Resume - Minneapolis Public Schools

Dr. Bernadeia H. Johnson
[email protected]
Objective
To serve as a superintendent in a progressive school district that is committed to
academic excellence for all students and the personal and professional growth of each
member of the organization.
Personal Belief All students should have high quality leaders and teachers and a rigorous curriculum that
promotes and engages critical thinking and learning and prepares them for lifelong
success.
Professional
Achievements
Superintendent of Schools, July 2010-Present
Minneapolis Public Schools – Minneapolis, Minnesota
Minneapolis Public Schools is the third-largest school system in Minnesota, serving
approximately 35,000 pre-kindergarten through 12th-grade students in 76 educational
sites, including 65 percent students from low income homes, 18 percent students
receiving special education services and 24 percent English learners speaking 90
languages.
Leads all functions and processes for the school district. Responsible for setting overall
vision, goals and strategy; leadership and management oversight of all educational,
administrative and operational functions; and engagement of internal and external
stakeholders. Sets academic priorities and serves as primary decision-maker and
spokesperson. Reports to locally elected school board. Oversees implementation of MPS
strategic plan, which envisions every child college and career ready.
Selected accomplishments include:
 Agent of change
o Established the Office of Black Male Student Achievement as an equitable
approach to tackling the challenges that exist for the school district’s black male
students
o Established a behavior standards policy in collaboration with staff, families and
community partners
o Placed a moratorium on nonviolent suspensions for students in pre-K through
first grade, which led to a decrease in suspensions districtwide
o Addressed inequities in discipline practices by undertaking a more systematic
review of data related to discipline by race
o Reviewed special education practices and took immediate steps to ensure
instruction was more integrated and equitable
o Pioneered efforts to evaluate teachers and principals ahead of state laws and
other school districts
 Innovative
o Worked with principals’ forum, teachers’ union and central office to establish
major transformation around teacher quality, improving schools, teacher
effectiveness, professional development, school autonomy and work assignment
flexibility and alternative compensation
o Established 10 high-priority schools in most need of accelerated student
achievement and directed more resources to the support of those schools
o Began implementation of community partnership schools, giving sites the
opportunity to have greater autonomy and ownership over critical decisions
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related to staffing, instructional time and programs in exchange for
accountability and results
o Launched the Aspiring Transformational Principal Academy in collaboration
with Minnesota State University, Mankato, to attract visionary, passionate
leaders who are eager to assume principal roles and dramatically increase
outcomes and opportunities for MPS students
o Established Focused Instruction to ensure that learning expectations are
consistent and high across MPS; Focused Instruction, sometimes called aligned
or managed instruction, aligns what we teach with how we teach and what we
assess in a continuous cycle
o Established Office of College and Career Readiness to provide leadership,
structures, programming and support to students, families, schools and district
leadership
Future-oriented
o Adopted a structurally balanced budget focused on providing a high quality
education to our students, cutting $25 million while aligning with the school
district’s operational and strategic priorities and keeping reductions as far from
the classroom as possible
o Reviewed and streamlined central office departments, leadership and staff roles
to ensure that work is being done in the most efficient way possible
o Established six-year strategic plan, Acceleration 2020, with specific measurable
goals that lead to long-term success of the school district
Collaborative
o Designed teacher evaluation system in collaboration with the teachers’ union
o Began engagement efforts with staff (Homeroom with Superintendent Johnson)
and the community (Soup with the Supe) to better understand their concerns and
influence decision-making
o On track to welcome the first ever student representative to the Board of
Education in January, who will serve as a non-voting board member who
influences school district policies and practices
Committed to 21st-century learning and district transformation
o Increased classroom technology integration and training for teachers
o Donated thousands of computers to families in need
o On track to launch student-based allocation, giving schools more autonomy to
personalize the classroom experience for their students and teachers
o Launched a new data dashboard, which allows school leaders to use data to
inform decision-making and classroom instruction strategies for students
Deputy Superintendent of Schools (2009-2010); Chief Academic Officer (2006-2010)
