Tonya M. Davenport, Ed.D.

Dedicated and results-oriented Educational Leader with 28 years of experience in educational organizations. Proven track record of successfully developing, implementing, leading, and growing educational initiatives to enhance the lives of all stakeholders within underserved communities. Seeking an opportunity to continue driving positive change and impact lives through effective leadership, strategic planning, and collaboration.

Passionate Educator with a 28-year background ready for a new position where a dedication to helping people enhance the education of students through effective and innovative program development can be utilized. Multi-faceted and vision-oriented professional with experience in program development and implementation, leadership training and development, organizational management, event planning, and community engagement. Dedicated to cultivating high-performance teams while thriving in diverse results-oriented environments. Outstanding demonstration and presentation skills with the ability to speak to large groups comfortably.

• State of New Jersey Supervisor Standard Certificate (00273588)
• State of New Jersey Principal's Certificate (#00353830)
• State of New Jersey Teacher of Mathematics Standard Certificate (#00166907)
• Corwin Education Associates Certified PLC+ Trainer

• New Jersey Principals’ and Supervisors’ Association
• Association of Supervision, Curriculum, and Development
• New Jersey Chapter of Association of Supervision, Curriculum, and Development

• Professional Learning Community Facilitator Development
• Examining the role of nature and role of PLCs
• PLC Goalsetting- establishing, implementing, and monitoring norms, expectations, and outcomes
• Use a cohort model to examine the work as PLC Facilitators and leverage the power of the collective as to move a school forward
• Leadership 101: Success Under Construction
• Establish framework for working as a Leadership Team
• Develop shared understanding of the 5 R’s of Leadership Success: Relationships, Relevance, Rigor, Results, & Relaxation
• Align Core Beliefs to frame school outcomes and develop SMART goals
• Building Community from Within
• Serving our community through culturally relevant practices by knowing our community and the related instructional practices that lead to success
• Establishing effective PLCs at work using a guided set of practices and routines to strengthen curriculum, instruction, and assessment practices
• New Teacher Development and Orientation
• Orienting teachers new to district to the school culture and community, developing a teaching philosophy, understanding the framework for effective instruction, and planning for student success
• Goalsetting for Growth and Performance Outcomes
• SMART Goals for Outcomes (Focus: Tying all the pieces together from community and data, teachers collectively develop goals and action plans to meet desired outcomes)
• Creating Student Performance Goals (Focus: Examining student data and performance to develop student-centered performance goals to specifically support groups of students in relation to desired performance goals)
• Establishing the Differentiated Classroom
• Identify the key components of differentiation
• Create a plan for establishing the differentiated classroom by exploring the three main ways to differentiate (process, product, content)
• Consider methods, tools, and resources for effective differentiation
• Building the Capacity for Algebra I Success
• Review of state assessment and benchmark data
• Unpacking the Algebra I curriculum to ensure teacher understanding of concepts to be taught, depth of coverage, pacing, and alignment of all common formative and summative assessments along with rubrics
• Development of unit maps and plan for use of maps to facilitate student understanding
• Development of exemplars for student work
• Assessment of current resources (including use of technology) and determination of possible need for additional resources