SHIRLEY J. WILLIAMS, Ed. D.

*** ******** *****

Douglassville, Pennsylvania 19518

EDUCATIONAL BACKGROUND

Ed. D. Leadership and Educational Policy Studies:

Adult Continuing Education

(Cognate in Educational Administrative Foundations) Northern Illinois University

DeKalb, Illinois

M.S. Education: Counseling and Pupil Personnel Services Illinois State University

Normal, Illinois

B.A. Elementary Education — Coursework in Speech Pathology for hearing impaired certification College of St. Francis

Joliet, Illinois

Coursework for Deaf and Hearing Impaired Certification and courses through National Science Foundation for Science Certification

Illinois State University

Normal, Illinois

Hold State of Illinois certificates in Teaching and Pupil Personnel Services and Guidance (K-14), Elementary Education (K-9), Secondary Certificates in General Science and Social Science (6-12); and junior high endorsements (18-hour concentrations) in mathematics, science, social sciences, language arts, and speech EMPLOYMENT HISTORY

July 2006 to 2018 Provost

Alvernia University (formerly Alvernia College)

400 Bernardine Street

Reading, Pennsylvania 19604

• Implement structures for the transition of the institution under new presidential and cabinet leadership and major reorganization of the institution and new initiatives under way: Strategic Planning; Campus Master Planning, and Comprehensive Financial Campaign

o Wrote the application for university status to the Pennsylvania Department of Education (similar to the process for regional accreditation in the state of Pennsylvania); approval received in September 2008; o Provide leadership for the Alvernia Planning and Assessment Council, responsible for the oversight of the institutional strategic plan;

o Wrote new plan for Teaching and Learning Space

o Working with Fine Arts Faculty to develop a plan for the expansion of the Fine and Performing Arts

• Responsible for the following academic divisions: Professional Programs; Arts and Science; Graduate and Continuing Education; Office of Distance Education; Library; Archives; Informational Technology; Registrar; Institutional Research; Honors; Montessori School; o Providing leadership for compliance issues with the Pennsylvania Department of Education and Middle States Commission;

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o Facilitating strategic planning process for all units to integrate with the priorities of the university strategic plan;

o Developing a new budgeting process to align financial planning with academic planning; o Working with faculty committees, President and the Board of Trustees to rewrite Faculty Handbook; In past two years worked with Faculty Rank and Tenure Committee to completely revise the evaluation structure and for faculty;

o Work with faculty committees to develop a clearer governance process; o Developing a new Office of Distance Education and policies for staff development program, technical support for improved on line programming (necessary for Middle States and Pennsylvania Department of Education approval for a new on line MBA program and consortium agreement for OCICU)

• Share responsibilities with the President for the Holleran Center for Community Engagement and the Center for Ethics and Leadership

o Work with faculty leadership to integrate service learning, academic programs and the Holleran Center for Community Engagement;

o Facilitate the develop of curricular and co-curricular leadership programs for faculty and student engagement connected to the Center for Ethic and Leadership

• Serve as Institutional Liaison for Middle States Commission on Higher Education June 2002 to July 2006 Dean, School of Education

502 East Boone Avenue

Gonzaga University

Spokane, Washington 99258-0001

Major Institutional Activities

• Developed new community partnerships that enhance quality educational experiences and opportunities for University and School of Education students

o Hosted a Mathematics, Science and Technology Summit (Breaking the Mindset; Reshaping the Future) that brought together approximately 225 people in business, higher education and K-12 teaching to profile new approaches to math and science education and explore how new partnerships could facilitate necessary change in mathematics and science performance and student motivation. o Developed a partnership with NextIT technologies of Spokane resulting in a $100,000 contribution to the university to explore the use of artificial intelligence for a number of university projects, including the enhancement of distance learning and individualized learning in mathematics and reading skill development. o Served as a member of the advisory board of St. Anne’s Children and Family Center to design new school building and revise curriculum to include Gonzaga students in the early childhood and counseling programs for parents.

