Cindy Womack Satterwhite

• Provided steady, student-centered leadership while navigating significant organizational change, including three superintendent transitions in two years, deficit budgets, and reductions in force.
• Maintained continuity of campus systems, instructional priorities, and staff support while enhancing parent engagement and expanding Title I activities to foster family partnerships and improve access to resources.
• Despite reduced human resources and instructional materials, sustained academic performance within four percentage points of prior achievement levels by strategically allocating resources, supporting instructional teams, and maintaining a consistent focus on student outcomes.
• Guided campus through transition to T-TESS, supporting teachers in adapting to new observation, feedback, and professional growth practices, and implemented Teacher Incentive Allotment (TIA) to elevate teacher development, recognition, and retention.
• Focused on collaboration and solutions during periods of uncertainty, leveraging change to strengthen systems, engage stakeholders, and uphold a culture of high expectations and continuous improvement.
• Campus Leadership Responsibilities and Accomplishments

Accepted the elementary principalship during a period of significant transition, advancing into campus-level leadership while completing doctoral research focused on rural school improvement and the D.O.I. model.

• Led instructional improvement through K–2 reading and phonics alignment, data-driven intervention, interim monitoring, and early childhood readiness initiatives.
• Directed campus operations, including personnel, safety and security, state assessments, instructional materials, and compliance.
• Directed a mid-year campus transition into a newly constructed facility, coordinating furniture, materials, and logistics with the business office to ensure a seamless move.
• Managed IMA funds, EMAT requisitions, inventory, purchase orders, and budget reconciliation in partnership with the business office.
• Used student and campus data to drive intervention planning, accountability, goal alignment, and continuous improvement.
• Led teacher and principal appraisal processes through T-TESS and T-PESS, strengthening instructional practice, staff development, and leadership capacity.
• Developed and implemented the Campus Improvement Plan (CIP) and MTSS framework while supporting ARD/504, LPAC, bilingual, and diverse learner programs.
• Fostered a collaborative, inclusive campus culture through strategic communication, stakeholder engagement, and a focus on equitable student outcomes.

Returning to Mabank ISD while my husband and I pursued our doctoral degrees provided an opportunity to serve my home community while expanding my educational leadership experience. My transition from Southside Elementary to Mabank Junior High broadened my administrative expertise across K–12 education, strengthening my ability to lead instruction, support teachers, analyze student data, and collaborate at both the campus and district levels.

As Associate Principal, I served as an instructional leader and administrator, partnering with campus and district leadership to strengthen curriculum, instruction, assessment, and student outcomes. Key responsibilities included:

• Instructional Leadership: Led and supported research-based instructional practices, differentiated instruction, intervention, and acceleration for diverse learners, including special education, dyslexia, gifted and talented, and emergent bilingual students.
• Curriculum & Alignment: Collaborated with district and campus leaders to develop, implement, evaluate, and vertically align curriculum, assessments, instructional resources, and TEKS-based learning across K–12.
• Teacher Development: Mentored teachers, supported new and struggling educators, modeled effective instruction, facilitated instructional team meetings, and coordinated professional development focused on instructional effectiveness.
• Data & Assessment: Analyzed student achievement data and assessment results using DMAC and Edugence to identify instructional needs, monitor progress, guide interventions, and inform campus and district decision-making.
• MTSS/RtI & Student Support: Coordinated Tier II and Tier III intervention processes, progress monitoring, referrals, and extended learning opportunities for identified students.
• Instructional Coaching: Provided consultation and targeted support to improve differentiation, classroom management, student engagement, parent involvement, and instructional outcomes.
• Campus & District Leadership: Oversaw district-wide educational initiatives, contributed to curriculum and assessment development, implemented district programs and policies, and served as a liaison between campus leadership and the Director of Curriculum and Instruction.
• School Operations: Assisted with master scheduling, extracurricular activities, school events, student recognition, reporting, and daily campus operations; assumed the responsibilities of Campus Principal in their absence.
• Family & Community Engagement: Strengthened parent partnerships through conferences, ongoing communication, and innovative engagement strategies designed to support student success.
• State Assessment Leadership: Served as Campus State Assessment Coordinator, supporting assessment administration, compliance, data analysis, and instructional response.
• Leadership Performance: Consistently received Proficient and Exceeds Expectations ratings on administrative evaluations using TASB and T-PESS evaluation models.
• Led professional development workshops for faculty, fostering continuous improvement in teaching practices.
• Developed and implemented instructional strategies to enhance student engagement and achievement.

