Otis Hugh

I consider myself to be a pragmatic visionary, an advocate for Social and Emotional Learning, and an Altruistic individual with over 25 years of experience in teaching and learning, educational leadership, and community involvement. Over the years I have acquired and honed core skills that ensure my readiness to deliver the type of teaching required for cultivating students that are functionally literate for the 21st century. This competence is underpinned by organizational leadership and educational policy and planning. Coupled with the above-mentioned is my advocacy for boys' education and mentorship. At the Nexus of my professional being is the sole intention of being a world student so that I can always grow in a sustainable way to add value to new portfolios, my team, and any institution to which I am engaged. Self-motivated school administrator with a sustainably assertive and outcome-driven nature. Independent worker remains extremely calm in most pressure situations. Skilled educator with over 25 years of experience leading school staff members and education programs. Organizational leader and educational administrator offering 14 years of experience as Principal for elementary school leadership. Exercises honed competencies in development, ,instructional supervision,implementation and execution of performance-enhancing programs. Outstanding skills in parent communication, conflict resolution, team building and staff management. Known for consistently supporting faculty and staff as advocate leader. Self-motivated school administrator with assertive and outcome-driven nature. Independent worker remains extremely calm in most pressure situations. Skilled educator with over [Number] years of experience leading school staff members and education programs.

Construction of a school library and literacy centre to facilitate improvements in literacy and numeracy with a focus on critical thinking and problem solving.

Addition of an Early Childhood Department as part of the longer and sustainable vision of the schools growth and development.

Presently converting a department into a Special Education unit.

Improved literacy and numeracy outcomes for boys who were deemed not yet ready for high school.

Mentor and train teachers who have moved on to become Principals in their own right.

Mentor and train teachers who have become Vice principal or acting as vice Principals.