Minneapolis Public Schools – Minneapolis, Minnesota
Responsible for leadership and management oversight of schools, academic departments,
student placement and support functions, including: associate superintendents and
principals; curriculum and instruction; professional development; research, evaluation
and assessment; magnet and alternative schools; athletics and student activities;
attendance and counseling services; college and career readiness; and community and
family engagement. Represented superintendent and school board externally as
appropriate. Selected accomplishments include:
 MPS strategic plan – one of key architects of school district strategic plan, in
collaboration with school board, external stakeholder advisory group and consultants
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Aligned instructional system – conducted external comprehensive curriculum audit
and diagnostic audits of English learner and math instruction to lay groundwork for
aligned instructional system; implemented Principles of Learning district-wide and
developed supporting Theory of Action with school board
Early childhood - expanded seats in 4-year old early childhood education program
and access to all-day kindergarten for low income students
College and career readiness – developed and implemented secondary redesign plan
including the expansion of International Baccalaureate and Advanced Placement
programs to increase access to advanced coursework for all students
Performance accountability – implemented new school performance framework,
including value-added techniques and consequences menu; introduced external
School Quality Reviews
Principal human capital – implemented first principal performance evaluation;
implemented first version of MPS Principal Academy; worked with St. Paul Public
Schools on veteran principal development program based on NISL program
Teacher human capital – partnered with Teach for America to enter Twin Cities;
commissioned The New Teacher Project to analyze MPS human resources practices
and contract provisions (resulting in improved mutual consent-based hiring practices
and fewer layoffs/rehires)
School turnaround – “Fresh-started” staffs of four low-performing schools
New schools strategy – implemented new schools strategy, including authorizing 3
new high quality autonomous schools (1 open, 2 to open fall 2012; 2 charters, 1
teacher-led self-governed school, the only one in Minnesota)
Operations – restructured portfolio of schools in north Minneapolis, including
mergers and program changes to increase academic achievement and better utilize
resources
External relations – passed new $60 million levy, double previous size, with 73%
voter support, despite poor economic climate in 2008
Strategic leadership – revised and updated school district priorities
Deputy Superintendent of Schools, April 2004- July 2006
Memphis City Schools – Memphis, Tennessee
Memphis City Schools is the largest school system in the State of Tennessee and the 21stlargest school system in the nation, serving more than 119,000 students in over 200
educational sites. Responsible for the creation of the Academic Leadership Team (ALT),
which included representatives from academic departments, to focus on the clear
alignment of academically focused work.
ALT 2005-2006 Major Accomplishments:
Academic Destinations – academic goals created to support student academic
achievement and success
Destination 1: Accelerate learning for all students toward graduation
 Identified and implemented district-wide formative assessment
 Revised and created district policies that supported Academic Destinations
 Established an extended year program that increased district graduation rates
 Implemented district-wide course recovery program to address overage for grade
students
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Implemented attendance initiative – proactive approach that support student
attendance
o Created Student Assistance Review Team (SART) – school team
o Created Student Assistance Review Board (SARB) – district team
 Created and implemented School Improvement and Alternative Governance plan for
schools in high priority
 Established Parent Assembly and Parent Advisory Council with representatives from
all Memphis City Schools
Destination 2: Create safe and welcoming school environments
 Created and implemented Blue Ribbon Plan – major initiative launched after the
removal of corporal punishment as a strategy for student discipline
 Established District Discipline Oversight Committee
 Established Elementary Alternative Schools
Five-year academic plan that supported superintendent’s mission: Every Child, Every
Day, College Bound:
 K-12 articulation of core programs at elementary, middle and high school level
 Access to academic programs throughout the district in each geographical area
 Middle school and high school reform with emphasis on transitions, ninth-grade
academies, small learning communities and increased graduation rates
 Meet or exceed academic achievement goals
Restructured division for greater efficiency and effectiveness in the delivery of services,
allowing for a “laser-sharp” focus on supporting the instructional core: the relationship
among the teacher, student and the curriculum.
