, observed and assessed classroom instruction, provided support for
management of student discipline
ˆ¢‹´¢Assessed and provided resources to meet the curricular and instructional needs for the middle school program
ˆ¢‹´¢Collaborated with AIMS testing/ELL coordinators on summative student assessments
ˆ¢‹´¢Facilitated new-student enrollment/orientation and taught language arts grades 6-8
Reason For Leaving:

Durham Public Schools, Teacher Durham, NC 08/03 Nathan Curry
06/04
(last known contact information)
ˆ¢‹´¢Taught ninth grade Foundations (a mandatory skills class for all freshman students)
ˆ¢‹´¢Taught ninth grade honors English
ˆ¢‹´¢Taught twelfth grade English
ˆ¢‹´¢Completed semester-long Administrative Internship
Reason For Leaving: Family received military orders for relocation to Arizona
Chapel Hill/Carrboro City Schools, Chapel Hill, NC 08/02 David Thaden
Teacher 06/03 (Deceased)
ˆ¢‹´¢Taught ninth grade honors English
ˆ¢‹´¢Taught eleventh grade English
ˆ¢‹´¢Served as AVID faculty advisor
ˆ¢‹´¢Created and coached school-wide step team
Reason For Leaving: Accepted opportunity to teach while working on my administrative internship

2/23/2020
Prof Experience Continued

Durham Public Schools, Teacher Durham, NC 08/00 Kenneth Turner
06/02 I have no current contact information
ˆ¢‹´¢Taught sixth grade Language arts and Social Studies
ˆ¢‹´¢Sixth grade team leader (four-teacher team)
ˆ¢‹´¢Special programs coordinator
ˆ¢‹´¢Created and coached school-wide step team
Reason For Leaving: Offered teaching position on the high school level
Education
High School Attended: Reidsville High School
Colleges, Universities and Technical Schools Attended:

Name and location Major Degree Date Conferred
AZ - University of Phoenix Educational Doctor of Education 03/2010
Leadership,
Administration and
Supervision
AZ - University of Phoenix Educational Master of Arts in 03/2005
Administration and Education Admin
Supervision and Supervision
NC - University of North Carolina, UNC Chapel Hill English and African Bachelor of Arts 05/2000
and Afro American
Studies
List honors, awards or distinctions:

Dean’s List
Semper Fidelis Leadership Award
African American Community Hero Award
Community Appreciation Award
Please list your professional memberships - please indicate leadership roles you may have had with any of them.
American Association of School Administrators, National Association of Secondary School Principals, New Mexico Association of
Secondary School Principals and Albuquerque Public Schools Principals Association (Executive Board Member, Meet and Confer
Leader, Compensation Committee Leader, Negotiations Team Member)
Please list your community and civic memberships and participation.

National Association for the Advancement of Colored People (NAACP),Zeta Phi Beta Sorority, INC, NC-100, Rockingham County
Champions for Education
Please list any publications you may have, including your doctoral and/or master’s dissertations, if appropriate.
Please list major presentations made to national, state or regional audiences.

Bain, E., and Bannerman, V. (April 2015). Interviewing Skills: Getting the Interview, Getting the Job. Finding Your Voice Seminar
Series. University of Oklahoma. RAF Lakenheath, United Kingdom.
Bain, E., and Bannerman, V. (March 2015). Resume Writing That ˆ¢‹¸Works.ˆ¢‹¢ Finding Your Voice Seminar Series. University of

2/23/2020
Please list major presentations made to national, state or regional audiences. (continued)
Oklahoma. RAF Lakenheath, United Kingdom.
Bannerman, V. (February 2015). Essay Writing, Research and APA Made Simple. Finding Your Voice Seminar Series. University of
Oklahoma. RAF Lakenheath, United Kingdom.
Bannerman, V. (December 2014). Education Matters: Planning for Degree Completion in a Military Community. African Heritage
Association. RAF Mildenhall, United Kingdom.
Bannerman, V. (May/June 2012). Transition Assistance: Support for Service Members Separating from the Armed Forces. Insignia
Group. RAF Alconbury and RAF Mildenhall, United Kingdom.
Bannerman, V. (August 2011). Thinking Forward: Preparing for Life After High School. Zeta Phi Beta Sorority, Inc. Zeta Sigma Zeta
Chapter. Valdosta, GA.
Bannerman, V. (August 2011). Finer Womanhood: Professionalism at its Best. Office of Student Affairs: Greek Life. Valdosta State
University. Valdosta, GA.
Bannerman, V. (November 2010). Bullying: An Epidemic Among our Children and in Our Schools. South Georgia Regional Library
System. Valdosta, GA.
Bannerman, V. (June 2010). Career Paths, Goal Setting, Decision Making, and Transition. Rockingham County Consolidated Schools,
Baccalaureate Ceremony Keynote Speaker. Reidsville, NC.
Please list significant workshops or conferences which you would like to highlight.
Innovative Schools Summit
Administrators Conference on Education
The People’s Institute Undoing Racism Training
Summer Principals Institute Conference
NASSP’s National Principals Conference (summer 2020)
Certifications
Do you hold the appropriate certificate for this position? Yes
Type State Certificate Number Expiration Date Active?
Level Three B Pre K-12 Administrative License NM June 30, 2020 Yes
Level Three A Instructional Leader 7-12 Secondary NM June 30, 2024 Yes
Level Three A Instructional Leader 5-9 Middle NM June 30, 2024 Yes
Please list all of the endorsements and/or verifications documented on your teaching/administrative certificate(s):
Language Arts and Administration
Open Ended Questions
For Albuquerque Public Schools / Superintendent:

1. Please share why you are interested in this position and your unique qualifications for it.
I am interested in serving as the next superintendent of Albuquerque Public Schools because we are ready for (and in need of) right
now, real growth and advancement for the students we serve and the professionals who work hardest to serve them. I have an
over-arching vision for our district with a laser focus on children. I envision district offices housed with individuals who work
collaboratively in direct support of schools. I have a vision for improved communication, leveled support and full accountability across
the district. I want to re-imagine middle schools to better prepare students for high school and re-envision all schools on the foundation
of answering the question ˆ¢‹¯Whatˆ¢‹¢s the point of school?ˆ¢‹´ I will not be afraid to take risks, listen to all stakeholders and make
decisions in the best interest of kids. I will be honest, transparent, and authentically collaborative in my approach to leadership as we do

2/23/2020
Question Continued
the work of improving student achievement district-wide. I am uniquely qualified to lead our district. I have not only worked and lived
in New Mexico for five years, but I also have a global lens that allows me to see beyond where we are and who we are today but where
we have the potential to go and who we have the potential to be in the future. As a military spouse, I have lived and worked with a
myriad of cultures and populations across the United States and abroad in the United Kingdom. I have served students and families
successfully who do not speak, read or write English. I have experiences and exposure on all grade levels of education from elementary
school to university level teaching and administration. Most importantly, I engage very regularly with students, families, community
members, local partners, teachers, support staff, district leaders, legislatures and other vested stakeholders right here in Albuquerque
giving me a perspective that many other candidates may not have. I understand the community and the needs of our membership. I
understand schools, district-level navigation, political necessity, policy and practice. I know where APS has recently been, and I am
confident I can move us where we need to be.

2. Please list the five accomplishments in your professional career of which you take the greatest satisfaction and why you do
so.
1)Drafting and presenting District-wide Support Proposal for minority Families and Students in Albuquerque Public Schools
Before Yazzi/Martinez v New Mexico I was, and have always been, an advocate for the under-served and under-represented. Rather
than complain about deficits in how we currently educate children and support families I took an action-oriented approach. I identified
deficits and barriers within APS and challenged leadership to advance forward towards very specific right-now, short-term and
long-term resolution. Because of this work, and state mandates, APS has taken some small steps to better train staff on culturally
responsive strategies, is in the second year of hosting an African American Summit and is taking a deeper look at data to identify
additional deficits. APS is also working more closely with community members and is asking for a bit more help from those who are
best suited to lead this work. Unfortunately, this is not nearly enough. We need to do more and be better for all students and families.
Under my leadership, we will.
2)Restructuring the traditional position of the Assistant Principal of Curriculum and Instruction by creating two separate positions: AP
of Curriculum and AP of Instruction
Volcano Vista High School has employed eight assistant principals of curriculum and instruction in the span of 13 years. This trend in
high turnover rates is not unique to Volcano but present in many comprehensive high schools in APS. Through my visionary approach
to both leadership and management, and my ability to facilitate progressive organizational restructuring, I was able to identify the need
for change. I took steps to take one unreasonably over-developed position and separate it into two positions that work collaboratively in
support of both curriculum and instruction. My hope is to encourage the same in all comprehensive high schools in APS. Doing so
allows real time and opportunity for administrative support of instructional practices in classrooms without sacrificing the integrity of
curriculum development and support for programs and master scheduling. This will have a direct impact on improving achievement.
We must think more creatively about how we use our best resources, our staff. Under my leadership, we will.
3)Development of a fully integrated STEAM Program with labs at a comprehensive high school
A portion of our districtˆ¢‹¢s Academic Master Plan talks about college and career readiness. For me, a huge part of preparing students
for success in college and entrance into their desired career fields rests on the foundation of acquiring real, relevant 21st century skills
and beyond. As part of my growth vision, my team and I wanted to be much more innovative and inclusive. From that, we created fully
functioning STEAM labs. Lab 1 is an instructional and collaboration space outfitted with zSpace technology, Google Expedition (both
virtual and augmented reality capable) coding orbs, architectural design kits, robotic arms, etcˆ¢‹´ƒ and all mobile furniture and partitions
that allow teachers and students to redesign the space according to their needs. Lab 2 is a creation and fabrication space that houses
screen printing technology, Max 3D Printers, Replicator Plus 3D Printers, a Techno CNC Machine, a Roland Vinyl Printer and Cutter, a
Laser cutter/etcher, and more. Utilizing STEMfuse, along with the built in fully integrated curriculum components of zSPace and
Google Expedition, we are able to provide students with opportunities to learn and develop skills that will best prepare them for
transition to both colleges and careers. Such learning opportunities should be available, at least to some extent, on all campuses in APS.
Under my leadership, it will.
4)Moving Volcano Vista from a content-based campus to a skills-based campus

