Barbara Wright-McElwain

Extensive and proactive educational leadership experience including Assistant Principal, Principal, teacher, and Individualized Education Program (IEP) plan developer. Proven ability to drive organizational goals and vision through creating, developing, and implementing supporting programs and coordinating associated activities. Provide sound consultative advice to teachers, administrators, and families. Excellent communicator with demonstrated ability to collaborate with staff, management, parents, and others at all organizational levels. Possess an outstanding blend of organization, prioritization, leadership, and interpersonal skills. Mentor and lead teams and students by example and with integrity to deliver education excellence. Consistent success is rooted within the concept of quality, continuous improvement, and effective process enhancements.

• Maryland Educator Certificate-Administrator 1/Generic Special Education Infant 3/1-8 (7/1/2018-6/30/2023)
• AASEP, State Board Certification in Special Education, K-12, 2018 (Re-certification - 2019)
• Administrative Services Credential, D.C.P.S., Washington, DC, 2013 (Re-certification in progress-2019)
• OSSE-Certified Teaching Certification, Special Education, Non-Categorical K-12, 2015(Re-certification in progress-2019)

• Member, National Association of Special Education Teachers (NASET)
• Member, Association American University Women (AAUW)
• Member, Fraternal Order of Police (FOP)
• Member, Association for Retarded Citizens (ARC)
• Member, Association of Fundraising Officers (AFRO, INC)
• Member, American Academy of Special Education Professionals (AASEP)
• Member, Master Teacher (MT)
• Member, Association of Supervision and Curriculum Development (ASCD)

• As Principal, successfully identified and implemented strategies that resulted in significantly improved student test scores in the first year.
• Identified and promoted multifaceted strategies that resulted in increased student involvement in their education.
• Exercised collaborative leadership in directing and supervising all instructional and non-instructional staff.
• Mentored teachers in a variety of areas, fostering high-quality professional development aligned with District and school goals. Worked closely with teachers in creating and implementing robust and effective learning environments, lesson plans and student assessments. Approved the master teaching schedule and any special assignments.
• Effectively managed and ensured compliance with all required reporting, record keeping, federal laws and District policy and requirements.
• Monitored budget performance for the greatest benefit of fiscal resources.
• Actively promoted greater community involvement including making school facilities available for both academic and non-academic purposes.
• Successfully practiced effective strategy identification, design, and implementation in all academic, personnel and student outcome matters.
• Combined keen observation ability, expert knowledge, practical experienced and excellent collaborative strategies for aligning scientific researched best practices for academic organizational growth, consensus-building, problem-solving and relationship-building skills.
• Regularly solicited staff input designed to identify areas needing improvement.
• Significantly enhanced teachers’ professional development goals, student results and parental involvement.
• As Assistant Principal, effectively created and encouraged multidisciplinary teams comprised of educators and diagnostic specialists from Occupational Therapy, Speech, and Language, Psychology and Psychiatry to establish a clear focus on each student’s strengths and weaknesses. Advocated programs that addressed individuals’ learning and motivational styles.
• Collaborated with teaching staff and leadership in developing reciprocal communication relating to quality assurance, policy compliance and program implementation concerning special needs students to improve coordination and alignment in education and support.
• Strong background in leading case management providing technical assistance, scheduling and quality assurance for public and non-public IEP planning.
• Extensive experience in program development and curriculum development for learning-disabled students and educational modification guidelines required for fostering optimal student growth in diverse educational environments.
• Broad experience in a variety of settings and disparate geographical areas, ranging from extreme, rural areas to small cities to culminate in Washington, DC.
• Deep knowledge of the needs of students and teachers alike in classroom management and maximizing student success. Well versed in techniques for enhancing student behavior and discipline.

• Individualized Educational Plan Developer, D.C.P.S., Washington, DC
• St. Elizabeth’s Hospital Psycho-Educ, Youth & Adolescent Division, Mental Health Administration, Special Education Teacher (ED/MR/LD), D.C.P.S., Non-Categorical-K-12, Washington, DC
• Case Management, D.C.P.S., Washington, DC & P.G.C.P.S., Prince Georges, Maryland
• Capitol Police Officer, Washington, DC