Dr. Dedy Fauntleroy

Provide collaboration and mentorship services to school leaders with the goal of creating spaces where equity and anti-racist practices can thrive.

• Assist interns in navigating processes and procedures, resolve issues, understand rights and complete responsibilities.
• Meet regularly with intern and mentors to coordinate leadership activities and ensure that interns were getting the most from their internship experience.
• Observe interns in leadership contexts.

• Assist doctoral candidates with obtaining internship placements
• Serve as a liaison between the candidate and internship supervisor to ensure that internship is an enriching learning experience for doctoral candidates

Board consisting of teachers and school leaders serves as superintendent designee which reviews evaluation evidence of struggling teachers and recommends continued support or termination of contract.

• Stepped in to lead school when former principal had to suddenly step down
• Stabilized community and climate amidst a variety of changes (building construction, budget cuts, new leadership)
• Managed budget and hiring process for the upcoming school year. Including collaboratively reorganizing staffing to meet future needs
• Mentored new principal as she transitioned into community

• Lead staff to adopt practices rooted in love, compassion and inclusivity with regard to special education, classroom instruction, family engagement, professional relationships and student voice.
• Facilitated the co-design of new building and name change to James Baldwin Elementary based on foundational values of community, diversity and anti-racism.
• Presented in architectural conference regarding the anti-racist practices developed during the design and renaming of our new building.
• Devised a unique collaborative relationship with Seneca Family of Agencies to strengthen multi-tiered systems of support (MTSS) for students by focusing on adult expertise and interpersonal relationships.
• Focused on creating deeper connections between staff members and addressing the needs of adults that work with children and families experiencing trauma
• Managed supplementary $250,000 levy budget used to provide academic intervention support

• Entrusted with the task of building a school community from the ground up including building positive relationships with families and students, hiring staff, leading a design team, fostering community leadership, establishing academic and social emotional programs, and co-creating a school culture that believes that ALL students have a right to a world-class education
• Worked collaboratively with race and equity committee to provide School Board with an in-depth analysis of potential equity impacts of boundary decisions.

• Co-instructor for “Effective Communication and Productive Conflict” module for the Danforth Educational Leadership Program
• Designed module to teach aspiring school leaders conflict negotiation and trust building strategies which create a culture conducive to effective communication with all stakeholders
• Selected reading material by women and people of color in order to better reflect diverse student leaders and to better represent the complex issues of race in school leadership.
• 86% of students strongly agree with the statement that “There are practical applications of the module content to current or future school/district leadership roles”
• Mentored new to profession principal of color who was leading a predominantly white school. This leader recently remarked that "If it weren't for Dedy's mentorship, I would not be a principal today."

• Co-president 2020-2022. Advocated for needs and provided support to school leaders.
• Negotiations team member for school leaders contract 2019
• Negotiations team member for teacher contract 2018
• Principal Professional Development Design Team member (2015-2018). Worked collaboratively with district leadership to design school leader professional development focused on honing leadership skills using adult learning principles

• One of 20 principals invited to participate in US Secretary of Education's Principals at ED roundtable. Brought local issues of school leadership to national leaders and provided feedback regarding the likely local impact of the Every Student Succeeds Act
• Regularly engaged in cycles of inquiry in own practice,and taught staff to conduct cycles of inquiry
• Created a Multi-Tiered Systems of Support (MTSS) team which resulted in a more systematic tracking of classroom interventions and targeted support for teachers to use classroom-based interventions. Resulted in a reduction of 26 to 7 student intervention team referrals per year and 11 to 5 referrals to special education
• Implemented social emotional program focusing on bullying prevention which educated staff, parents and students to correctly identify bullying and provided structure to address it promptly
• Started Race and Equity Team and Family Engagement Action Team leading to a school wide commitment to examine implicit bias by collecting data about how often students of color were invited to participate in class
• Built community partnerships with Committee for Children, Tutu’s Pantry, Seattle Safe Schools, University of WA
• Managed school budget and supplemental budget of $450,000 per year

• Engaged Latino families by designing and delivering Spanish presentations to groups of 40-50 parents regarding parent concerns and interests
• Assisted in allocation and management of $300,000 in levy resources
• Lead 1st grade literacy professional learning community
• Conducted teacher observations using Danielson Framework
• Served as substitute principal during principal absences

• Collaborated with teachers, coaches and administrators in Seattle’s Southeast Region supporting English Language Learner (ELL) program design, instructional leadership, and professional development
• Created and delivered Common Core, math, balanced literacy, collaborative teaching and ELL professional development for teachers, instructional assistants and administrators
• Served as a consultant for Council of Great City Schools review of ELL programs in Rhode Island Public Schools

• Co-taught 6th and 7th grade math providing expertise in teaching multilingual learners. 7th grade average MAP scores for multilingual learners increased from 16%tile (Fall) to the 44%tile (Spring).
• English Language Learners Department Head. Implemented strategic assignment of para-professional support and improved student schedule design to increase equity and effectiveness of ELL services. During my tenure, Washington Language Proficiency test scores increased from 24% passing to 42% passing
• Coordinated ELL family engagement and student events and wrote newsletter
• Collaborated in district Connected Mathematics Project ELL Studio Classroom. Modeled lessons for district educators in 7th grade co-taught classroom
• Teacher Leader for Center for Teacher Quality (2011- 2013). Promoted teacher voice as member of Seattle Teachers’ Advisory Council which sought to promote opportunities for teacher leaders.
• Authored blog-posts for Education Week: Teaching Ahead http://blogs.edweek.org/teachers/teaching_ahead/2012/06/closer_to_the_vision.html http://blogs.edweek.org/teachers/teaching_ahead/2012/06/lucid_dreaming.html

• Tailored English Language Learner programs to meet student and family needs
• Monitored and evaluated program effectiveness
• Created family engagement activities in collaboration with schools and families
• Designed and delivered staff and district professional development

• Chosen as one of 15 educators nationwide to review NAEP civics exam

• Taught ELL 7th/8th grade language arts for English language learners, 6th grade math, science, English, social studies and reading
• Mentor teacher for Peer Assistance and Review (2001 – 2002). Supported peers, new teachers, teachers on improvement plans
• Mentor teacher for Beginning Teacher Support and Assessment program (2002 – 2007)
• English Language Development Coordinator (2006 – 2007). Supervised English Language Learner program

• Provided Congressional education program training to various U.S. districts. Facilitated student presentations to teachers, parents, media, school board members
• Contributing author to instructional materials

• Taught English classes to multilingual parents and community members

• Taught 4th grade and 4th/5th grade combination. All classes included multilingual students

• Taught 5th grade including all 5th grade multilingual students

• Taught 3rd grade bilingual Spanish/English
• Student teacher in 4th and 2nd grade