2/23/2020
Question Continued
Everyone in APS is fully aware of our achievement deficits. At Volcano, although we are still performing below proficiency in regards
to state mandated tests, we consistently perform at higher rates in comparison to district percentages. While we still have much work to
do in improving student achievement, we have shown slight gains in cohort data in both math and ELA. I attribute these small gains to
an insistence that all teachers focus more on skills acquisition than coverage of content. Our Common Core State Standards are all
skills-based. Every graduation exam is skills-based. College entrance exams are skills-based. Employers are looking for employees who
possess skills. If we do not change the current culture of focusing heavily on content to a laser focus on skills, our students will continue
to perform below established proficiency levels. We are not yet a fully skills-focused campus, but we are moving rapidly in that
direction. All schools in APS would be wise to do the same. Under my leadership, they will.
5)Creation of Fair Grading Policy and HAWK Pad (Restorative Practice)
I have always been (or at least worked very hard to be) a student-focused, faculty friendly leader. Part of this approach to leadership
includes making sure students are graded fairly and given reasonable opportunities to demonstrate proficiency in all content areas.
While I fully respect teachersˆ¢‹¢ autonomy to assess student work, trust educators to treat children well, and value the language in all
negotiated agreements, I am also very aware of the use of grades to consequence studentsˆ¢‹¢ behavior. I created the Fair Grading Policies
at Volcano Vista in collaboration with my leadership team and department chairs with feedback from my full staff. The goal of fair
grading is to ensure that grades reflect studentsˆ¢‹¢ level of proficiency (or the lack thereof) and not based on their behavioral
compliance. In order to give teachers more options to address behaviors and to be more instant on students completing assignments
without barriers, I established the HAWK Pad. This Restorative Practice Initiative allows teachers to send students to the HAWK Pad to
refocus, complete late assignments or participate in community service before writing discipline referrals or assigning zeros for missing
work. We are still growing this program, but it has the potential to be a real support for both students and teachers. As a district, similar
supports need consideration on all campuses. Under my leadership, we will facilitate such considerations.
Language Skills
Do you know any language other than English? Yes
Language(s): Limited polite Spanish

Oral Level: Polite
Written Level:
Professional References
Reference 1 Reference 2
Name: Paula Nunez Andrea Trybus
School/Org: Volcano Vista High School Albuquerque Public Schools Principals’
Association
Current Position: Assistant Principal of Instruction Executive Director
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: Educational Leader currently serving under APSPA Executive Board Supervisor
my leadership
Years Known: 3 3

2/23/2020
Professional References cont.
Name: Pamela Meyer Nicole Bedford
School/Org: Cibola High School New Mexico Office of African American
Affairs
Current Position: Principal Deputy Director
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: Former Supervisor State-level, Community Advocacy Partner
Years Known: 5 4
Name: Denise Winn and Nicole Ortiz Volcano Vista High School Students
School/Org: Volcano Vista High School Parent Advisory Volcano Vista Student Senate
Current Position: President and Vice President Student Leadership
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: Involved parents and community members Students I currently serve and support
of Volcano Vista
Years Known: 3 3
General Information
List any additional information which will support your candidacy.
Are you presently under contract? Yes

When does contract expire? June 26, 2020
Have you ever failed to have your contract renewed, be rehired, been asked to No
resign a position, or resigned to avoid termination?
If yes, explain.
Have you ever had a credential or certificate revoked, suspended or annulled in No
any state, territory or foreign country?
If yes, explain.
Where did you hear of our vacancy?
Referrals
How did you hear about employment with us?
Other: Albuquerque Public Schools Board
of Education

2/23/2020
Legal Information
1. Are you eligible to work in the United States? Yes
2. Have you ever been convicted of a felony or misdemeanor involving a sex offense or a controlled substance? No
If yes, explain, giving dates:
3. Have you ever had any indicated finding of child abuse filed in your name? No
4. Have you ever been convicted of any crime? No

Confirmation
I authorize the organization(s) to which I am applying and Hazard, Young, Attea & Associates, Ltd. to contact my references or any
other references deemed necessary to ascertain the merits of my candidacy for this position. I authorize references to discuss my
application and/or release information concerning me, and agree to hold them, the District, and the consultants harmless for providing
and/or utilizing any information requested and/or provided.
I also request that my application and interest in the administrative position remain as confidential as possible under the applicable laws
of the state. I understand that my candidacy may become a matter of public record when I am presented to the Board. I further
understand that elements of my resume may be available to the public and the news media at such time. However, I request that
reasonable effort be taken to maintain the confidentiality of this application and other documents and information which accompany
my application for the position for which I am applying. (Note: In some states, such as Florida, there can be no confidential written
correspondence. Please call HYA if interested in one of these positions.)
If you answer "yes" to any of the above questions, you must submit official copies of court records including disposition of the case(s).
I hereby affirm that there are no misrepresentations, omissions or falsifications in the foregoing statements and answers, and that the
entries made by me are true, complete and correct to the best of my knowledge and belief. I acknowledge that any misrepresentations,
omissions or falsifications might be grounds for dismissal if employed for this position.
Vickie C. Bannerman
(agreed online)

Cavazos, Michelle - AppNo: 21032 Date Last Submitted for Job ID 1099:
2/16/2020
Personal Data
Name: Cavazos Michelle
Other: Chae Michelle
Email Address:
Postal Address
Number & Street:
Where would you prefer to be contacted:

Current Employer: Austin Independent School District
Current Position: Chief Officer for Academics and Social Emotional Learning
Years in Position: 1.5
Enrollment: 81,000
Number of Staff: 10,600
Annual Budget: $1.62 billion
Type of District/Organization: K - 12
Most Recent Degree From: Texas State University
Degree Earned: PhD (expected May 2020)

* Continue? Yes
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2/16/2020

Military
other applicants)
other applicants)
Austin Independent School District Austin, TX 07/18 Paul Cruz, Superintendent,
current Geronimo Rodriquez, Board President,

ˆ¢‹´¢Provide leadership and direction to ensure all schools achieve high academic performance
ˆ¢‹´¢Interface with governmental agencies, businesses, civic organizations, and the community to provide information and to promote the
schoolsˆ¢‹¢ educational initiatives
ˆ¢‹´¢Integrate the districtˆ¢‹¢s curriculum and instructional objectives at the school level
ˆ¢‹´¢Provide leadership, direction, coaching, and supervision to four associate superintendents over 130 schools
ˆ¢‹´¢Build a diverse, high quality, and high performing staff at all schools
ˆ¢‹´¢Guide efforts to cultivate an open, diverse, equitable, and inclusive learning environment for all students
ˆ¢‹´¢Monitor school budgets and provide guidance to staff on managing resources to support district goals
ˆ¢‹´¢Ensure the efficient delivery of non-instructional pupil services
ˆ¢‹´¢Coordinate, collaborate, and provide oversight of the Directors and Executive Directors of Academics, Career and Technology,
Counseling, Dyslexia, 504 and Response to Intervention Services, Advanced Academics, Health Services, Instructional Materials
Allotment, Federal Programs, Multilingual, Special Education, Fine Arts, Athletics, Social-Emotional Learning, and Child Study Teams
in support of campuses
ˆ¢‹´¢Provide input and direction in the professional development of administrator candidates, assistant principals, and principals to ensure a
strong leadership pipeline
ˆ¢‹´¢Reimagine principal talent management and principal supervision through collaborative work with Bush Leadership Institute and
Human Capital team
Reason For Leaving: voluntary; opportunity to serve as a superintendent

Last Annual Salary: Last Annual Gross: 6 Enrollment: 81,000 District Type: K - 12

2/16/2020

Schertz-Cibolo-Universal City Schertz, TX 09/16 Greg Gibson, Superintendent,
Independent School District, Director of 06/18 Robert Westbrook, Board President,
Secondary
ˆ¢‹´¢Coached and supervised six secondary principals
ˆ¢‹´¢Mentored and coached eleven elementary principals
ˆ¢‹´¢Conducted professional development for all campus administrators, including, but not limited to, T-TESS and T-PESS on-going
training and support
ˆ¢‹´¢Supported the refinement of the current implementation of the dual language program through collaboration with the Dual Language
Task Force
ˆ¢‹´¢Provided guidance to the English Language Learner Task Force to map out a three to five-year plan
ˆ¢‹´¢Served as the district hearing officer for Level Two FNG complaints
ˆ¢‹´¢Guided all campuses with needs related to discipline and consequences
ˆ¢‹´¢Supervised the coordinators of Career and Technology, Counseling, 504 and Response to Intervention Services, Nursing, Instructional
Materials Allotment, and Bilingual/ELL, and provided oversight to each of these programs
ˆ¢‹´¢Coordinated district-wide summer school
ˆ¢‹´¢Collaborated with the Safety and Security Integration Team to conduct the Safety Audit for all district facilities and implement a
Standard Response Protocol (SRP) for emergencies
ˆ¢‹´¢Digitized district transfer request form and evaluated all transfer requests
ˆ¢‹´¢Facilitated monthly board recognition of student accomplishments
ˆ¢‹´¢Began efforts to develop a three to five-year plan to address advanced academics
ˆ¢‹´¢Handled all parent complaints in collaboration with campus administration
ˆ¢‹´¢Secured translation services for campuses
Reason For Leaving: promotion

Last Annual Salary: Last Annual Gross: Enrollment: 15,615 students District Type: K - 12
Hays Consolidated Independent School Kyle, TX 03/09 Lucio Calzada, supervisor,
District, Middle School Principal, High 08/16
School Principal
ˆ¢‹´¢Created instructional coach positions to provide additional support to instructional staff
ˆ¢‹´¢Built leadership capacity of assistant principals, instructional coaches, and department coaches through coaching and mentoring
ˆ¢‹´¢Planned, organized, funded, and implemented a comprehensive professional development plan to over 160 staff members
ˆ¢‹´¢Introduced and monitored the PLC process with content teams
ˆ¢‹´¢Secured partnership with the City of Kyle Public Library to provide access to families on the east side of Kyle
ˆ¢‹´¢Developed traditions to honor more students and staff with annual Robing Ceremony and inaugural Graduation Walk at feeder
campuses
ˆ¢‹´¢Partnered with Kyle Learning Center to provide ESL classes to parents and community members in the evening at the campus
ˆ¢‹´¢Communicated weekly with families and staff through callout, email, and Principalˆ¢‹¢s Message on website in both English and
Spanish
ˆ¢‹´¢Elicited student input and voice through the Principalˆ¢‹¢s Advisory Committee and Project Change
ˆ¢‹´¢Supported staff voice through monthly open forums
ˆ¢‹´¢Selected as mentor by nine campus employees for administrative internships
ˆ¢‹´¢Enlarged campus Parent-Teacher-Student Association (PTSA) to include a student advisory board
ˆ¢‹´¢Streamlined campus budgets processes to support campus goals and increase equity, transparency, and efficiency
ˆ¢‹´¢Led campus to four consecutive years of ˆ¢‹¯No Place for Hateˆ¢‹´ designation
ˆ¢‹´¢Increased diversity of enrollment in Advanced Placement courses to more closely mirror campus demographics
ˆ¢‹´¢Collaborated with all secondary principals to enhance relationships across our district
ˆ¢‹´¢Launched planning and preparation for Blended Learning Pilot in Algebra
ˆ¢‹´¢Utilized social media to engage students and promote the positive things happening on campus with #lovemylobos
ˆ¢‹´¢Increased staff and community satisfaction per surveys by a minimum of ten percentage points

