Jeannie Terry

• Coordinates the scheduling and administration of all major assessments—including SAT, ACT, CLT, FAST, BEST, EOCs, FAA, and ACCESS—ensuring full compliance with testing protocols and smooth execution across a campus of about 2,700 students. Successfully maintained a 99% testing participation rate.
• Collaborates with educators and stakeholders to develop individualized testing plans for at-risk students, resulting in measurable academic growth and improved achievement.
• Trains and supports staff in the secure and effective administration of national, state, and local assessments.
• Leads communication of assessment logistics and expectations through multiple platforms, including PD sessions, PLCs, ParentLink, and staff development meetings.
• Fostered a positive and collaborative work environment by building strong relationships with colleagues, students, and stakeholders to support shared goals around testing success.
• Managed data collection and entry processes, ensuring timely and accurate input into the school’s information management system.
• Leveraged data from Performance Matters, EDW, and other platforms to support teacher development in PLCs; facilitated creation of small groups and individualized instructional plans based on student performance trends.

• Designed and executed targeted instructional approaches that met varied student needs, ensuring all seniors graduated with a 100% success rate..
• Collaborated with colleagues to design curriculum enhancements and share best practices for teaching mathematics effectively.
• Tracked student progress through ongoing assessment and data analysis, adjusting instruction as needed for optimal growth.
• Coordinated classroom activities that fostered collaboration and critical thinking among students during group projects.
• Utilized technology tools, including interactive software, to support instruction and facilitate student engagement in learning.
• Designs and facilitates targeted, data-driven Professional Development and PLCs after analyzing performance data.

• Collaborated with administration to develop school policies that promote a positive learning environment.
• Monitored student behavior and enforced discipline policies.
• Supported a positive school culture by addressing student behavior concerns promptly and effectively.
• Led organizational meetings to align departmental goals with overall strategic objectives.
• Analyzed data and held PLC meetings to inform decisions-making processes and guide strategic planning efforts.
• Fostered positive classroom environment that encouraged student participation and collaboration.
• Mentored and coached new teachers to improve instructional practices and classroom management.

Elementary Teacher – Grades 4 & 5 (2010–Present)
Universal Design for Learning (UDL) / Differentiated Instruction / Gifted & ESE Inclusion

• Deliver engaging, standards-based instruction using Universal Design for Learning (UDL) to meet the diverse academic and social-emotional needs of all students.
• Provide departmentalized, differentiated math instruction for gifted students and students with disabilities, leading to consistent academic growth.
• Raised the percentage of students meeting proficiency in math from 70% to 90% in a single academic year through targeted interventions and data-driven instruction.
• Coordinated and implemented tutorial programs for the lowest 25% of 3rd–5th grade students, resulting in a 12% measurable gains in math achievement.
• Designed and implemented multi-tiered systems of support (MTSS) and participated in the School-Based Team (SBT) process to develop and monitor individualized interventions for struggling students.
• Regularly integrate data analysis to inform instructional planning, aligned with school-wide goals and accountability systems.

Leadership & Collaboration Roles

• Grade Chair – Fourth Grade (2015–2017): Led a team of teachers serving both gifted and general education students. Facilitated planning sessions focused on student achievement and teacher development.
• Mentor Teacher (ESP Program): Coach and support first-year teachers, providing guidance in classroom management, lesson planning, and professional growth.
• Clinical Education Instructor: Supervised and mentored student interns and beginning teachers in instructional best practices and reflective teaching.
• School Improvement Plan (SIP) Committee (2016–2017): Collaborated with leadership to develop and monitor the SIP, including data collection for BPIE indicators.
• Safety Patrol Coordinator (2011–2015): Planned leadership activities, coordinated fundraising efforts, and led the annual student trip to Washington, D.C.