Created cross-functional teams (academic focused teams, e.g. curriculum and instruction
and exceptional children) and critical connectors (operations focused teams, e.g. human
resources and budget and finance) in order to support improved collaboration among
various departments with the goal of providing cohesive strategies to support district and
school improvement.
Principal – Elizabeth Hall Community School, July 1999-March 2004
Minneapolis Public Schools – Minneapolis, Minnesota
Established systems and processes that supported student and staff growth and success.
Moved school from Tier I to Tier II status by increasing Quality Performance Indicators
(Q.P.I.) Moved school to “Safe Harbor” AYP status. Established site leadership team,
created partnerships within the community and created a professional learning
environment and a culture and climate that were safe for all members of the learning
community. Managed the school improvement process and the allocation of resources.
Identified opportunities to increase resources through grants and the use of community
volunteers.
Assistant Principal – Saturn Riverfront Academy; Intern Assistant Principal –
Saturn Riverfront Academy; Fifth-grade Teacher – Highwood Hills Elementary
School, 1991-1999
St. Paul Public Schools – St. Paul, Minnesota
Financial Analyst, 1979-1991
First Bank System – Minneapolis, Minnesota
Professional
Strengths
Staff Development
Member of a team that created an administrator’s academy focused on instructional
leadership and operational management themes and topics that were subsequently used as
Updated 12-16-14
the framework for monthly principals’ and assistant principals’ meetings. Established
professional development for new principals that scaffolded topics in a three-year scope
and sequence for continual development of leadership skills. Assigned each first-year
principal an experienced principal mentor; other principals were provided mentor support
as required.
Established a professional development center focused on job-embedded staff
development. Served on district-level special education committee and teacher and
principal negotiation committees. Mentored teachers and principals. Presented and
facilitated various district, state and national workshops.
Curriculum Leader
Periodic identification and review of curriculum and educational programs for districtwide adoption and implementation. Initiated and oversaw completion of independent
curriculum audit, resulting in action on 10 specific recommendations to align and
establish consistent curriculum and assessment practices across the school district.
Advised in adoption of new K-12 math textbook that aligned to current state standards.
Advisor to early childhood task force for creating curriculum standards, report cards and
entry assessments for kindergarteners. Advised elementary literacy coaches on strategies
to improve implementation of elementary literacy initiative.
Created opportunities for teachers to share instructional strategies for curriculum and
standards implementation. Assisted staff in creating a scope and sequence for reading and
math that aligned with the state standards and the district’s curriculum. Created cross
grade-level and grade-level study groups that met weekly to review current research,
view videos of classroom instruction and review student work. Received grants totaling
over one million dollars that increased staff knowledge of how to teach reading and
create classroom environments to improve student achievement. Conducted “Collegial
Conversations” with teachers to understand classroom needs in order to appropriately
allocate resources to support teacher and student success.
Partnership Builder
Created ELL commission to address academic needs of English learners in MPS. Created
Special Education task force to strengthen transitions for students receiving special
education services. Created Memorandum of Agreement with the Metropolitan Urban
Indian Directors (MUID) to work collaboratively to dramatically improve outcomes for
American Indian students.
Co-chaired building leadership team in the successful implementation of the school’s
improvement plan. Created partnerships with community organizations, local businesses
and faith-based organizations to tutor students in reading, increase school attendance,
purchase books for the media center, provide computers for families and construct a new
playground. Partnered with various advisory councils to support teacher induction and
teacher education programs. Leveraged partnerships.
Effective Leader
Provided vision of school improvement to all stakeholders through effective
communication, allocation of resources, collaborative problem solving, decision-making,
support and accountability. Member of a team using a Harvard case study focused on
using data in decision-making as a model to create Directing Accountability Towards
Achievement (D.A.T.A.). Identified opportunities for district and schools to participate in
federal, state and private grants to increase opportunities for additional resources to
support school improvement goals as well as job-embedded professional development.