2/16/2020
Experience Continued
ˆ¢‹´¢Developed profile of campus employee and staffed entire campus based on it

ˆ¢‹´¢Created and implemented systems of support and collaboration as the inaugural campus principal
ˆ¢‹´¢Guided the development of the campus mission, vision, values, and goals
ˆ¢‹´¢Supported and nurtured the middle school New Arrival Center on campus for immigrant students during their first year in the United
States
ˆ¢‹´¢Implemented the Strategic Instruction Model (SIM) school-wide as part of the Raise UP Texas grant; served as a model school for the
district and region
ˆ¢‹´¢Partnered with Hemphill Elementary for programs, support, and cross-grade collaboration between staff, students, and parents
ˆ¢‹´¢Solicited partnership with Texas State University which led to campus hosting internship blocks each semester
Reason For Leaving: accepted promotion to superintendent’s cabinet

Last Annual Salary: Last Annual Gross: Enrollment: 2,500 students HS District Type: K - 12

Galena Park Independent School Houston, TX 07/05 Orphalinda Bazan, supervisor,
District, Elementary Principal, Middle 03/09
School Principal
ˆ¢‹´¢Provided leadership and guided staff and professional educators to obtain academic goals
ˆ¢‹´¢Nurtured the middle school New Arrival Center on campus with immigrant students during their first year in the United States
ˆ¢‹´¢Recruited staff from job fairs in Ohio, Mexico, and the Texas Rio Grande Valley
ˆ¢‹´¢Supported staff voice through quarterly ˆ¢‹¯Your Agendaˆ¢‹´ conferences
ˆ¢‹´¢Collaborated with principals to enhance relationships across our high school feeder pattern
ˆ¢‹´¢Acquired staff, trained, and initiated implementation of Two-Way Immersion at the secondary level
ˆ¢‹´¢Reinforced the implementation of the one-to-one laptop initiative
ˆ¢‹´¢Partnered with Woodland Acres Elementary for programs, support, and cross-grade collaboration between staff, students, and parents
ˆ¢‹´¢Provided instructional leadership and guided staff and professional educators to obtain academic goals
ˆ¢‹´¢Supported and nurtured the elementary school New Arrival Center on campus with immigrant students during their first year in the
United States
ˆ¢‹´¢Acquired staff and initiated implementation of Two-Way Immersion
Reason For Leaving: relocated to Austin area

Last Annual Salary: Last Annual Gross: Enrollment: 1000 students District Type: K - 12

2/16/2020

Sheldon Independent School District, Houston, TX 07/04
Elementary Principal 06/05
ˆ¢‹´¢Served as instructional and staff leader for elementary campus
ˆ¢‹´¢Coordinated the implementation of district curriculum and initiatives
ˆ¢‹´¢Coached and guided our professional educators to build capacity for improved instruction
ˆ¢‹´¢Monitored student progress and issued reports toward identified goals
ˆ¢‹´¢Conducted classroom site visits to provide input and direction for our educators
Reason For Leaving: appointed to principal of two schools in Galena Park

Last Annual Salary: Last Annual Gross: Enrollment: 500 students District Type: K - 12
Galena Park Independent School Houston, TX 06/99
District, bilingual/ESL district 06/04
coordinator, assistant principal
Reason For Leaving: accepted position as a principal in neighboring district

Last Annual Salary: Last Annual Gross: Enrollment: District Type:
Galena Park Independent School Houston, TX 08/94
District, elementary bilingual teacher 06/99
Taught 2nd grade
3rd grade bilingual, looped to 4th with class
3rd grade bilingual, looped to 4th with class
Reason For Leaving: accepted administrative position


2/16/2020
Education
High School Attended: Ames Senior High School, Ames, IA

TX - Texas State UniversitySan Marcos School Improvement Doctorate 05/2020
TX - University of Houston, main campus Administration and Masters 12/1997
Supervision
IA - University of Northern Iowa Elementary Bachelors 12/1994
Education
IA - University of Northern Iowa Spanish Teaching Bachelors 12/1994

Selected by Raise Your Hand Texas to attend Harvard Graduate School
Leading 21st Century High Schools, June 2014
Leadership: An Evolving Vision, July 2016
Recipient of Doctoral Merit Fellowship, 2016, Texas State University
Region XIII High School Principal of the Year, 2015
Hays CISD Ambassador Award: Principal of the Year, 2014
HEB Secondary Principal Semi-Finalist: 2009, 2015
Galena Park ISD Bilingual Teacher of the Year, 1997
Galena Park ISD Elementary Teacher of the Year, 1996
Galena Park ISD Rookie Teacher of the Year, 1995
Texas Association for Latino Administrators and Superintendents (TALAS)
o Executive Board Member, 2018-current
o Mentor, 2017-current
o Protˆ´'gˆ´', 2015-2017
Texas Urban Council (TUC)
Raise Your Hand Texas (RYHT)
o Regional Director, 2015-current
o Principal mentor, 2015-current

Austin Area Council of Parent Teacher Association (ACPTA)
Rotary Club
Title I Principals in Texas Public Schools: What Makes Them Stay?, pending dissertation, May 2020

ˆ¢‹¯Thriving in a Caring Learning Community: Social Emotional Learning, Mindfulness, and Mental Healthˆ¢‹´, RTM Congress, March
2020
ˆ¢‹¯Not Your Grandmaˆ¢‹¢s Professional Developmentˆ¢‹´, International Society for Technology in Education (ISTE), June 2017
Mentor, XSW EDU, March 2016
ˆ¢‹¯Freshman Transitionˆ¢‹´, August 2014, TEKS Resource System State Conference and October 2014, Association for Middle Level
Education (AMLE) Conference
ˆ¢‹¯Two-Way Immersion in the Secondary Schoolˆ¢‹´, March 2009, Texas Association for Bilingual Education (TABE)

2/16/2020
Certifications
Standard, Superintendent TX 06/30/2021 Yes
Professional, Mid-Management TX LIFE Yes
Provisional, Elementary Self-Contained TX LIFE Yes
Provisional, Bilingual/ESL-Spanish, TX, LIFE, active

I am interested in the superintendency of Albuquerque Public Schools because of the opportunity to leverage the unique assets of each
student, educator, and school community to optimize their potential for their future endeavors in our community, state, nation, and
world. The district is rich in culture, diversity, and educates students in a city that aspires to be ONE; this aligns to my personal strengths
and values of inclusivity, empowerment, and collaboration. While there are definite challenges the district faces, this also speaks to the
significant opportunity to transform the student experience, all of which excites me as a leader, educator, and future community
member.
Currently serving as the Chief of Academics on the superintendentˆ¢‹¢s cabinet in the Austin Independent School District where we
educate just over 80,000 students across 130 schools with varied demographics and assets, I collaborate with families, businesses,
legislators, and our communities as a whole to pull our schools together as one family. I am a bilingual educator who has served as a
principal at the elementary, middle, and high school levels. As a collaborative, inclusive leader, I empower others by listening to their
input, providing clear expectations, coaching for high performance, and recognizing success.
I am adept at building trust through the development of positive relationships and transparent communication. These relationships
facilitate continuous improvement through a systems framework. Having led in districts in the three urban areas of Houston, San
Antonio, and Austin, I have a unique perspective on the assets and needs of urban school districts in a variety of areas, including, but not
limited to, equity, integrity, access, transparency, and safety.

so.
Below are five professional accomplishments that bring me pride, in no particular order:
1. Opening Schools
Having opened an elementary school and a middle school as the principal, I am proud of the systemic processes I used to develop a
student-centric team and positive culture and climate that focused on the whole child and engaged our community on the journey. Many
of the traditions we established that celebrate students are still in place over ten years later. This brings me pride because of the safe,
positive, nurturing environment that allowed students to grow and develop.
2. Growing and Mentoring Leaders

I am proud of the students, teachers, and administrators who have trusted me to empower, coach, and develop them to move into higher
leadership positions. I have done this through each of my paid positions, as well as through my voluntary roles with Raise Your Hand
Texas and the Texas Association of Latino Administrators and Superintendents. This brings me pride because my leadership has
impacted not only the students directly under my care, but also those under these leaders who have advanced to positively impact more
students.
3. Coordination, Collaboration, and Partnership with Chamber and Businesses
Under my leadership, partnerships were secured with businesses to provide access and opportunity to our students through Early College
High Schools, where students earn both a high school diploma and an associates degree, as well as Pathways to Technical Early College

2/16/2020
Question Continued
High School (PTECH). As a result, students and their families save over $30,000 in college expenses and learn alongside industry
experts with the potential for automatic employment upon graduation.
4. Mental Health and Wrap-Around Support Preventative Structures
We secured state funding to facilitate the implementation of more than thirty school-based mental health clinics to support students,
families, and staff. These efforts also lead the state with behavioral threat assessment processes to identify students in need of mental
health support in conjunction with our social and emotional learning infusion into our curriculum.
5. Re-imagination of the Principal Supervisor Role
In collaboration with the Austin ISD Human Capital team and support from the George W. Bush Leadership Institute, we laid the initial
groundwork to improve the support principals receive to develop their leadership practice and skills. This brings me pride because
effective principal leadership is second only to the classroom teacher with regards to the impact on student achievement. It also
afforded us the opportunity to begin to address the concept of equity within leadership and how to leverage leadership to support our
historically underserved populations.
Language Skills
Language(s): Spanish
Oral Level: Literate
Written Level: Literate
Name: Stan Paz Elizabeth B. Burks
School/Org: Texas Association of Latino Administrators
and Superintendents
Current Position: Executive Director leadership consultant
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: mentor professional coach
Years Known: 4 3
Name: Greg Gibson Damon Edwards
School/Org: Schertz-Cibolo-Universal City Independent Schertz-Cibolo-Universal City Independent
School District School District
Current Position: superintendent Deputy Superintendent
Home Phone:
Cell Phone:
Work Phone:
Email:
Relationship to Candidate: former supervsor former supervisor
Years Known: three three

2/16/2020
Name: Martha Salazar-Zamora Robert Duron
School/Org: Tomball Independent School District Texas Association of School Boards
Current Position: superintendent Executive Director
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: colleague on TALAS executive board colleague
Years Known: five five
General Information
While I have not held the position of superintendent, I have challenged myself as a leader for my own continual learning and growth. In
Schertz-Cibolo-Universal City Independent School District, I learned a lot about tight systems and how to use stakeholder engagement
for continuous improvement. I transitioned to my current role in Austin Independent School District to challenge myself to prepare for
the superintendency. I would have been naive if I only had experience in Schertz and am a better leader today. I have learned to
navigate the media, competing stakeholders, and political forces to positively impact our most precious resource: our students.

