TAMMI JOHNSON

• Owns program design, to include setting and monitoring progress towards program goals, creation of key program deliverables (curriculum implementation and coaching tools, formal professional development calendar, etc.) in collaboration with the Senior Director Academics and Chief Academic Officer.
• Manages key program stakeholders through organizing meetings, designing, and executing a communication strategy.
• Drive significant and equitable student growth and outcomes in literacy.
• Ensures that curriculum and pedagogy are grounded in the Science of Reading across all of our literacy classrooms.
• Models excellent literacy instruction and coaching.
• Engages and invests stakeholders (teachers, school leaders, students, families) in our vision of high-quality literacy instruction.
• Coaches school-based instructional leaders in curriculum implementation and data-driven instruction.
• Oversees the administration of regional assessments that yield meaningful data.
• Creates data-driven action plans that promote student achievement in word recognition, language comprehension, and writing and ensure that instruction is driving equitable outcomes.
• Observes instructional practices in schools to identify and address curriculum design and professional development strengths and gaps.
• Provide ELA Literacy curricular development, implementation, coordination, and assessment of the literacy program to improve student achievement and meet student, school, and regional goals.
• Enhance school-based ELA Literacy curriculum and assessments as needed and give feedback to school-based team members on the ELA Literacy unit and lesson plans.
• Implement curriculum by observing and modeling ELA-Literacy lessons supporting effective intellectual preparation.
• Oversees and provides feedback on curriculum development and revision work by lead planners or other school-based team members.
• Utilizes student performance data to assess the effectiveness of curricular design and implementation and makes necessary short- and long-term revisions and improvements.
• Designing and leading regional professional development, both pedagogy and curriculum/assessment specific.
• Leading regular school walk-throughs and classroom observations with school and regional leadership teams.
• Collaborating with school-based leaders and coaches to devise meaningful action steps that improve student outcomes.

• Developed teachers by providing explicit modeling of strong whole/small group planning, teaching and responding to reading and math data (virtually and in-person)
• Regularly collaborated with regional reading and math experts to identify strengths/gaps in data and use to develop professional development for teachers
• Collaborated with leadership team to hire, orient, and train direct reports
• Ensured all direct reports had clarity on the expectations of their role
• Set performance goals for all direct reports that include metrics to evaluate both practice and outcomes; aligned these goals to school and regional goals.
• Regularly observed all direct reports doing their job at a frequency agreed to with his/her school leader
• Regularly met with all direct reports to provide feedback on practice, review outcome data, and identify support needed to meet performance goals
• Evaluated direct reports against their performance goals
• Prepared mid-year and end-of year evaluations to use in performance review meetings with staff
• Developed own knowledge and expertise in all aspects of the KIPP Philadelphia Schools instructional design including curriculum (Amplify, Eureka, Step Up to Writing, F&P, Fundations, Wonders, DIBELS), assessment and instructional moves.
• Coached all direct reports through frequent observation, real time feedback and practice sessions.
• Designed, led, and participated in staff professional development, including but not limited to workshops, content teams, data analysis and planning meetings
• Recommended direct reports for specific externally conducted professional development opportunities
• Participated in the bi-annual school talent review, making recommendations about the readiness of direct reports for promotion or additional development.
• Supported the implementation of proactive student discipline strategies
• Built strong relationships with students and implement systems that developed the character, knowledge, and skills of all students
• Collaborated with colleagues, families, and students to develop, implement, and maintain services specific to student need
• Established and maintain strong lines of communication with all fellow employees, parents and community partners
• Served as State Test Administration Coordinator
• Fulfilled role of School Leader when necessary

• Managed and monitored budget of more than $5,000 allotted for grade level
• Gave feedback on effectiveness of administrative procedures and policies
• Collaborated with Instructional Leadership Team in strategic planning for improvements to instruction,
• family partnerships, school policy, and school culture
• Led grade team in setting short/long term goals and assigned responsibility to team members in a collaborative effort to meet expectations
• Wrote a proposal that brought in more than $1,000 to use toward family strengthening activities
• Advised and developed grade 2 literacy and math curriculum
• Oversaw the testing and follow-up planning in relation to student literacy assessments
• Adapted lessons and instruction for students with special needs; worked with Special Ed. teachers to form strategies for individual students
• Collaborated with colleagues on best practices for teaching all content areas
• Created and utilized methods to assess and determine student progress
• Developed positive behavior management plans using a variety of techniques to fit the situation and child when challenges arise
• Collaborated with administration, staff, and parents to enhance educational, intellectual, and social aspects of the students
• Partnered with community organizations to facilitate events that enrich the learning experiences of students
• Counseled, trained and managed Masters level interns and Assistant Teachers
• Provided feedback for collaborating teachers on best practices for teaching
• Integrated math and literacy technology plans for individual students to enhance comprehension
• Assisted teachers with strategies that produce increased student achievement
• Provided meaningful feedback to teachers for the benefit of their professional development
• Supported teachers through behavior modeling and performance feedback
• Set grade-level priorities and focus topics for weekly meetings
• Led collaboration to resolve any issues among the team
• Created and oversaw summer reading events and incentives to prevent summer slide
• Managed school-wide book-fair to engage and further student literacy

• Designed lessons and units with objectives aligned to Maryland Common Core State Standards
• Adapted lessons and instruction for students with special needs; worked with Special Education and English for Speakers of other Language (ESOL) teachers to form strategies for individual students
• Created and/or utilized methods to assess and determine student progress
• Developed positive behavior management plans; used a variety of techniques to fit the situation and child when challenges arose; collaborated with administration, staff, and parents to enhance intellectual and social aspects of the students
• Developed supportive instructional lesson plans for assistant teachers when working with small groups of students
• Advised, coached, and co-taught with teacher candidates

Instructional Leadership Team Co-Chair

• Monitored school compliance with Title I requirements to secure yearly funding
• Analyzed and recorded school’s data/practices within a School Improvement Plan to compose statistical information and service plans for staff as well as parents
• Represented home school at board of education meetings pertaining to our data, partnerships, and practices
• Maintained relationship with Title I officials at the board of education level to uphold an intact School Improvement Plan