Stuart Hutchinson

As a public school administrator with twenty-three years of experience and a doctoral degree in Organizational Development, I will collaborate with all stakeholders to transform education.

Principal of Rising Sun Middle School

• Rising Sun Middle School- Using the Classroom Focused Improvement Process, teachers used academic and behavioral data to expand the continuum of instructional services. This included working with the administrative team to overhaul instruction that was provided to students with significant needs. Developed Positive Behavior Interventions that seek to restore the esteem of students. Challenged the mindset of teachers to provide increased Tier I and Tier II academic and behavioral interventions.

Principal of Elkton Middle School

• Year 1- Began the process of going from “good to great” by hiring teachers who strived to meet the academic and behavioral needs of adolescents. This coincides with my research on the “Stage-Fit Theory” (Eccles, J.) that asserts that the environment must fit the stage of human development.
• Year 2- Developed a mission statement that focused on meeting the academic and behavioral needs of adolescents. Identified key leaders in the building to distribute leadership. Training was provided on University of Kansas Content Enhancement routines.
• Year 3- Advocated for three additional special education teachers to reduce ratio of teacher to pupil in collaboratively taught classes. Developed an RTI model that allowed us to deliver Tier II and III interventions with fidelity.
• Year 4- Total School Transformation- Advocated for four additional teaching positions to create interdisciplinary teams. All teachers changed rooms and were assigned to teams. Hired a psychologist that installed Prevent, Teach and Reinforce as a proactive means for implementing PBIS practices.

• The majority of my leadership experience has been in schools where the FARMs rate was 50% or more.
• 70% of students at Elkton Middle were living in poverty.
• Derived from the work of Charlotte Danielson I have overseen the transition from an evaluation system without specific standards to an evaluation system that uses rubrics to evaluate teachers and administrators. Continuous professional development was provided to build a shared understanding of instructional expectations.,
• Mentored eight different Assistant Principals in twelve years. Served as a mentor to these Assistant Principals to build their capacity to lead organizations. Four of the Assistant Principals were promoted to the role of principal.,
• While assigned as the Social Studies Department Chairman at Deep Creek Middle School, I also served as the School Improvement Facilitator. In this role I was charged with creating and monitoring a school improvement plan that focused our efforts on school improvement initiatives., Wrote Social Studies curriculum for Baltimore County Public Schools
• Developed MSPAP assessment items aligned with Maryland Learning Outcomes.
• Developed school based budget that is fiscally responsible. At the beginning of my tenure at Elkton Middle School the budget was depleted. In my first year, I was able to complete the year with additional funds available for purchasing technology. Each year, I have reserved funds to purchase items that align with the needs of each department.

A School Improvement Model for Motivating Adolescents to Achieve Success in Middle School, This dissertation was grounded in the belief that middle school educators must meet the developmental and academic needs of adolescents. Based on quantitative and qualitative research, a model for school improvement was developed that included five precepts: 

• 1. Use data to gain a comprehensive view of factors that affect student achievement
• 2. Establish a school improvement team that focuses on factors that affect motivation
• 3. Form interdisciplinary teams to motivate adolescents
• 4. Support the social and emotional well-being of adolescents 5. Use instruction to motivate adolescents to succeed.

• SWIFT Research Project, From 2012-2015 Elkton Middle was engrossed in the “Schoolwide Integrated Framework for Transformation.” This focused our school improvement efforts on inclusive practices that allow all students equal access to instruction. Using the framework for transformation, Elkton Middle made significant strides toward providing a full spectrum of instruction.
• PBIS Gold School 2014-2015 & 2015-2016, Through the consistent use of Positive Behavior Interventions and Supports, Elkton Middle has created a positive climate in which students succeed. In three years the total number of days students have been suspended has been reduced by 50%. RTI Model,
• During the 2014-2015 school year, we developed a Response to Intervention model that allowed students to cycle through appropriate Tier III and Tier II interventions. This is a step down model that provided intensive interventions for students in sixth grade with these interventions lessening as students matriculate through middle school.
• Poverty on the Brain, Provided professional development for teachers related to the effects of poverty on the brain. Contracting with Dr. Shauna King and the Upside Down Organization teachers learned about how students who live in poverty are also in a state of trauma. This has resulted in increased Tier III behavioral interventions.
• Aligned Schedules with Needs of Students, Served as Assistant Principal at Deep Creek Middle in Baltimore County and Edgewood Middle in Harford County. At both schools, I developed multiple schedules that maximized the potential for academic success. Schedules have included four, six and seven period days as well as hybrid schedules that included forty-five and seventy minute class periods.