When does contract expire? 06/30/2020
If yes, explain.
If yes, explain.
Referrals
HYA Website Other: personal referral

2/16/2020
Legal Information

Confirmation
Michelle . Cavazos
(agreed online)

Finke, Kimberly - AppNo: 20988 Date Last Submitted for Job ID 1099:
2/22/2020
Personal Data
Name: Finke DR Kimberly
Other: Orr Kimberly
Email Address:
Postal Address
Number & Street:

Current Employer: Albuquerque Public Schools
Current Position: Principal
Years in Position: 4
Enrollment: 300
Number of Staff: 57
Annual Budget: $2.7 million
Most Recent Degree From: Arizona State University
Degree Earned: Ed.D.

* Continue? Yes

2/22/2020

Military
other applicants)
other applicants)
Albuquerque Public Schools, Principal Albuquerque, NM 07/16 Gabriella Blakey
02/20
Yvonne Garcia

-Selected by APS to lead MRI turnaround school, per Public Education Department requirement that new leader have "a proven track
record in school turnaround"
-Led expansion of ABQ Reads program, cooperatively with Chamber of Commerce and APS Title I Department
-Consistent gains in test scores throughout first year of improvement (3.5% Math, 4.5 % ELA on PARCC assessment; significant gain in
student stability (+11%); significant gain in staff stability (+43%); 0 union complaints or grievances; increased enrollment (+35
students over first year of improvement)
-At Corrales, saw a 10-15% gain in PARCC test scores over two years, and increased grade in state accountability system from F to B in
one year
Reason For Leaving: Still employed


2/22/2020

Gallup McKinley County Schools, Gallup, NM 04/04 Joe Menini, Board President
Principal, Assistant Principal 06/16
-Gallup High School Principal- Lowest dropout rate in district; best high school attendance rate in district; pilot school for Early Warning
Systems project for Public Education Department
-Jefferson Elementary Principal- National and state recognition for winning Glidden’s Colorful Classrooms Contest; steady improvement
in NMSBA test scores (app. 12% overall); leader of Gallup Elementary Principals Association; ran a robust 21st Century Learning
Center grant
-Gallup High/Gallup Jr. High Assistant Principal- Successful SLIVER Grant author;
Reason For Leaving: New opportunities

Last Annual Salary: Last Annual Gross: $ Enrollment: 950 District Type: K - 12
Western New Mexico University-Gallup Silver City, NM 06/04 Linda Hoy, Associate VP for Academic
Branch, Adjunct Faculty 05/14 Affairs

On an adjunct basis, taught a variety of graduate coursework for Western New Mexico University-Gallup Branch, including:
-Characteristics of Effective Leadership
-Educational Leadership in the Public Domain
-Secondary Curriculum and Instruction
-Child Development
-Beginning Administrative Internship
-Advanced Administrative Internship
Reason For Leaving: Branch closed

Gallup McKinley County Schools, Gallup, NM 07/99 Richard Carpenter, contact unknown
Teacher 04/04
As a band teacher:
-Maintained an enrollment of approximately 140 students in grades 8-9 bands
-Several places in open middle school and junior high divisions at NMMEA State Competition
-Consistent superior ratings at NMMEA District Festivals
-Averaged approximately 25 students annually at District Honor Band, and 3-5 students annually at All State Band
Reason For Leaving: Moved to administration

Last Annual Salary: Last Annual Gross: $42,000

2/22/2020
Education
High School Attended: Billings Senior High School, Billings, MT

AZ - Arizona State University, West Campus Education Ed.D. 05/2011
Administration and
Supervision
NM - Western New Mexico University Educational MM 05/2004
Leadership
IL - Northwestern University Music Performance MM 06/1999
IL - Northwestern University Music BM 06/1998
Education/Music
Performance

SLIVER Grant Award Recipient- 2005-06 School Year
Honored by New Mexico Legislature for Glidden Colorful Classrooms win (Feb. 2013)
Former member, New Mexico Music Educators Association
Former member, National Association of Secondary School Principals
Former member, National Association of Elementary School Principals- President, GMCS Elementary Principals Association

NA
Doctoral Dissertation, ASU, 2011:
White Dream, Another World: Exploring the Racial Beliefs of White Administrators in Multicultural Settings (Published under
Kimberly Orr)
"Playing Every Position," Principal Leadership, December 2005. pp. 29-31

NA
Former trainer, Crisis Prevention Institute
School Turnaround Leaders, Harvard Graduate School of Education, June 2018
Aspiring Superintendents Cohort, New Mexico Coalition of School Leaders, 2014-15

2/22/2020
Certifications
PreK-12 Administrative (Type 3B) NM 06/30/22 Yes
PreK-12 Specialty Area (Type 3A) NM 06/30/22 Yes
Music

Famed French emperor and military leader Napoleon Bonaparte is credited with saying, ˆ¢‹¯Leaders are dealers in hope.ˆ¢‹´ I believe that
is what Albuquerque Public Schools needs right nowˆ¢‹a dealer in hope--, and I believe I am that person. These are a few of the qualities
and knowledge I possess that make me uniquely qualified to be Superintendent of APS:
ˆ¢‹´¢I have strong experience in school turnaround and systems thinking. As a school-level leader for sixteen years, I have been repeatedly
tasked with taking on severely underperforming schools, addressing organizations that are out of compliance with state and federal
regulations, and taking organizational cultures from toxic to healthy and productive. I am skilled at doing it quickly, with high staff
retention rates, low complaint rates, and visible results. Each school I have led has shown increased enrollment, higher test scores, and
improved graduation and attendance rates. I believe strongly in accountability and believe that it should be expected at all levels of an
organization like APS.
ˆ¢‹´¢I have extensive experience working with low-income and high-minority populations. The bulk of my career has been spent in a
border town to the Navajo Nation, and the schools I served had largely Native American and Hispanic populations. My dissertation
specifically addressed racial inequities in border town schools and the racial attitudes of White administrators in those school districts. I
am comfortable speaking openly and frankly about race and class inequities and believe that this is one of the biggest issues to be
addressed in APS, as school performance is directly correlated to ZIP codes in the Albuquerque area. Additionally, my doctoral
coursework is in the field of Native American Educational Leadership, as it was a program built specifically to address the shortage of
high-level school leadership on the Navajo Nation, and we spent much of the time studying language acquisition of students and cultural
preservation models in schools, including a field studies experience in Hawaii studying culturally based charter school models, language
immersion schools, and the King Kamehameha School. I am highly qualified to address the findings of the Yazzie-Martinez lawsuit and
have specific ideas on how APS can address compliance with the courtˆ¢‹¢s findings.
ˆ¢‹´¢I have a track record of strongly student-centered cultures at my schools. While the consistent growth in student test results is easy to
document, what is not as easy to track are the positive changes in overall school culture. As schools, we have worked intensively on
building wraparound services through use of a community schools model, developed strong mentoring and social emotional learning
programs, focused on parent involvement opportunities, and increased students’ opportunities for enrichment during the school day,
after school, and during the summer.
ˆ¢‹´¢I am great at developing leadership skills in others, and I utilize a distributive leadership style. Early in my career, I learned the
valuable lesson that I cannot do everything myself. In each site I have improved, I have placed skilled leaders in key positions and given
them license to do what they need to do to create great programs. They invariably shine in these roles. Many have gone on to formal
leadership roles as principals, central office directors, and superintendents. Others have stayed on at these schools to ensure sustainability
and carry on a strong tradition of teacher leadership.
ˆ¢‹´¢I am a skilled communicator. Kindly refer to my responses to the second essay question for a specific, powerful example of public
relations at one of my former schools. In addition to this, I am frequently used by district leadership to speak to the media, the
Legislative Education Study Committee, boards of education, and to political and business officials. I am very comfortable in this role
and exercise good judgment. I am good at distilling my district or school’s needs into a meaningful message and helping us get what we
need from the people who can provide it.
ˆ¢‹´¢I believe in our district! As I referenced in my opening statement, our district desperately needs a dealer in hope. I believe that our
schools can and should be the center of our community. I believe that they should be a driving force in the economic health of our city
and state. I believe that public schools should be schools of choiceˆ¢‹that private schools and charters do not have the sole rights to this
claim. Most of all, I believe that the problems we are experiencing as an organization can be solved by the people currently within the
district. With creativity and calculated risk, we can tackle any issue that arises. With a student-centered focus and faith in our

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Question Continued
professionals, we will become a nationally recognized district.

so.
There are lots of great accomplishments that I am proud to have been a part of in the past two decades. However, before recounting
some, I very strongly want to express that these accomplishments are not mine alone. They were a result of incredible work by
hardworking teachers, staff, students, and parents. These people have become my support system and my valued colleagues over the
years, and it is their hard work and accomplishments that I am recognizing:
1. In 2012, our school in Gallup, Jefferson Elementary, entered the Glidden Colorful Classrooms Contest. We wrote an impassioned plea
to be considered to be a finalist in the competition, because the exterior paint on our school was peeling in large sheets, and our school,
which was situated at the entrance to our neighborhood, was a huge eyesore. When I wrote the initial application, I promised Glidden
that if we were selected as finalists, we were guaranteed to win their online voting contest. Our staff had a passionate belief that the
Native students who attended our school deserved to come learn in a beautiful environment. When the three-week window of online
voting ended, little Jefferson Elementary garnered 27,000 online votes, which was 45% of the vote total. Our staff had come together to
build an aggressive campaign that relied on social media, formal and informal networks in education and across Indian Country, and
local newspapers and television stations. In addition to approximately $50,000 in services provided by Glidden, a local grant organization
stepped up to do painting prep and repairs on the building, using young men and women who were learning construction job skills while
working on their GEDs. We were honored by the New Mexico Legislature, featured on the front page of the Albuquerque Journal,
granted the key to the city of Gallup, and covered by every major New Mexico television news station. The lesson we learned was that
community will get behind a great cause, and we learned that ˆ¢‹¯communityˆ¢‹´ can mean a city, it can mean educators from across New
Mexico, it can mean alumni, or it can mean Native advocates; it was so much broader than we ever knew. For months afterwards, staff
reported that they would be stopped at the grocery store or the mall when they were wearing Jefferson shirts and told by proud
community members, ˆ¢‹¯I voted for your school.ˆ¢‹´ Every single one of them knew they had cast the winning vote, and they were right!
2.In 2016, I moved to Albuquerque Public Schools to take over a beautiful country school in the village of Corrales. This school had an
F rating, despite its relatively high-income population, and any grade it was bound to earn in the stateˆ¢‹¢s accountability system was
going to be reduced because there was a solid group of staff and parents who actively picketed the PARCC test, and opt-outs were
rampant. When I interviewed for the position, I was very open in my belief that assessment is a healthy and necessary part of education,
and that assessment data could be one important indicator of the health of a school. I also expressed my belief that it is necessary to have
multiple sources of data on individual children, in order to make appropriate decision about their learning. We all knew that it was
going to be a tough sell at Corrales Elementary, where parents and staff were (rightfully) upset at how testing had been weaponized
against teachers and schools by PED administration. My first week with staff was spent evaluating the current state of the school and
discussing what our data was telling us. With the school leaders appointed to the instructional council, I led very emotional discussions
about barriers to our improvement, and we set specific goals and plans to embark on our improvements; the caveat was that all of it was
based on data. I spent time speaking with parents about the importance of assessment and their hopes and aspirations for their children.
A robust system of assessment was at the heart of our school efforts, with data analysis and collaboration among teacher a regular
occurrence. Within one year, our school grade rose to a B. We went from 32 parent opt-outs on the test to just two. Over the course of
two years, scores rose by 10-15%. The biggest change, however, is that the school adopted a solidly data-driven culture. In a recent
conversation with some of my former Corrales colleagues, they were recounting a debate that occurred this year among the staff.
Emotions ran high. Their solution? Rely on the data, set aside personal differences, and take the risk. This is what every school needs.
3.In 2017, Whittier Elementary was designated an MRI (More Rigorous Intervention) school by the New Mexico Public Education
Department. Shortly after being moved to the school, I was informed that the PED was threatening to shut the school. Our staff was
caught in a political maelstrom that appeared to have more to do with longstanding conflict between Albuquerque Public Schools and
the PED than with building a great school environment for children. The only choice was to put our heads down and get to work, with
our purpose of silencing the voices of criticism. Within all of the chaos, our staff quietly discussed our skepticism at the stateˆ¢‹¢s
commitment to true improvement at the school and made plans as if the funding might not last (it didnˆ¢‹¢t). While the state had
promised a three-year timeline to complete a turnaround, we know that instant results were a must. How did this incredible group of
professionals do in one year? The school experienced a 3.5% and 4.5% increase in PARCC proficiency rates in math and ELA,
respectively, which puts the schoolˆ¢‹¢s growth in the top quartile for the state. On iReady, which is used as our interim assessment,
students showed a 33% shift in tier designations, one of the largest growths in the district. The student stability rate rose approximately

