Darren Kesselus

In progress: A comprehensive review of existing systems in Special Education and 504 at Alpine Elementary and Middle Schools, preparing recommendations to the Superintendent for improvement and implementation of new systems that will increase fidelity of services.

Serving as ARD Coordinator at Alpine Middle School supporting the assigned Diagnostician.

Currently providing Dyslexia instruction in an interim capacity to ensure students receive services in a timely manner negating the need for future compensatory services.

• District Principal.
• Stabilized and uplifted staff morale during a turbulent administrative change through the establishment of an open-door policy and commitment to active listening.
• Directed crisis management efforts following the tragic loss of a prekindergarten student.
• Administered budgets for elementary and secondary education, ensuring fiscal responsibility while emphasizing direct expenditures that benefit students.
• Serve as Strong Foundations Grant Coordinator and CW Fit Grant Compliance Officer.
• Oversaw training and integration of Bluebonnet Math and ELA resources within elementary school framework.
• Supervised installation of a new pavilion and elementary enhancements.
• Exited FDISD upon the selection of a new superintendent seeking his own team for leadership.

• Directed educational support initiatives for youth facing reading challenges by integrating traditional and online instructional methods. Led English classes, as well as resource ELA courses. Oversaw 504 plan coordination to meet diverse student needs. Managed logistics for athletic event transportation and contributed to Kairos and Epiphany facility ministries.
• Initiated transition to interim role to support youngest son's high school completion concurrently avoiding retirement penalties. Extended position upon connecting with dedicated staff who were providing academic and spirtual education to incarcerated youth. Addressed challenges under ineffective leadership to uphold integrity and progress. Was eager to return to direct leadership to drive meaningful changes.

• Achieved a smooth transition to principal role during critical leadership change. Enhanced instructional support systems to promote professional growth among paraprofessionals. Cultivated a secure learning environment while effectively preparing students for state testing.
• Cultivated a collegial atmosphere among professionals and paraprofessionals to foster collaboration. Championed stakeholder engagement to leverage diverse perspectives. Implemented effective strategies from both structured and informal partnerships.
• Qualifying for retirement, nominally retired and transitioned to an ERS based educational position.

• Coordinated LPAC and TELPAS. Assisted in establishing a pioneering public/private counseling agreement in Texas to provide on-site support for students with LPC/MSW therapists. Transitioned off-site testing for SAT, ACT, and TSI to an on-site format. Modified master schedule to increase student access to advanced placement and dual credit courses. Acted as a supportive shadow principal during a challenging period for the elementary principal.
• Accepted leadership role to ensure continuity of operations after principal resignation, with limited post-school responsibilities.

• Achieved compliance with standards at Dime Box through effective process improvements. Elevated campus incentive system to promote equity and celebrate a broader array of student achievements. Engaged in athletic competitions for junior and senior high boys and girls, attending nearly all events throughout the year.
• Achieved seamless transition back to administration while accommodating family priorities. Established a positive environment for staff and students during shifts in after-school responsibilities. Resigned from a two-year contract to embrace a role that protected family time and maintained financial health.

• Collaborated with educators at Lost Pines Elementary to provide tailored support for a specific group of high-needs second-grade students.
• Supported educational initiatives within local district to enhance sons' learning experiences. Assisted family in coordinating care for parent with advancing dementia. Established support networks to improve coping strategies during difficult times.

• Restored abandoned collaborative management practices.
• Developed & executed budgets, optimized staff allocations, & secured grant funding to enhance educational programs.
• Promoted Continuous Improvement: What’s working? How do we know? What warrants change?
• Expanded/Fortified: GT, Tech Apps, Art, Spanish, Music, Dance and U.I.L. participation.
• Tripled Computer Labs via a combination of grants and refurbished equipment (prior to 1 to 1 rollouts).
• District entered into financial exigency. Incorporating the Principal/C&I Director & Business Manager positions into the Superintendent’s responsibilities facilitated the retention of four aide positions. Concurrently, my mom was diagnosed with Dementia. I needed a position requiring minimal after school committments.

• Directed a grant-funded systems management and continuous improvement initiative in the final year of a three-year grant cycle. Guided Round Rock's first low-performing campuses in their recovery efforts. Achieved certification in Baldrige in education (Deming-based systems improvement) levels I/II through Jim Shipley Associates in Redington Beach, Florida.
• Achieved a deeper understanding of educational priorities through a year of reflection. Partnered with Debbie Hester to re-enter administration. Completed rigorous continuous improvement training with Jim Shipley & Associates, which continues to influence leadership approach.

• Achieved recognition as Bastrop Walmart Teacher of the Year during home renovation period. Returned to teaching with a focus on student engagement and curriculum development.

• Enhanced instructional effectiveness by supervising language arts departments for Lanier and McCallum High School vertical teams. Elevated teaching practices through targeted presentations to small and large groups of educators and administrators. Developed the Grade 6 AISD ELA benchmarks. Promoted literacy through successful Writer/Reader workshops. Mentored novice teachers, resulting in improved teaching strategies and classroom management.
• Work in the large central office environment was not as envisioned. Teachers and campus administrators were consistently disparaged. Ultimately - the other new ELA Coordinator, who was equally dismayed also returned to teaching. At the same time, an historic family home was in jeopardy of being sold. Taking it as a sign, I purchased it and used the year of renovations to re-evaluate my role in public education.

• Transformed campus discipline platform and improved collegial relationships following previous challenges. Managed textbook operations and represented campus administration in site-based management activities.
• Assistant principal turnover at Covington experienced annual wholesale turnover. My co-hort Debbie and I both successfully sought and were awarded Central Office positions considered as advancements.

• Guided staff through transitional phase after principal's untimely passing. Partnered with interim principal to implement strategies that balanced emotional support with academic excellence. Championed initiatives to promote resilience and continuity in educational practices.
• Led transition process after acting principal requested return to assistant principalship. Assessed multiple instructional roles available before Hays CISD's rapid expansion. Chose to advance into a different administrative position to enhance leadership experience.

• Re-wrote the basic English Curriculum Scope & Sequence and co-wrote the revised Pre A.P. Scope & Sequence. Trained in Neuhaus Reading for Struggling Secondary Readers (similar to Scottish Rite and Wilson).
• Reason for transition: I was told by an assistant principal friend to apply for an interim a.p. position that I would not get due to the stiff competition but that it would, “Get my name out there.” I was unexpectedly awarded the position. The interim principal, now a long-time friend, later relayed she felt I was the right person to help her navigate a school in crisis and that I proved her right.

• Assisted in developing summer school curriculum for middle school ELA. Created a standardized template that was adopted across core subjects. Contributed to the design of a supplemental teacher guide with scripted responses for staff teaching unfamiliar content.