On a team that established the Sara Lewis Principal of the Year Award to recognize
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outstanding principal leadership and the Friends of Educators award for retired principals
that continue to go over and beyond to support Memphis City Schools.
Created Sabbaticals on Site (S.O.S.) and worked with union representative to create
flexible time to allow for extended opportunities to engage in professional development
within the duty day. Created “tune-ups” as a vehicle for staff to communicate issues and
concerns to administrator.
Written and Verbal Skills
Built a communications platform to transform organizational culture and create
widespread external support for the school district. Effectively communicated ideas and
information to staff, site leadership team, parents and students both in written and verbal
form. Held regular listening sessions with internal and external stakeholders.
Communicated with key community and education stakeholders regularly through
multiple channels. Submitted monthly columns in Minneapolis’ community and ethnic
newspapers to communicate about issues that impact families. Used radio spots, video
and audio messages and Twitter account to build relationships and highlight key
milestones and decisions that impact MPS families and community stakeholders.
Education
University of Minnesota
(2011)
University of Minnesota
Bush Educators’ Program
St. Mary’s University
University of St. Thomas
(2006)
(1997)
(1997)
(1992)
Alabama A & M University
(1981)
Educational Policy and Administration
Doctorate
Superintendent’s licensure
Certificate of program completion
Principal’s licensure
Curriculum and Instruction
Master of Arts
Communication Disorders
Bachelor of Science
Honors/
Awards
National Board for Professional Teaching Standards (1995-2005)
Recipient of the Mary Q. Feidt Leadership Award – New Principal (2002)
Nominated for the Minneapolis Public Schools’ Elementary Principal of the Year (2004)
MinnSPRA District Leadership for Excellence in Communications Award (2012)
University of St. Thomas Distinguished Alumnus/Alumna Award (2012)
Recipient of George Family Foundation recognition (2014)
Professional
Service
Minnesota Association of School Administrators Board
Twin Cities Public Television Board of Trustees
Ordway Theatre Board of Directors
African American Leadership Forum
Minneapolis Youth Coordinating Board
AchieveMpls Board of Directors
Phillips Eye Institute Capital Campaign cabinet member
Mid-South Reads Board of Directors – Memphis Tennessee
Urban Leadership Academy Advisory Board – University of Minnesota
Teacher Education Advisory Board – University of Minnesota
Collaborative Urban Educator Program Advisory Board – University of St. Thomas
Career-in-Teaching co-chair – Mpls Federation of Teachers/Mpls Public Schools
Selection committee for Minnesota Teacher of the Year
Selection committee for participants in the St. Paul Public Schools’ Leadership Academy
Member of negotiations committee for teachers and principals – Mpls Public Schools
Member of negotiations committee – Minnesota Elementary School Principals’ Assoc
Member of the Hawthorn Huddle – Minneapolis Northside community organization
Interstate New Teacher Assessment and Support Consortium (INTASC)
National Council for Accreditation of Teacher Education – Board of Examiners (NCATE)
Updated 12-16-14
Professional
Associations
Scholia (professional education association)
Learning Forward (formerly National Staff Development Council)
Phi Delta Kappa
Association for Supervision and Curriculum Development
National Association of Elementary School Principals
Minnesota Association of Elementary School Principals
Council of Great City Schools
National Alliance of Black School Educators
Minnesota Alliance of Black School Educators
Continuing
Education
Harvard University Public Education Leadership Project (PELP)
Memphis Leadership Academy
Metropolitan Principal’s Academy (Fullan, Marzanno, Schmoker)
Independent study – continuous review of educational research, books, programs and
practices in the areas of educational policy and leadership, issues of social justice and
equity, program evaluation and staff development’s impact on student achievement.
References
Provided upon request
Updated 12-16-14