Ericka Mitchell

• • Foster a safe and engaging learning environment by collaborating with teachers, support staff, students, and parents to promote academic and social growth.
• • Serve on the PBIS Committee and co-host monthly Rayder PRIDE assemblies to celebrate student achievements and reinforce schoolwide expectations. Implement PBIS strategies by promoting positive behaviors, analyzing referral data, and developing targeted interventions to support students in need.
• • Use data-driven instruction to support student success by analyzing NWEA data to identify learning gaps and adjust instruction accordingly. Work with teachers to implement Response to Intervention (RTI) strategies, creating individualized academic and behavioral improvement plans for students who require additional support. Collaborate with families to develop action steps for student growth and regularly monitor progress through formative assessments and check-ins.
• • Mentor and support new teachers by providing weekly coaching on classroom management, instructional strategies, and school policies. Develop an accessible digital resource hub with lesson plans, PBIS implementation guides, behavior management strategies, and NWEA data analysis tools to assist teachers in navigating their first years successfully. Lead professional learning communities (PLCs) to offer additional guidance and address real-time challenges.
• • Lead professional development and staff training by organizing district-wide workshops on PBIS, technology integration, and curriculum updates. Facilitate hands-on sessions on Canvas, Google Classroom, and other virtual learning platforms to equip teachers with the tools needed for effective instruction. Provide ongoing support during the transition to remote learning, ensuring staff feel confident using digital tools to engage students.
• • Collaborate with colleagues and department teams to design and revise curriculum by participating in Math and ELA committees, evaluating research-based instructional materials, and piloting new curriculum programs aligned with state standards and NWEA data insights. Develop differentiated instructional plans to provide targeted support for students performing below grade level, ensuring equity in access to high-quality education.
• • Provide continuous support for teachers, students, and parents during virtual learning by serving as the primary contact for troubleshooting technology issues, guiding families through remote learning expectations, and assisting teachers with online lesson planning. Develop step-by-step guides and video tutorials to ensure a smooth transition to digital instruction, helping bridge the gap between in-person and remote learning.
• • Maintain strong communication with all stakeholders by sending weekly progress reports, hosting data-driven parent-teacher conferences, and leading restorative conversations to address student academic and behavioral concerns. Use PBIS strategies and restorative practices to foster student accountability while strengthening the school-home partnership.
• • Advance leadership education through participation in the MEMSPA Cohort, a Michigan Elementary and Middle School Principals Association (MEMSPA) program that provides professional learning on instructional leadership, data-driven decision-making, and school improvement strategies. Apply these insights to strengthen MTSS implementation, curriculum development, and staff coaching initiatives.
• • Co-Lead the Rayder Christmas Project by working with community members, local businesses, and families to raise over $100,000 in toys for children in need. Manage finances and budgeting, ensuring donations are allocated effectively and reach the maximum number of families. Organize volunteers, coordinate logistics, and develop an efficient distribution system to bring joy to hundreds of local children during the holiday season.

• Created a safe, engaging, and student-centered learning environment by collaborating with teachers, support staff, and families to promote both academic success and social-emotional growth. Implemented Multi-Tiered Systems of Support (MTSS) to reinforce positive behavior and provide tiered interventions for diverse student needs.

• Built strong relationships with students, families, and the community by actively participating in school events, PTA meetings, and extracurricular activities. Coached youth basketball and Future Problem Solvers to mentor students outside the classroom and. Foster school spirit while strengthening connections between families, the community and staff.

• Monitored student progress and implemented targeted interventions by analyzing data during weekly PLC meetings and utilizing Response to Intervention (RTI) strategies. Worked with teachers to design differentiated instruction plans that addressed learning gaps and improved student performance in core subject areas.

• Led and facilitated professional development by organizing the district-wide EdCamp to provide collaborative learning opportunities for educators. Organized training sessions on MTSS, trauma-informed teaching, RTI, Educational Technology, and S.T.E.A.M., equipping staff with strategies to support diverse learners.

• Engaged in proactive communication with parents, students, and staff by sending weekly progress reports, making personalized phone calls, and leading student success conversations. Utilized restorative practices to resolve conflicts, support student accountability, and improve school climate through collaborative problem-solving strategies.