Joined Moody ISD leadership during a critical period of academic and federal accountability risk, partnering with the Superintendent to lead district-wide instructional improvement, accountability, curriculum, assessment, professional learning, and school improvement initiatives. Served as Curriculum Director, Title I Coordinator, 504 Coordinator, DCSI, District Testing Coordinator, Grant Manager, Eduphoria and Project Share Administrator, and PDAS/T-TESS Appraiser.

• Led district curriculum, instruction, assessment, and school improvement systems, ensuring TEKS alignment, vertical and horizontal articulation, and state and federal compliance.
• Directed state and federal accountability efforts, helping transform an academically unacceptable high school under TAKS to a Met Standard campus under STAAR with multiple distinctions, while moving the district off the federal PEG list for the first time.
• Developed and strengthened K–12 RtI/MTSS systems, expanding inclusive instructional practices, reducing special education identification rates, and improving support for struggling learners.
• Served as a participant in the statewide T-TESS and T-PESS pilot programs, collaborating with TEA in the development and implementation of new teacher and principal evaluation systems.
• Directed district assessment and data systems, overseeing testing, assessment development, Eduphoria, data analysis, and instructional response.
• Led school improvement initiatives as DCSI, supporting campus leadership, monitoring improvement efforts, and serving as liaison among campuses, central administration, and state agencies.
• Secured and managed competitive grants including GEAR UP, ACE/21st Century, Title I, Rural Schools, Lowe’s, Cool Schools, and ESC12 initiatives supporting college/career readiness, STEM, technology, and extended learning.
• Expanded college and career readiness, enhancing CTE offerings to align with HB5 requirements and coordinating a 50+ exhibitor college and career fair involving three school districts.
• Led professional learning and educator development, coordinating district-wide professional development, instructional coaching, and evaluation support to strengthen teaching and leadership capacity.
• Managed district instructional resources and funding, including TEKS Resource System, instructional materials, textbook adoption, IMA funds, Eduphoria, and Project Share.
• Built strong partnerships with TEA and regional service centers, leveraging research, resources, and emerging best practices to advance district priorities.
• External Recognition: Moody ISD’s hard work, growth, and commitment to continuous improvement were highlighted in the 2016–2017 Texas Rural Schools Spotlight Report.
• Administrative Performance: Rated Exceeds Expectations for four of five years and Meets Expectations for one year on the TASB administrative evaluation model.

Recognized School, Exemplary District

Built a strong foundation in instructional and curriculum leadership through roles as a classroom teacher, department leader, curriculum facilitator, and new-teacher mentor. Beginning with Mabank ISD’s year-long Region 10 alignment initiative, developed extensive K–12 curriculum leadership experience, collaborating with district leaders, administrators, teachers, and regional experts to strengthen vertical and horizontal alignment and cross-curricular instruction.

• Led K–12 curriculum alignment in Social Studies and core content areas, integrating English, Math, Science, and College Readiness Standards through coherent, project-based learning.
• Used local and state assessment data to identify instructional needs, develop benchmarks and assessments, and guide curriculum decisions and improvements.
• Developed curriculum documents, assessments, and instructional resources to support consistent implementation and student achievement.
• Facilitated professional development for teachers and departments on curriculum implementation, instructional practices, and data-driven decision-making.
• Mentored new teachers and provided instructional feedback through classroom observations and collaborative walkthroughs.
• Collaborated with administrators, teachers, and curriculum experts to address instructional needs, strengthen curriculum effectiveness, and support diverse learners.
• Served on the state STAAR EOC World Geography item-writing committee, contributing to the development of statewide assessments.
• Represented the district with state and national educational organizations, supporting curriculum initiatives and emerging instructional practices.

• World Geography Teacher
• Head Swim Coach Performance – Exceeds Expectation
• Developed and implemented engaging lesson plans aligned with curriculum standards.
• Implemented differentiated instruction to meet diverse student needs.

• Dissertation: Rural School Superintendent Perceptions of the District of Innovation Initiative.
• 4.0 GPA
• Dean's List

• Dean's List
• 4.0 GPA

GPA: 4.0 gpa

• GPA: 4.0

• GPA: 3.6
• Dean's List
• Research Project: Travel Study focused on the Holocaust in Central Europe