Victor Williamson

The essential responsibilities of my current role encompass a broad range of duties, including but not limited to:

• The administrative support provided to the principal with the daily operations, including assuming leadership in his absence, managing student discipline, and contributing to budget and scheduling of the school
• Instructional leadership through work with the Instructional Leadership Team; Multi-tiered System of Support Team; providing teachers with professional development related to curriculum implementation; and instructional coaching to improve instruction and student outcomes through the use of the REACH Frameworks and the Instructional Empowerment platform.
• Leading and collaborating with the Culture and Climate and the Behavioral Health teams do review data related to student discipline in an effort to shift student discipline to a more restorative approach.
• Managing the day-to-day operations of the school, including teacher and support staff absences and the daily maintenance of the school.
• Participating in Network meetings and implementing Network/District mandated initiatives.
• Leading teams including Special Education, CIWP (CIDT), and the Attendance teams with proven outcomes for students.

In my capacity as a professor of graduate education with the Jacqueline B. Vaughn (JBV) Foundation, I am responsible for:

• Providing in-service training to Chicago Public School teachers on the effective implementation of the Multi-Tiered System of Support (MtSS).
• Providing training for General Education teachers seeking an endorsement in Special Education through the ISBE.

In this capacity, I acted as the assistant to the principal.

• In the principal's absence, I supervise all aspects of day-to-day operations, including all aspects of the instruction and the day-to-day functioning of the building.
• Led data review sessions with teachers during grade-level team meetings.
• Led the Instructional Leadership Team that provided observation and coaching to teachers to increase positive academic outcomes for students.
• Conducted REACH evaluations and Rigor Walks of classrooms/teachers, which led to greater coaching opportunities to improve instruction for students.
• Led the implementation of a new K-8 high-quality math curriculum, which led to higher math achievement for students in all grades.
• I was responsible for the MtSS redesign and implementation, which led to an increase in the number of students receiving academic and behavioral support.
• Led the Culture and Climate and Behavioral Health teams, which led to a significant reduction in out-of-school suspensions and misconducts, and an increase in restorative practices, culture and climate, and BHT.
• Served as a liaison between the school administration and community groups or organizations.
• Facilitated communications between the school and parents, including the Parental Advisory Committee and the LSC.
• Participated in network and district-level PLCs to improve instructional leadership.

This was a district-level position through the Office of Diverse Learner Supports and Services (now the Office of Students with Disabilities). In my capacity of District Representative:

• I was the District Representative for Network 13 on the far south side, where I supervise and supported procedures and standards for 34 schools with respect to Special Education and students with disabilities.
• Within this role, I manage and support these schools with procedures and standards related to special education and related services for students with disabilities.
• I worked closely with local school district representatives, principals, and the Network Chief of Schools.
• I have also participated in mediations and due process procedures with outside attorneys and CPS due process attorneys in order to facilitate settlements for due process cases and work with other district representatives on departmental initiatives, such as professional development for general and special education teachers.

In the capacity of counselor/case manager for Kwame Nkrumah Academy Charter School:

• As the case manager for students with disabilities, my responsibilities included the facilitation of the individual education programming process from referral to evaluation and subsequent diagnosis and placement as well as all subsequent procedures related to students with disabilities
• Within this process, I was also responsible for the facilitation and coordination of Section 504 plans for eligible students, as well as the Multi-Tiered System of Support (MtSS).
• As the MtSS Lead, I was directly responsible for the disaggregation of data as it is uploaded into IMPACT for tier 1 students, and I am responsible for providing tier 2 and 3 small group and one-on-one interventions for those students needing recommendations for referral based on this data.
• My position as case manager has also been expanded to include a host of other duties, including behavior interventionist, transportation coordinator, and Health and Medical Compliance for Diverse Learners.

The Academy for Learning (AFL) High School is part of the ECHO Joint Agreement, Special Education Cooperative.

• As a behavioral specialist, I was responsible for providing instruction based on a standard common core curriculum, planning and assisting in the evaluation, and writing Individual Education Programs for students with disabilities, and ensuring that those programs are implemented in accordance with the Individuals with Disabilities Education Act and the Illinois State Board of Education.
• I was also a general education teacher since I am duly licensed as a History Teacher (Type 09) and a Learning Behavioral Specialist I (Type 10).
• In this capacity, it is my responsibility to differentiate the learning curriculum to fit the needs of those students who have been deemed to warrant alternative placement, as many of them function well below grade level.
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In my capacity of professor of education my responsibilities included:

• Training undergraduate and graduate student, general education majors in special education guidelines, instructional methods, modifications and accommodations, and the Multitiered System of Support.
• I was also responsible for training graduate level special education majors in preparation for Master of Science in Education degree and the Learning/Behavioral Specialist Certification
• I have experience teaching a broad range of special education classes, including the supervision of student interns and clinical student teachers.
• These classes are a combination of land-based, hybrid (land-based/online), and online classes through the utilization of Blackboard, LiveText, and Moodle e-platforms.
• I also have experience in the design of graduate-level Special Education curriculum, program redesign for NCATE approval; I am also the Technical Assistance Coordinator for the Illinois Higher Education Partnership for the redesign of the Illinois Professional Teaching Standards and EdTPA; and I am currently the Assistant Assessment Coordinator for the Graduate Programs in Education Department/Special Education Program.