2/22/2020
Question Continued
11%, after being the lowest in the district. Enrollment grew by nearly 30 students in the second year of turnaround. Staff retention grew
from around 50% to 93%. But the biggest change is perhaps not measurable. Our teachers, who were once labeled as failures by the PED,
know that they are capable professionals with the power to make a difference for students. Parents choose our school over others in the
area. School events are well attended, and parents and staff interact happily and positively. But most of all, our children smile and enjoy
their school days; they show growth and know that they are capable. We have become a place of hope.
4.During the summer of 2014, I returned to Gallup High as its principal at the request of my superintendent. I had recently spent five
years down at the elementary level as a principal, and I had learned so much there about creating joy in learning, as well as about
technical aspects of teaching. What I walked into was a place of low morale, low expectations, and defeat. Our school had lost a lot of
enrollment to our cross-town rivals and to the local middle college high school charter school. Our first days of professional
development together were focused on difficult conversations about the communityˆ¢‹¢s perception about our school, our hopes for our
students, and barriers to getting great things done. We created a no-excuses culture, and we rebuilt our Building Leadership Team, giving
them a much stronger voice in school governance. The team at Gallup High spent the next few years cobbling together some amazing
programs. We retooled our gifted program to allow high-achieving students to access the classes. We focused strongly on dual credit
opportunities, and more than doubled the number of students earning college credits in two years. We forged new relationships with
Western New Mexico University and Navajo Tech. We capitalized on a strong Navajo language teacherˆ¢‹¢s skills and allowed students to
drive our first ever Native Heritage Week and create a Miss and Mister Gallup High Navajo Pageant. Then, in our second year of work,
the middle college high school at UNM-Gallup successful expanded its charter by 75 seats in the middle of the year; we held our breath,
waiting for the exodus of students to occur. Only two students of the nearly 1000-count student body left, while our cross-town rival
school lost 25 students. It was a huge professional epiphany for all us, as we realized that public schools can and should be schools of
choice, too. The district in Gallup has made key changes to how they build high school opportunities for their students, and I believe that
the work of the Gallup High School staff from five years ago was the seed that planted these system-wide improvements.
5. The best part of being an educator is seeing students and staff blossom. I love nothing more than to run into a former student while I
am out and about and hear that they are in college, or that they are married and have children. Before I left Jefferson Elementary in
2014, a significant number of my parents were former students from Gallup Junior High and Gallup High. I have even had several
former students come teach for me! As a principal, I have spent many years encouraging my staff members. Over a dozen former
teachers who worked for me are now school administrators. During my last years in Gallup, about two thirds of our principals were
folks who had taught for me, done their internships with me, or had taken classes from me at Western New Mexico University. I loved
having trusted colleagues and feeling like I was contributing to the growth of our district. I knew I could pick up the phone and get help
and support anytime I needed it. Last week, one of my educational assistants at Whittier came bouncing into my office, waving her
admissions papers for her teacher preparation program. Why did she do it? She told me a text I had sentˆ¢‹just one little
communicationˆ¢‹had been the impetus for her weekend spent completing her application. She is so excited to gain her teaching
credentials. As educators, we all enter the profession hoping to make a difference, and we move into leadership hoping to expand that
influence. Seeing success in others is what makes the job worth it every single day.
Language Skills
Do you know any language other than English? No

2/22/2020
Name: Masika Sweetwyne Valencia Tilden
School/Org: Gallup McKinley County Schools/Zuni Gallup McKinley County Schools
Public Schools
Current Position: Curriculum writer Teacher
Home Phone: NA NA
Cell Phone:
Work Phone: NA NA
Mailing Address:
Email:
Relationship to Candidate: Former employee Former colleague
Years Known: 6 10
Name: Maureen Torrez Eulalia Gonzales
School/Org: Whittier Elementary, APS Albuquerque Public Schools
Current Position: Transformation Coach Transition Principal
Home Phone: NA NA
Cell Phone:
Work Phone:
Email: E
Relationship to Candidate: Employee Colleague
Years Known: 2 16
Name: Terry Kominiak Becky Kostelecky
School/Org: Corrales Elementary, APS Whittier Elementary, APS
Current Position: Teacher Dean of Instruction
Home Phone: NA NA
Cell Phone: 505-280-6287
Work Phone: 505-255-2008
Mailing Address:
Email:
Relationship to Candidate: Former employee Employee
Years Known: 4 2

2/22/2020
General Information
Please note that my doctoral cohort through ASU was in the area of Native American Educational Leadership. I have extensive
experience working with minority populations.

If yes, explain.
If yes, explain.
Referrals
Other: District website
Legal Information


2/22/2020
Confirmation
Kimberly . Finke
(agreed online)

McIntyre, James - AppNo: 4999 Date Last Submitted for Job ID 1099:
2/23/2020
Personal Data
Name: McIntyre DR James P
Other:
Email Address:
Postal Address
Number & Street:

Current Employer: University of Tennessee
Current Position: Assistant Professor & Director, Center for Educational Leadership
Years in Position: 3.5
Enrollment: ~25,000
Number of Staff: 9,400
Annual Budget: $1.2B
Type of District/Organization:
Most Recent Degree From: University of Massachusetts
Degree Earned: Ph.D.

* Continue? Yes

2/23/2020

Military
other applicants)
other applicants)
University of Tennessee, Asst. Professor Knoxville, TN 08/16 Dr. Patrick Biddix - Dept. Head
& Director, Center for Educational Present
Leadership
Faculty member in the Department of Education Leadership and Policy Studies in the College of Education, Health and Human
Sciences. As Director of the Center for Educational Leadership, responsible for a variety of high quality educational leadership
development activities, including:
- Direct CEL’s flagship Leadership Academy for aspiring school administrators, an intensive, immersive 15-month principal preparation
residency program, with exceptional results:
o100% successful completion rate
o97% placement rate immediately in school administrative positions
o93% retention rate in Tennessee school leadership positions
oApproximately 30% of graduates are individuals of color
oA recent external analysis showed Academy graduates achieving better performance evaluation scores and better academic outcomes
for students than their peers
- Develop and manage the successful AsPIRE rural school leadership initiative, which was awarded the National Rural Education
Association’s 2018 Exemplary Practices Award.
- Facilitate the state-wide Tennessee Rural Principals Network.
- Raise more than $1.5 million in grants, donations, and other revenue for CEL.
- Teach graduate level courses on various school leadership topics.
- Offer professional learning opportunities for school administrators in Tennessee.
- Provide leadership coaching and support to school superintendents in several states.
Reason For Leaving:

Last Annual Salary: Last Annual Gross: Enrollment: 25,000 District Type:

2/23/2020

Knox County Schools, Superintendent Knoxville, TN 07/08 See references for 4 School Board Chairs
07/16
Leader and chief executive of the public school district for Knoxville, Tennessee and its surrounding metropolitan area, with
approximately 60,000 students 8,000 employees and a total budget of more than $450 million. Responsible for overall leadership and
direction of the third largest school system in Tennessee, with an emphasis on instructional improvement and increased student
achievement.
Developed a detailed five-year strategic plan Excellence for All Children, and its successor plan, Excellence for Every Child and ensured
a disciplined focus in meeting both implementation goals and student achievement objectives, including:
- Earned Exemplary School District status in 2015, one of only 12 exemplary school systems in Tennessee, and the only large
metropolitan school district to ever earn this distinction.
- Increased the four-year high school graduation rate from 79.3% in 2008 to 90.3% for the class of 2016.
- Opened a successful new STEM high school that is rated one of the best schools in the state.
- Established a successful new career-themed magnet high school on the campus of a local community college, in partnership with
higher education and industry.
- Launched an aspiring principal’s Leadership Academy in partnership with the University of Tennessee.
- Started a successful non-traditional high school in a local shopping mall in partnership with the Simon Youth Foundation. The Paul
Kelley Volunteer Academy has now graduated more than 1,000 students who were at risk for dropping out.
- Initiated a new performance-based compensation initiative, which awarded more than $5 million to teachers for great instruction,
strong academic outcomes, and leadership roles.
- Supervised the effective implementation of the state’s new developmental teacher performance evaluation system, the Tennessee
Educator Acceleration Model (TEAM).
- Created a new peer evaluation role (Lead Teacher) to support the effective implementation of Tennessee’s ground-breaking teacher
performance evaluation system.
- Secured grants of more than $35 million, including the federal Teacher Incentive Fund, Tennessee’s Race to the Top, the Bill & Melinda
Gates Foundation’s Smarter Spending initiative and the Innovation Acceleration Fund to support innovative instructional practices.
- Convened a community-wide Disparities in Educational Outcomes Task Force to address educational equity, achievement gaps, and
disproportionalities in student discipline.
- Oversaw consistent, strong growth in student academic achievement and learning by a variety of measures, including Tennessee
Comprehensive Assessment Program (TCAP), Tennessee Value-Added Assessment System (TVAAS), high school graduation rates,
narrowing of achievement gaps, increased AP course and exam taking, and other metrics.
Reason For Leaving: Had a successful eight year tenure as Superintendent. Time was right personally and professionally f
Last Annual Salary: Last Annual Gross: Enrollment: 60,000 District Type: K - 12

