Alberta C. Porter

Dynamic and student-focused educational leader with over 10 years of experience driving academic excellence, fostering inclusive learning styles and abilities to learning environments, and leading faculty toward shared goals. Proven track record in curriculum innovation, data-driven decision-making, and building strong community partnerships. Adept at aligning instructional strategies with district objectives to improve student outcomes and teacher performance.

• Delta Kappa Gamma
• ASCD
• NCTM
• NCSD
• APSASHC

• Alabama Educational Administrator Class A: (81PDG) May 2026-June 2031
• Alabama Early Childhood Class A: (057) May 2026-June 2031
• Maryland Principal Licensure 2016-2025 Recertification 2025-2030
• Maryland State Department of Education
• Advanced Professional Certificate
• Areas of Endorsement: Administrator I, Administrator II, Early Childhood

• ACRT Trainer-active assailant critical response
• Peach Bottom Nuclear Plant Drill-Local and Federal FEMA Response
• National Title I Conference-Parent Involvement- Nashville, TN
• National Title I Conference –It Takes a School to get out of Improvement-Long Beach, CA
• International Reading Association Conference – with MSDE Dr. Grasmick San Antonio. TX
• Milken National Conference-Use of on-going data collection to drive instruction Washington, DC
• Milken National Conference-Title I Does Not Mean Low Performance Los Angeles, CA
• Frostburg University Mathematics Symposium (Honorarium) Frostburg, MD
• NCTM Writing in the Mathematics Content Baltimore, MD
• Harford Community College – Celebrating Family
• Harford Community College-Diversity (The Boy Learner)
• CEASOM-Administrators in the Learning Process
• CEASOM-Boy and Girl Learning Styles

• Retention Policy Review HCPS
• Teachers of Promise (TOPS) Maryland State Department of Education (MSDE)
• GI Film Festival Educational Consultant Arlington, VA
• State of Maryland Milken Educator Liaison
• Talent Bank Interviewer MSDE
• Early Learner’s Standards MSDE
• Roundtable NCLB Implementation MSDE with US Secretary of Education Margaret Spellings
• Congressional Reception on Education Symposium Washington, DC
• MSDE MSPAP and MSA Disproportion of Assessment
• Maryland Comic Book Initiative Curriculum Development and Pilot Program MSDE in Partnership with Steve Geppi and Disney
• Middle School Graphic Novel Curriculum Development and HCPS Pilot MSDE
• Maryland Business Roundtable Community and Schools
• Harford County Public Schools Grading and Reporting
• Teacher of the Year Focus Group
• Teacher of the Year Judge
• Curriculum Awards Judge
• School Improvement Teams
• Superintendent’s Elementary Advisory
• Harford County Public Schools Study Circles
• Riverside Elementary School Study Circles Initiative

• Alberta C. Porter
• 11023 Courtland Court
• Daphne, AL 36526
• 443-421-2139
• June 18, 2026
• Dear Catholic Leadership Institute
• I would like to express my interest in applying for the Senior Director, Service Delivery – Remote, advertised position.
• Throughout my life, I have served my parishes as an active member by teaching our sacramental program classes. During 1995-1997, I attended the Ecumenical Institute at St. Mary's Seminary in Baltimore, Maryland to increase my ability to proclaim the Word as a Lector and to ensure I remained abreast of current theory and research in the Church. Upon returning to Alabama’s Gulf Coast, it became evident that the parish’s religious education program was defunct. With the priest’s blessings, I recruited staff and families to trust a groundbreaking, with a promise of longevity religious education for students in K-12 grades. Confirmation was recently celebrated for the 11th graders who will move forward with their discipleship to form a young adult group, Journey in Faith. I applied for and was granted the Generations of Faith Archdiocese of Mobile Youth Ministry grant for the 2026-20027 year.
• Prior to returning to the Gulf Coast, I collaborated with the High School Religious Education Director to revamp the 2-year Confirmation program. We designed a program that mirrors college course work where students register for a certain number of required courses, electives, and a specified number of volunteer hours in Year 1, with additional volunteer hours in Year 2, and participation in retreats for both Year 1 and Year 2. Confirmation in the Archdiocese of Baltimore occurs in 10th-12th grade. Prior to moving to the high school religious education program, I taught our active middle schoolers and opened their minds and hearts to the wonders of acting on their faith through volunteerism and learning to dispel the myths imparted about their religion. My consistent message to the students is knowledge is power; you have the power to confront the falsities from your peers about your church. I have taught every level of religious education from Pre-K to adult bible study.
• During the Pandemic our Parish, St. Francis de Sales, Abingdon, MD was challenged to move to an online platform. The challenge was to take a discussion-based CCD course and create online content for students to learn independently in preparation for bi-weekly group meetings with the teachers. To further make connections with high school students, we ensured that each adult has a young adult partner as a co-teacher. Likewise, small group break out confirmation sessions were facilitated by recently confirmed students.
• In 1983, while pursuing a Maryland Teacher Certification and a master’s degree, I was hired to teach reading to students in grades 5-8 and religion to the fifth-grade students. I taught grade 2 CCD and collaborated with the school to merge the service for all the parish's First Communicants. I was also a youth minister at my parish, St. Joan of Arc (SJA), Aberdeen Maryland during this time. When I left my teaching position at SJA, to take a public-school position, I always planned to return to a faith-based program.
• While attending the University of Alabama, I volunteered with the Catholic Campus Ministry. The friends I gained there are friends today. We planned retreats and taught PreK-second grade religious education while assisting the campus priest with general tasks like setting up communion at the hospital for the criminally insane when he conducted Mass and prayer services and planning college retreats.
• During my fourteenth year as a teacher, I was named Harford County Public School's Teacher of the Year and finalist for the State of Maryland's Teacher of the Year. That same year I was named a National Milken Educator Award recipient. I have been an administrator since becoming an Instructional Facilitator (Instructional Supervisor) in 2008 where my primary job was to observe and evaluate teachers and conduct professional development. In 2016 I was named principal of an elementary school K-5 with a regional program, Autism Program. As principal, I have created an environment of mutual respect and rapport where many have referred to the school as a little private school in a public-school setting. I know that it is my faith that nurtures me to instill kindness and respect among students, staff, families, and the community. Personal integrity must be something each person values for themselves while striving for academic excellence. Developing a measuring SMART Goals was an essential part of my job as a teacher and as an administrator.
• I hold licensure as an administrator and teacher in both Alabama and Maryland. When I read the Senior Director’s Service Delivery, I became excited because I love my Catholic Faith and know that my leadership as a principal has provided me with the necessary skills CLI is seeking, especially where the chosen candidate can “run with it!” Although a successful building leader, I interfaced with the superintendent and board of education to ensure alignment of missions and visions. Interfacing with families is critical much like the goals of interfacing with church leadership. As the Director of Faith Formation and the Liaison for Hispanic Ministry, and the Stella Maris liaison which allows me to plan and coordinate with the archdiocese and other seafaring missions, Planning retreats and rewriting the lessons for each grade level causes me to ensure I read the General Instruction of the Roman Missal, documents from the US Conference of Catholic Bishops and local communities.
• College, I opted for a secular education but surrounded myself with like-minded Catholics who were seeking to grow their faith by applying all that we learned from our families of faith.
• Thanking you in advance for considering me for the position of Senior Director, Service Delivery.
• Sincerely