SUSAN KEIGHTLEY

• Equitably managed team of 30 educators, family support, and administrative staff with clear communication and structure
• Led team of educational and family support professionals, offering mentoring and coaching to build knowledge and skills.
• Developed "Racial Equity Inquiry Process" or all staff to reflect on input, equity, burden, accessibility, and cost of programmatic decisions
• Led high quality, equitable, early childhood program for 145 children from income qualified families in City of Alexandria and high quality family services including developmental screenings, home visits, and parent engagement
• Maintained high level of national and state accreditation and licensing including NAEYC Accreditation Renewal, Virginia Quality expectations, and state subsidy requirements
• Advocated for local and state policies that supported equitable family, child, and child care workforce issues including but not limited to: Quality Improvement Initiatives, Subsidy Reform/Amendments, Racial Equity in Education at program, local, and state levels
• Utilized data driven decision making to support child, family, and teacher outcomes
• Managed $2.5 million grants for local and state governments: Virginia Preschool Initiative, Mixed Delivery Grant, Family and Comprehensive Grant
• Assisted with budget for all programs ($2.3 million)
• Worked with local and state groups to advocate for high quality and accessible early childhood experiences
• Continually maintained and improved organization's reputation and positive image in community served
• Managed public funding budget allocation and resource utilization to maximize public and private funding ROI
• Led team of educational and family support professionals, offering mentoring and coaching to build knowledge and skills

• Coordinated outreach to under-resourced families with children ages 2.7 years-5 years and offered free developmental screenings
• Advocated for and broadened network of Foundation by working with stakeholders in Alexandria including partnership with Alexandria City Public Schools, Center for Alexandria’s Children, and faith based groups
• Built culture-friendly program to help children and parents of diverse backgrounds feel welcome
• Stayed current on guidelines to maintain compliant program operations
• Attended professional meetings and conferences to maintain and improve professional competence

• Worked with other faculty to align national and state level policies to needs of students in teacher preparation programs
• Responsible for program adherence to applicable standards, including: NAEYC, Maryland Professional Development School Standards, Maryland Teacher Technology Standards, CAEP, Title II and other state and federal reporting
• Coached and evaluated 4-6 ECE Interns in Title 1 schools utilizing performance based assessment as prescribed by College of Education, MSDE, and NAEYC Standards
• Post implementation reflection offered each student intern to further evaluate effectiveness of lesson and plan for future teaching opportunities.
• Communicated all learning and performance objectives, schedules, and training assessments to higher level faculty
• Assisted in development of student teacher assessments to measure training value
• Collaborated with other departments to align training programs with College of Education goals and objectives
• Targeted diverse learning modalities in development of new course content and training programs
• Provided subject matter expertise on all courses, materials and lesson plans

• Supervised six Masters Candidates enrolled in COPSELL Program (Bilingual/ Special Education Masters) in Prince George’s County MD
• Set goals with teachers, observed lessons, provided feedback on lesson planning, delivery of lesson, classroom management, and professional collaboration
• Evaluated teachers based on Praxis III focus areas.
• Developed improvement plans to solve problems and improve lagging areas.
• Participated in teacher education research and evidence-based audits and leveraged data to improve research-based methodologies within implementation and pedogogical areas.

Provide customizedfor educational communities in Northern Virginia

• Taught professional development workshops, seminars, learning communities, and teacher coaching based on evidence based, developmentally appropriate strategies and reflective practices
• Wrote multicultural child care manual for MidAtlantic Equity Commission
• Active in local and state meetings to improve quality of early childhood experiences by creating state ratings system
• Certified rater and mentor for State of Virginia Star Quality Rating system
• Become certified as CLASS evaluator; consistency rated ECCERs evaluator; and Author trained FCCERs evaluator
• Identified areas of need due to remote location and diversity of population
• Supported teachers completing their CDA portfolios as well as other educationally focused projects (parent involvement, curriculum development).

• Taught variety of Early Childhood Special Education Department courses to graduate and undergraduate students: Math and Science for Diverse Learners (K-3), Curriculum and Methods: Early Childhood Special Education/Adapting the Curriculum 3-5, Language Development and Emergent Literacy for Diverse Learners Ages 3-5
• Developed hands on and interactive assignments to engage adult learners
• Received high student ratings for teaching and overall class experience.

• Taught following: Introduction to Early Childhood Education and Guiding the Behavior of Young Children
• Instructed students who were primarily day care providers
• Drew from students’ fund of knowledge and experience in early childhood classrooms
• Monitored and assessed undergraduate level work for adults with varied educational and ability levels.

• Taught Kindergarten and First grade at Title 1 school in City of Alexandria
• Taught English Language Learners in first and second grades through guided reading techniques and center based activities
• Assessed incoming and current students in reading, writing, and oral language skills
• Advocated for families of students to be represented within school community
• Served as ESOL representative on Child Study Committee and combined special educational background and ESOL knowledge to assist children and families get educational support

• Early Childhood Special Education
• Endorsed in English as a Second Language