2/23/2020

Boston Public Schools, Chief Operating Boston, MA 05/06 Carol R. Johnson / Elizabeth Reilinger
Officer 07/08
- Led a major long-term strategic planning effort for all units in the operations division.
- Increased efficiency and accountability by developing measurable key performance targets for all operations departments.
- Improved customer service and value to schools as demonstrated by significant positive movement on every single indicator in Boston’s
annual principal survey on operations.
- Effectively managed several major crisis situations, including a catastrophic school bus incapacitation and a threatened teacher union
strike.
- Enhanced collaboration between Boston Police Department and Boston Public Schools(BPS) leading to an increase of 40% in assigned
police officers.
- Oversaw the development and implementation of a sustainable technology plan that will ensure a new laptop computer for every
teacher in the BPS every four years.
- Supervised the development of several facilities master plan scenarios for the BPS after substantial quantitative and geographic
analysis.
- Drove effort to increase percentage of BPS teachers considered "highly qualified" under the No Child Left Behind Act to more than
93% of all teachers.
- Played a lead role in teacher union contract negotiations, resulting in a widely praised four-year agreement.
- Developed and negotiated the "Superintendent’s Schools" initiative, a $10 million reform effort for underperforming schools
Reason For Leaving: Accepted Superintendent position in Tennessee

Boston Public Schools, Budget Director / Boston, MA 07/99 John P. McDonough
Deputy CFO 05/06
- Balanced eight consecutive Boston Public Schools annual budgets.(end of year expenditures did not exceed revenues)
- Increased alignment of financial resources with educational priorities, thereby supporting significant and sustained growth in student
achievement outcomes.
- Effectively managed cost cutting and expenditure control efforts during the Boston Public Schools’ worst fiscal crisis in more than two
decades (FY2004).
- Crafted a 200+ page annual policy and budget document for the Boston Public Schools that made fiscal and policy information more
accessible to stakeholders and the general public.
Reason For Leaving: Promoted to COO

Last Annual Salary: Last Annual Enrollment: 56,000 District Type: K - 12

2/23/2020

Boston Public Schools, Budget Boston, MA 01/98 John P. McDonough
Consultant / Analyst 07/99
Supported the development of annual budget, as well as fiscal analysis and reporting.
Reason For Leaving: Promoted to Budget Director

Children’s Hospital, Institute for Boston, MA 01/97 Dr. William Kiernan
Community Inclusion, Researcher 12/97
Supported projects related to inclusion of persons with disabilities in educational settings.
Reason For Leaving: Accepted position at Boston Public Schools

Boston Univerisity, Coordinator of Boston, MA 11/93 Catherine Lysy
Student Services and Academic 08/96
Counselor
Coordinated scholarship programs, new student orientations, workshops, and other student services. Provided academic advising for
students and evaluated credits for applicability to degree programs.
Reason For Leaving: Began Ph.D program

Last Annual Salary: ~$26,000 Last Annual Gross: ~$26,000 Enrollment: District Type:
Canisius College, Admissions Officer Buffalo, NY 08/89 Penelope Lips
08/92
Member of admissions committee and traveled extensively to recruit students.
Reason For Leaving: Accepted HS teaching position.

Last Annual Salary: ~$23,000 Last Annual Gross: ~$23,000 Enrollment: District Type:
Vincent Gray Alternative High School, East St. Louis, IL 08/92 Mark Osbourne
Teacher 08/93
Taught English, anatomy, and physical education to a diverse group of students facing economic and academic challenges.
Differentiated instruction to balance a wide variety of ability and grade levels in each class due to alternative setting.
Reason For Leaving: Moved back to Boston, MA


2/23/2020
Education
High School Attended: Malden Catholic HS (Malden, MA)

MA - University of Massachusetts, Boston Public Policy Ph.D. 05/2003
MA - Boston University Urban Affairs Master of Urban 01/1996
Affairs
NY - Canisius College Education Master of Science 05/1992
Adminstration
MA - Boston College English Bachelor of Arts 05/1989

AWARDS
John H. Tunstall Outstanding Faculty Award2019

Nominated by students and peers for excellence in teaching, research, and community service
Student Organization Faculty Advisor of the Year2019

University of Tennessee award for work as faculty advisor to the Volunteers Tutoring Club
Tennessee Outstanding Superintendent of the Year2009, 2010, 2011, 2014

Awarded by the Tennessee state PTA
Life Achievement Award2013

National Congress of Parents and Teachers (National PTA)
National Excellence in Educational Leadership Award2012

University Council on Education Administration
* Tennessee Organization of School Superintendents (TOSS) - Executive Board Member
* Leading Innovation for Tennessee (LIFT) Education - Founding Member
* Council of the Great City Schools - Co-Chair, Safety & Security Key Performance Indicator National Project (2007)

BOARDS OF DIRECTORS
Knoxville Area Urban League2013 - Present
(Appointed Vice Chairman in 2020)
Tennessee Organization of School Superintendents (TOSS)2011 - 2016
YMCA of East Tennessee2010 - 2016
Boys and Girls Clubs of the Tennessee Valley2009 - 2016
Project GRAD Knoxville2008 - 2016
The Great Schools Partnership2008 - 2016

2/23/2020
Please list major presentations made to national, state or regional audiences. (continued)
TESTIMONY:
United States Senate2015

Committee on Health, Education, Labor and Pensions
Invited by Chairman Lamar Alexander to testify at a hearing organized as a roundtable

discussion to solicit input for the development of the Every Student Succeeds Act.
U.S. House of Representatives2013

Committee on Education and the Workforce
Sub-Committee on Early Childhood, Elementary & Secondary Education
Invited to testify on the importance of effective teacher performance evaluation systems

and our successful experience in Knoxville with Tennessee’s TEAM evaluation model.
Tennessee General Assembly (Legislature)

Joint Committee on Education2018
Testified regarding the University of Tennessee’s successful principal preparation efforts
and partnership with the state in the Tennessee Transformational Leadership Alliance.
Tennessee General Assembly (Legislature)

House Committee on Education2012
Invited to testify regarding Knox County Schools’ implementation of Tennessee’s
new teacher performance evaluation system.
Selected Workshops:
Presenter: "Enhancing Equity: Collaboration between a Local Education Fund and a Large Urban School District", The Education Trust
Annual Conference, Washington, D.C. November 2007.
Presenter: "Aspiring Leader Experiences in a Full Time and Online Internship." Paper Presented at the University Council for Education
Administration Conference, Houston, Texas, 2018.
Certifications
Superintendent MA N/A Yes
Practitioner Teacher w/ Superintendent TN 08/31/2021 Yes
Endorsement
Beginning Administrator TN 08/31/2020 Yes
Superintendent

2/23/2020

I am applying for the position of superintendent of the Albuquerque Public Schools because I believe that my professional experience
and demonstrated success as an educational leader would make me an excellent fit to lead New Mexico’s largest public school system at
this exciting time in its history.
From 2008 until 2016, I had the honor of serving as the superintendent of the Knox County Schools, the public school district of
Knoxville, Tennessee and its surrounding area, which educates approximately 60,000 students in 90 schools. Through this experience,
and my prior tenure in the Boston Public Schools in Massachusetts, I have developed skills and expertise that would be invaluable in
leading the Albuquerque Public Schools to achieve its ambitious educational goals. Specifically, I have learned how to effectively lead a
complex educational organization, how to create and execute a transformational strategic plan, how to focus on both equity and
excellence, and how to galvanize the efforts of educators and stakeholders around the most critical work: outstanding instruction and
high-level learning for every student in every classroom, every day. During my time as superintendent in Knoxville, because of
significant gains in student academic success and narrowing of achievement gaps, the Knox County Schools was named an Exemplary
school district by the state in 2015. Our school system was one of only 12 districts (out of 146) awarded this recognition, and the only
large metropolitan school district to ever earn this distinction in Tennessee.
As a professor at the University of Tennessee, I currently manage the Center for Educational Leadership, a highly regarded hub for
school and district leadership development and support. In this role, I have provided leadership coaching to school district executives and
superintendents in several states. This work has been a powerful opportunity to understand the challenges in different educational
contexts, and to reflect on what strategies and solutions best enable student learning in our public schools. I believe this unique
experience would be a tremendous asset in serving as superintendent of schools in Albuquerque.
The leadership, teachers, and staff of the Albuquerque Public Schools have worked diligently to provide a high quality education to
their students, and the school board has articulated a deep commitment to educational equity, innovation, and excellence. This is exactly
the type of environment where I aspire to serve again as a district leader and continue to have a positive impact on the lives and future
opportunities of young people. At your convenience, I would welcome a conversation about why my background and experience would
make me an ideal candidate for the position of superintendent. Thank you for your consideration.

so.
Five professional accomplishments in which I take the greatest satisfaction would include:
1) Leading the Knox County Schools to Exemplary school district status. During my seventh year as superintendent in Knoxville,
Tennessee, because of significant gains in student academic success and narrowing of achievement gaps, the Knox County Schools was
named an Exemplary school district by the state in 2015. Our school system was one of only 12 districts (out of 146) awarded this
recognition, and the only large metropolitan school district to ever earn this distinction in Tennessee. This designation was a wonderful
reflection of the hard work and commitment of so many people in our community, teachers, parents, students, administrators,
stakeholders and partners; and a tremendous validation of the disciplined execution of our strategic plan.
2) Radically increasing high school graduation rate. One of the academic progress metrics that I am most proud of from my eight years
leading the Knox County Schools was a remarkable 11 percent increase in our high school graduation rate. Over the same period, we also
saw the proportion of graduates scoring a 21 or better on the ACT increase, reinforcing that it was a meaningful and rigorous diploma.
Four years later there is a number that still sticks in my head: 443. Because our graduation rate rose from 79.3% in 2008 to 90.3% in 2016,
we graduated 443 more students in 2016 than we would have under the old graduation rate. That is 443 kids who have the opportunity
for a radically different life trajectory because of the hard work of so many people in our schools and our community. 443. That, to me,
is what makes this really hard job of being a superintendent worth doing.
3) Earning the Tennessee Outstanding Superintendent of the Year Award from the Tennessee PTA four times. Each year, the

