Allison Smith

Dynamic educational leader with over 20 years of leadership experience dedicated to fostering student achievement and promoting equity through active engagement with educators and stakeholders. Proven ability to communicate effectively and inspire collaboration, driving positive outcomes in diverse educational environments. Seeking a leadership role that values a compassionate and results-oriented approach, committed to supporting the growth and success of both students and the organization. Passionate about leveraging expertise to create inclusive learning spaces that empower all learners.

• Maryland Early Childhood Teaching Certificate (PreK-3)
• Administrator I & II Endorsements

• ETM council member
• Diversity Leadership Committee
• On Track Board Member
• NAESP member
• NE3 Network

District Strategic Plan Development Group (WCPS)

• Identify and involve key stakeholders (students, parents, teachers, administrators, board members, support staff, community partners, business leaders).
• Implement outreach: surveys, focus groups, public meetings, and interviews.
• Ensure equity and representation of diverse voices, including underserved and special-needs populations.
• Collect, review, and interpret relevant data (student achievement, graduation/dropout rates, attendance, discipline, special programs, staffing, budgets, facilities, demographics, community trends).
• Conduct SWOT or gap analysis to identify strengths, weaknesses, opportunities, and threats.
• Define clear, measurable strategic goals and objectives tied to student outcomes and system performance.
• Develop strategies, initiatives, and evidence-based actions to meet each objective.
• Prioritize initiatives by impact, feasibility, cost, timeline, and equity.
• Coordinate training, coaching, and supports that build capacity across the district.

Human Resources Planning Workgroup (WCPS)

• Align HR planning with organizational strategy and workforce needs.
• Forecast workforce demand and supply (short-, medium-, long-term).
• Identify critical roles, skills gaps, and succession needs.
• Develop talent acquisition, retention, and redeployment strategies.
• Integrate diversity, equity, inclusion, and accessibility objectives into planning.
• Coordinate training and career-path programs to close gaps.
• Convene cross-functional stakeholders for regular planning reviews.
• Communicate workforce plans and implications to leaders and affected teams.
• Provide guidance and training to district leaders on executing workforce plans.

Discipline Disproportionality Committee (WCPS)

• Collect and review disaggregated disciplinary data (suspensions, expulsions, referrals, infractions, time out, arrests) by race/ethnicity, gender, disability, ELL status, socioeconomic status, and school.
• Monitor rates, trends, and disparities over time and by offense type and staff involved.
• Use root-cause analysis to identify patterns and contributing factors (e.g., subjective offenses, classroom management, referral practices).
• Review existing discipline policies, codes of conduct, and referral procedures for bias or disparate impact.
• Recommend policy changes (e.g., revise definitions, shift from exclusionary to restorative practices).
• Recommend evidence-based, culturally responsive interventions to reduce disparities (restorative justice, PBIS, trauma-informed practices, de-escalation training).
• Promote alternatives to exclusionary discipline and tiered support systems.
• Identify training needs and recommend required PD (implicit bias, cultural competence, classroom management, restorative practices).
• Advise on coaching, observation, and feedback systems to support consistent, equitable discipline implementation.

School Improvement Team Facilitator (CCPS)

• Facilitate a collaborative, data-driven school improvement planning process aligned with district goals and state requirements.
• Lead collection, analysis, and interpretation of school-wide data (achievement, attendance, climate, behavior) to identify priorities.
• Coordinate development, monitoring, and revision of the School Improvement Plan (SIP), including SMART goals, action steps, timelines, and assigned responsibilities.
• Oversee implementation of targeted strategies and programs aimed at improving student outcomes (academic and behavioral).
• Diversity Leadership Committee (CCPS)
• Developed a five-year plan to address recruitment and retention of minority staff for CCPS.
• Collected and analyzed CCPS district employee and student data to identify training needs.
• Served as the lead developer for CCPS cultural proficiency training.
• Served as advisor to CCPS superintendent regarding issues of race, equity, and cultural proficiency.

Grade Level Team Leader (FCPS)

• Serve as primary coordinator and liaison for the grade-level/subject team.
• Schedule, plan, and facilitate regular team meetings with clear agendas and documented minutes.
• Coordinate curriculum pacing and common assessments across the team to ensure alignment and consistency.
• Lead collaborative analysis of student data to identify learning gaps and plan targeted interventions.
• Mentor and support colleagues in instructional strategies, classroom management, and resource sharing.
• Organize and monitor implementation of common assessments, grade-level projects, and cross-class activities.
• Communicate team decisions and needs to administration; advocate for team resources and support.
• Assist in onboarding new teachers within the grade level and support induction activities.
• Coordinate parent outreach for grade-level initiatives (e.g., events, curriculum nights).