2/23/2020
Question Continued
Tennessee PTA recognizes one superintendent (out of 146) as their Tennessee Outstanding Superintendent of the Year. I was honored
to be that single leader in four out of eight of my years as Superintendent of the Knox County Schools. This recognition was so
meaningful to me not only because this award acknowledged the exceptional work we were doing for children in Knoxville’s schools,
but also because as an educator and a parent with two sons who have attended the Knox County public school system, the PTA is one of
the educational support organizations I admire most.
4) Leading a classroom as a teacher. Perhaps the most satisfying experience in my professional career, on a personal level, was the time
I spent teaching academically struggling students at Vincent Gray Alternative High School in East St. Louis, Illinois. Being a first year
teacher trying to educate tough kids who had dropped out or been expelled from the traditional comprehensive high school was
definitely a challenge, but one that I willingly embraced and enjoyed. The students, while their lives were often impacted by poverty,
violence and no small amount of chaos, were generally very bright young people with great abilities and potential. It was a joy to see
them succeed: a well written poem or a high grade on the respiratory system test may have been the first taste of academic success they
had experienced in many years. Ultimately, it was a year when I felt good about the academic progress my students had made, but also
felt good about all that I had learned: about the art and science of teaching, about how young people learn and grow, about the nature of
urban challenges, about myself. It was, and is, an experience that I carry with me still today, and that has defined a life’s work for me.
5) Serving a successful leadership coach for school superintendents around the country. As part of my role as Director of the Center for
Educational Leadership at the University of Tennessee, over the past two years, I have had the great privilege to work with and support
six sitting district superintendents, and five district level "c-suite" executives in nine states. Leadership coaching requires a very different
skill set than leading a school system, but it has provided me with the opportunity to enhance my ability to ask questions that catalyze
careful thought, to facilitate reflective practice, and to further expand the capacity of committed school district leaders. Leadership
coaching has been a rewarding endeavor, both as a supporter of excellent leadership in public school districts, and also as a way for me to
continue to grapple with and address the challenges continually faced by school district leaders seeking to make a difference in the lives
of young people.
Language Skills
Do you know any language other than English? No
Name: Thomas Deakins Lynne Fugate
School/Org:
Current Position: Former Chair, Knox County Board of Former Chair, Knox County Board of
Education / IT Consultant Education / City Councilor / CEO, Girls
Scouts (East TN)
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: Former School Board Chair Former School Board Chair
Years Known: 12 12

2/23/2020
Name: Doug Harris Indya Kincannon
School/Org:
Current Position: Former Chair, Knox County Board of Mayor, City of Knoxville
Education / CEO Harris Restaurant Group
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: Former School Board Chair Former School Board Chair
Years Known: 8 12
General Information

If yes, explain.
If yes, explain.
Referrals
HYA Website

2/23/2020
Legal Information

Confirmation
James P. McIntyre
(agreed online)

Vargas, Bolgen - AppNo: 14200 Date Last Submitted for Job ID 1099:
2/22/2020
Personal Data
Name: Vargas DR Bolgen
Other:
Email Address:
Postal Address
Number & Street: Number & Street:
City: City:
State: State:
Zip Code: Zip Code:
Phone Number: Phone Number:
Fax Number: Fax Number:
Cell Number:
Where would you prefer to be contacted:

Current Employer: Self employed
Current Position: Consultant
Years in Position: Beginning July 2019
Enrollment: NA
Number of Staff: NA
Annual Budget: NA
Current Gross Income: NA
Most Recent Degree From: University of Pennsylvania
Degree Earned: Ed.D

* Continue? Yes

2/22/2020

Military
other applicants)
other applicants)
Rochester City School District, Rochester, NY 06/2012 Van White
Superintendent of Schools 12/2015
* Widely acknowledged for bringing financial stability to the District and setting the District on the right path for academic success.
* Went from a district, which serves the most vulnerable children in the County, that offered the least amount of instructional time in
the County to one that offers the most to address the academic, social, emotional and physical needs of all our students.
* Highest graduation rate in five years despite NYS increase in graduation requirements and improved graduation rate for special
education students from 18% to 27%.
* Closed $136M multi-year budget gap with minimal layoffs while expanding programs and services to students and staff.
* Improved graduation rate for special education students from 18% to 27%
* Provided more opportunities to students in arts, music, sports, extracurricular activities and academic support through shifting
resources.
* Effectively executed $325 million in school renovation projects.
* Strengthened relationships with community, business, colleges and universities, and governmental agencies.
* Expanded universal pre-K from 37% of students being served to 100% through strong collaboration with State and community based
organizations.
Reason For Leaving: Change in direction of the Board


2/22/2020

Rochester City School District, Interim Rochester, NY 05/11 Malik Evans
Superintendent of Schools 06/12 5
* Managed severe budget crisis, implementing $75 million in budget cuts within first 60 days:
identified efficiencies, streamlined senior staff structure.
* Establish a proactive plan to address the 2012-13 structural budget gap of $44 million by working with Cabinet, staff and Board.
* Negotiated salary contract that opened $5 million in savings: reallocated those dollars to restore essential services and programs, and to
bring District into compliance with state standards.
* Established a data team to proactively examine and respond to student achievement and behavioral data with the intent of applying
immediate responses to problem areas.
* Developed, initiated, and subsequently achieved 20-30% participation in RocRead, a community-wide collaboration to encourage
reading outside of assignment requirements and school hours.
* Identified 4,000 students who are over-age and under credits; proactively working to address their educational needs with alternative
means.
* Significantly improved the relationship between teachers union, paraprofessional union and civil services union.
Reason For Leaving: Appointed to permanent position of Superintendent

Rochester City School Board of Rochester, NY 01/96
Education, Commissioner (President 12/03
from 1998-2002)
* As President and a Member of the Board, provided leadership to set strategic direction and help set goals in line with fiscal realities.
* Led Board and staff members in five key areas: strategic direction; policy development and oversight; resource allocation; public
representation; and superintendent supervision.
* Promoted Board and District objectives through consistent contact with members of government, media and the community.
Reason For Leaving: Decided not to seek a third term

Last Annual Salary: stipend Last Annual Gross: Enrollment: 38,000 District Type: K - 12
State University of New York Research Rochester, NY 09/87 Margaret Sanchez
Foundation, Program Counselor 08/91
* A Research Foundation grant-funded program - at that time in experimental stage - missioned with empowering adult learners with
life skills and employment tools to elevate them from welfare to work.
* Assisted hundreds of adult students in reaching their potential by coordinating programs and services in support of goals: college
education, employment, life skills, mobility and lifelong learning.
Reason For Leaving: Pursue a career in K-12 education


2/22/2020

Manchester Public School District, Manchester, NH 10/16 Arthur Beaudry, Vice Chair, Board of Schools
Superintendent 05/19 Committee
ˆ¢‹´¢Collaborated with community-based initiative, ˆ¢‹¯Manchester Proud,ˆ¢‹´ to develop districtˆ¢‹¢s next strategic plan, factoring in various
areas targeted for improvement.
ˆ¢‹´¢Closed $5M budget gap while accommodating spending increases to support programs and initiatives that improve student
performance.
ˆ¢‹´¢Completed a redistricting plan that achieves more efficient and effective use of space and district resources to educate students, which
allowed the district to relieve overcrowding in elementary classrooms and puts into action a plan that ended a 10-year community
discussion about the issue.
ˆ¢‹´¢Reduced class sizes at the elementary and middle school levels to enhance learning experiences for students, from on average 30
students a more acceptable level of approximately 25. Plans are in place to further reduce kindergarten class size to 20.
ˆ¢‹´¢Expanded middle school offerings, providing foreign language and health curriculum and adding reading teachers and social workers
to support healthy learning environments.
ˆ¢‹´¢Established district-wide K-8 assessment program, which allows the district to evaluate its programs and significantly reduces the time
students spend on testing.
*Expanded performance-based assessment, elementary through 12th grades.
*Collaborted with community-based organizations to address academic and social needs of our students and families.
ˆ¢‹´¢Identified methods to reduce falloff in studentsˆ¢‹¢ academic progress between school years.
*In 2017, secured significant financial support to plan to transform West High School to provide high-quality educational opportunities
that enable all learners -- especially underserved learnersˆ¢‹to obtain the skills, knowledge and support necessary to become civically
engaged, economically self-sufficient lifelong learners.
*Significantly improved communication, internally and externally, by using multiple modes of communication including monthly
"Coffee and Conversations" for districtd staff and open to all stakeholders.
*Successfully advocated for additional resources at the city and state levels.
*Brought the district special education programs to full compliance with state and federal guidelines.
Reason For Leaving: Accomplished key objectives. Positioned the district to make a healthy transition to new leadership.
Greece Central School District, Greece, NY 09/91 Leslie Flick
School Counselor 05/11
* Managed a yearly caseload of 300+ students while providing high levels of support in the areas of academic, social, emotional and
career development
* Met needs of thousands of students and their families navigating the educational system. Heightened Arcadia’s graduation rates by
targeting achievement gaps among at-risk students.
* Applied proven counseling techniques to initiate and facilitate resolution of issues with school-wide effects (i.e., school safety,
learning environments, and staff morale).
Reason For Leaving: To take a superintendency position


2/22/2020
Prof Experience Continued

Youth Advocacy Program of the Legal Rochester, NY 08/86 Robert Lebman
Aid Society, Bilingual Youth Advocate 08/87
* Represented youth and families at administrative hearings to address utilization of or qualification for social services, special
education, Social Security and various school-related issues. Identified systemic issues that needed to be addressed.
Reason For Leaving:

Education
High School Attended: Seward Park High School, New York, New York

University of Pennsylvania Educational EdD 05/2010
Leadership
SUNY Brockport Educational M.S. 05/1991
Counseling
SUNY Brockport International Sudies B.A. 05/1985

* Doctoral Dissertation: Educational Success in the Face of Adversity as Measured by High School Graduation (Accepted with
Distinction)
* 2015 Outstanding Community Partner Award from Rochester Educational Opportunity Center.
* 2015 Dale Carnegie Award for Youth Services
* 2004 Friend of the Library Award.
* 2003 Monroe County School Boards Association Award for Board Services.
* 2000 Phi Delta Kappa Award for Educational Services.
Council of Great City Schools Board of Directors(2012-2015,Executive Committee 2014-2015)
AASA, School Superintendent Association, Member (2010-present)
Monroe County Superintendent Association, Member (2011-present)
Association of Latino Administrators and Superintendents (2015)

Greater Rochester Health Foundation, Board of Directors (2012-2015)
United Way of Greater Rochester, Board of Directors (2013-2016)
Literacy Committee City of Rochester (2006-2008)
National Women’s Hall of Fame, Board of Directors (200-2002)
Action for a Better Community Board of Directors (1998-2005)
* Contributing Author, (2015) Plight of Invisibility: A community-based approach to understanding the educational urban experiences
of Latina/os. Harris, D.M. and Kiyama, J.M., Peter Lang Publishing, Inc, New York.
* Vargas, B. (2014) "Learning Customer Service from the Best." School Administrator.
* Contributing Author, (2013) The State of Black Rochester 2013. Commissioned by the African American Giving Initiative of
Rochester Area Community Foundation.
* Vargas, B. & Conlon, J. (2011) "Are we ready for the approaching demographic Tsunami?" College and University, 86, 3.

2/22/2020
Please list any publications you may have, including your doctoral and/or master’s dissertations, if appropriate. (continued)
* Vargas, B. (2010) "Educational success in the face of adversity as measured by high school graduation" UMI Dissertation Publishing
(Doctoral dissertation, University of Pennsylvania)
* Vargas, B. & Brizzard, J. C. (2010) "Beating the odds in urban schools." Education Week, 29, 22

*Panelist -- Greater Rochester Summer Learning Association: Addressing the *Presenter --Summer Learning Loss for Children Living in
Poverty. July, 2019.
*Delivered testimonial presentations before the New Hampshire Senate and Assembly and Education Committee, 2017, 2018, 2019.
* Provided testimony before the NYS Assembly Senate Education Committee on four different occasions on annual budgets
* Panelist - AASA National Conference on Education: Getting Smart about Summer Learning. February 2015.
* Guest Speaker - Comcast Newsmakers: Expanded Learning. March 2014.
* Panelist - Yale Education Leadership Conference: Seeking Common Ground: The future of the teachers union. April 2014.
* Guest Speaker - Comcast Newsmakers: Reading on Grade Level by Third Grade, March 2013.
* Keynote Speaker - FREE Partnerships Annual Meeting, April 2012.
* Keynote Speaker - Western New York School Counselors’ Consortium: School Counselors Coming of Age, February 2012.
* Keynote Speaker - First Annual Latino Rotary Club Gala, January 2012.
* Keynote Speaker - 5th Annual G2 Urban-Suburban Conference: Humanizing Relationships Between Our Schools and Our
Communities, November 2011.
* Panelist - 32nd Annual Ethnography in Education Research Forum, Philadelphia. Practitioner Research: Leadership and the
Practice(s) of Inquiry, February 2011.
* Presenter - District-wide Symposium, Improving Student Achievement While Overcoming Adversity: Educational success in the face
of adversity, Rochester, NY, 2010.
*Panelist -- Greater Rochester Summer Learning Association: Addressing the *Presenter --Summer Learning Loss for Children Living in
Poverty. July, 2019.
*Panelist ˆ¢‹ AASA National Conference on Education: Inquiry-Based Approaches to District Leadership. February, 2019
*Panelist - AASA National Conference on Education: Getting Smart about Summer Learning. February 2015.
* Panelist - Yale Education Leadership Conference: Seeking Common Ground: The future of the teachers union. April 2014
* Panelist - 32nd Annual Ethnography in Education Research Forum, University of Pennsylvania. Practitioner Research: Leadership and
the Practice(s) of Inquiry, February 2011.
Certifications
Do you hold the appropriate certificate for this position? No
* Are you eligible to be certified for this position? Yes
* Have you applied for the appropriate certificate? No
* List the date you applied for certification:
* Have you received any response to your application?
* If required, have you passed the tests mandated by the State for
certification?

For both professional and personal reasons, I am driven to lead a diverse and unique district such as the Albuquerque Public Schools.
You will find that I am, indeed, a student-centered leader, highly collaborative, life-long learner, and a proactive communicator who
effectively uses multiple modes of communication. I have strong experience and ability to collaborate with staff, families, community
and all the stakeholders to achieve continuous improvement in all areas of the school system in order to achieve systemic and sustainable

2/22/2020
Question Continued
change for the benefit of the students and the community. I am very interested in the Albuquerque School District because I share your
high expectations for all students, staff and the community. My personal background and professional expertise solidifies my firm
belief that all children can and will learn in an environment of educational equity and opportunity. The challenge for educational
leaders, school boards and communities is to create a district where every school is a school of excellence that has the capacity and
culture to support the needs of every student, teacher and staff member. In both Manchester and Rochester, I was able to build the
capacity of every school to respond to the needs of our students by beginning to close the opportunity gap that plagues so many of our
students, including our most vulnerable students who are English language learners, who have special needs, and those who are refugees.
I have a reputation for being a leader who puts students first at the same time as having a strong focus on supporting teachers who are
striving to meet studentsˆ¢‹¢ needs. By all accounts, I left each district in better condition than when I began. I believe that I can
effectively lead the Albuquerque School District to help achieve the objective of increasing academic performance for all students and
to foster a collaborative culture throughout the district and the community with the guidance and direction of the School Board. I have
the unique experience of holding leadership roles in various settings, including as an elected Board of Education member and president,
superintendent in two diverse school districts, and for community-based organizations, which build my commitment and ability to
develop strong partnerships to address the academic, social, emotional and physical needs of our students. My track record shows that I
am a systems-thinker who can successfully lead the Albuquerque School District using a strength-based approach to face challenges and
opportunities effectively.

so.
ˆ¢‹´¢Using strong collaborative skills, I was able to co-construct a redistricting plan that achieves more efficient and effective use of space
and district resources to educate students, which allowed the Manchester Public School District to relieve overcrowding in elementary
classrooms and put into action a plan that ended a 10-year community discussion about the issue. The plan positioned the district to build
a ˆ¢‹¯network of schoolsˆ¢‹´ approach to enhance system alignment and collaboration across k-12 grade levels.
ˆ¢‹´¢Effectively impacted the teachersˆ¢‹¢ and studentsˆ¢‹¢ experience in the Manchester Public Schools. Established district-wide K-8
assessment program, which allows the district to evaluate its programs and significantly reduces the time students spend on testing.
Reduced class sizes at the elementary and middle school levels to enhance learning experiences for students, from on average 30 students
to a more acceptable level of approximately 22, and brought back foreign languages, health and full-time social workers at the middle
schools even though we faced significant financial challenges.
ˆ¢‹´¢Put an end to a 50-year tradition where the Rochester City School students received the least amount of instruction time of any
students in Monroe County. Strategies to achieve this included: securing universal pre-K for every child whose parents choose to send
them; increasing full-day Kindergarten; expanding more and better learning time during the school year; providing summer enrichment
to address the summer learning loss and to work toward closing the achievement gap.
ˆ¢‹´¢Identified $46 million in operational savings that enabled the Rochester City School District to secure state and national grant
recognition awards for management efficiency, which allowed us to significantly increase the number of teachers in key areas including
music, the arts, reading, and to add more social workers and school librarians. Financial management and practices lead to improved
Standard and Poorˆ¢‹¢s Rating from ˆ¢‹¯stableˆ¢‹´ to ˆ¢‹¯A+/positiveˆ¢‹´ and Moodyˆ¢‹¢s Rating of Aa3 with ˆ¢‹¯stableˆ¢‹´ outlook. Worked
collaboratively using effective advocacy to secure the funds for the improvement of the district facilities in desperate need of upgrades.
Through these collaborative efforts New York State awarded $435M to the District to support the Facilities Modernization Project.
ˆ¢‹´¢Twenty years of direct student service as a school counselor providing the academic, career, social and emotional support to a diverse
population in a large suburban district, from the students going to Ivy League schools to the students going to community colleges and
the workforce.

2/22/2020
Language Skills
Language(s): Spanish
Oral Level: Fluent
Written Level: Fluent
Name: Dr. Adam Urbanski Leslie Want
School/Org: Rochester City School District Manchester Board of Schools Committee
Current Position: President, Rochester Teachers Association Member and Vice Chair
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: Colleague Supervisor
Years Known: 25 years 3
Name: Malik Evans Arthur Beaudry
School/Org: Rochester City Schools District Manchester Board of Schools Committee
Current Position: Former School Board President and Current Member and past Vice Chair
City Council Member
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email: NA
Relationship to Candidate: Former Supervisor Supervisor
Years Known: 25 3 years
Reference 5
Name: Dr. Vicma Ramos
School/Org: Wayne-Finger Lakes BOCES
Current Position: District Superintendent
Home Phone:
Cell Phone:
Work Phone:
Mailing Address:
Email:
Relationship to Candidate: Colleague
Years Known:

2/22/2020
General Information
My personal and professional experience is very much in line with the expectations and values articulated in the desired characteristics
for the next superintendent articulated by the Board of Education of the Albuquerque School District. In addition, I am able to be a
strong role model for the students and families you serve. It is my personal belief that every child can learn and succeed if given the
proper support and opportunity. My record includes:
* Proven track record of working in urban and suburban educational institutions (k-12 and adult learners)
* Expanded and supported an innovative program for refugee students and English language learners
* Developed strong unprecedented partnerships with community organizations, such as the public libraries, to address the needs of every
child
* Helped to jump-start a stalled Facilities Modernization Program that invested $435 million in our schools
* Demonstrated the ability to advocate effectively at local, state and national levels on behalf of our students,staff and families
Are you presently under contract? No

When does contract expire?
If yes, explain.
If yes, explain.
Referrals
HYA Website Recruited by HYA associate Other: Member of the search firm
Legal Information


2/22/2020
Confirmation
Bolgen . Vargas
(agreed online)

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Current Personal Data

Past Salary Disclaimer

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Sunshine Notification continued

Significant accomplishments in this position:

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Reason For Leaving: Still employed

Admin Experience Continued

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Admin Experience Continued

Reason For Leaving: Offered principal’s position at Wilson Middle School

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Admin Experience Continued

Secondary-level Curriculum Administrator and Testing Coordinator

Reason For Leaving: Relocated to Valdosta, GA (spouse’s military orders)

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Reason For Leaving: Pursued opportunities as an assistant principal

Reason For Leaving:

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Prof Experience Continued

Colleges, Universities and Technical Schools Attended:

List honors, awards or distinctions:

Please list your community and civic memberships and participation.

Please list major presentations made to national, state or regional audiences.

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Open Ended Questions

For Albuquerque Public Schools / Superintendent:

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For Albuquerque Public Schools / Superintendent:

4)Moving Volcano Vista from a content-based campus to a skills-based campus

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5)Creation of Fair Grading Policy and HAWK Pad (Restorative Practice)

Language(s): Limited polite Spanish

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Professional References cont.

Are you presently under contract? Yes

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4. Have you ever been convicted of any crime? No

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Where would you prefer to be contacted:

Current Personal Data

Past Salary Disclaimer

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Sunshine Notification continued

Significant accomplishments in this position:

Reason For Leaving: voluntary; opportunity to serve as a superintendent

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Admin Experience Continued

Reason For Leaving: promotion

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ˆ¢‹´¢Developed profile of campus employee and staffed entire campus based on it

Reason For Leaving: accepted promotion to superintendent’s cabinet

Admin Experience Continued

Reason For Leaving: relocated to Austin area

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Admin Experience Continued

Reason For Leaving: appointed to principal of two schools in Galena Park

Reason For Leaving: accepted position as a principal in neighboring district

Reason For Leaving: accepted administrative position

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Colleges, Universities and Technical Schools Attended:

List honors, awards or distinctions:

Please list your community and civic memberships and participation.

APS Superintendent Semifinalists' Application

APS Superintendent Semifinalists' Application