o Provided grant leadership for the Northwest Autism Task force – a group of parents, health care professionals, social service agency officials and university faculty working to organize resources and enhance services for autistic children and their families;

o Served as a member of advisory board for Art Has It –a free art education program for area schools that provides full size reproductions and post card reprints for students in schools to introduce them to famous artists and the work of museums;

• Coordinated the curriculum of the School of Education with other disciplines on campus to design new interdisciplinary programs that better utilize professional faculty expertise and connect disciplines in new ways o Developed a new five year undergraduate program with the School of Engineering to prepare an undergraduate student with a degree in engineering and certification in either mathematics or science; o Developed a new program shared by the College of Arts and Sciences and the School of Education to deliver a combined science and a literacy program with local reservation school; the program included: 3

University students mentoring middle school students;

Training for tribal community members to provide tutoring in reading, math and study skills for students

Training for parents of Head Start and primary students n ways to assist students at home

Professional development for teachers in reading and math literacy

Transition support for students who graduate from a K-8 school with majority Native population to a high school in which Natives are a minority

o Explored a new undergraduate degree, a Bachelor of Arts in Humanities and Education to provide teacher preparation, with the specific intent offering the program off campus on the reservation of the Colville Confederated Tribes in Nespelum, Washington; the degree was to be done in partnership with Northwest Indian College to assist in providing the opportunity for teacher aides and other tribal community members to acquire the needed credentials to work in the schools on the reservation under No Child Left Behind legislation. o Explored the feasibility of a master’s or doctorate in administration with a Master of Business Administration to prepare chief business officials for school systems; o Explored funding to provide a theater and fine arts program on campus for school age children in the community in partnership with the Department of Communication and Theater Arts in the College of Arts and Sciences

• Facilitated development of the university technology plan o Wrote the first School of Education technology plan, which was then used by the new Chief Information Officer of the university for the development of the institutional plan; o Provided funding for the upgrade of Blackboard, a web-based course management system to be used by the university, through a grant from the Bill and Melinda gates Foundation in which faculty in the School of Education and the instructional technology staff provide support for teachers in the Catholic diocesan systems of Spokane and Yakima to develop the use of Blackboard as a communication tool; o Worked with the CIO and Avista Utilities to develop a plan for Gonzaga to use VP Network, a dark fibre network owned and operated by Avista to enhance research and communication activities among universities

• Implemented the policy processes and procedures for the decentralization of the Graduate School that occurred in Summer 2002

(The School of Education was the source of approximately 48% of the Gonzaga’s graduate revenue – with the largest percentage being in off-campus programs offered in British Columbia and Alberta (Canada). The decision to decentralize the Graduate School occurred during the first month of my deanship. The School of Education was asked to develop the processes and procedures that could be used as a model for graduate programs in the other professional schools.)

o Facilitated the development of an admissions office and processes to integrate the off campus programs with those on campus;

o Facilitated the development of a web-based application process for off campus students; o Worked with faculty and offices throughout the university to write a Standards and Fair Process Manual to explain admission, program requirements and appeal processes for each program in the School of Education;

• Provided leadership for university-wide assessment system o Worked with the College of Arts and Sciences Dean and department chairs to develop assessments that ensure quality outcomes for majors in the disciplines to prepare the breadth and depth of knowledge necessary for elementary and secondary teachers;

o Provided assistance to the other six academic deans outside the School of Education to help their faculties develop academic assessment plans that emerge from the university mission and actualize the mission’s goals; o Assisted in the development of measures and data collection processes o Chaired academic standard section for April 2004 visit (wrote and coordinated written report on Standard 2: Educational Program and Its Effectiveness); Wrote the university’s assessment plan prior to the visit; o Worked as a member of the University Vision Committee for the University’s Strategic Planning Process; 4

Major School of Education Activities

• Implemented new policies and procedures for the decentralization of the Graduate School; o Facilitated the development of School’s assessment plan and data collection processes; o Wrote a technology plan for the implementation of wireless technology, new presentation classrooms and updated labs and interactive white boards and Activboards; o Analyzed administrative support staff positions in the School; eliminated some administrative positions and developed new ones, to include a Director of Assessment, a Community Liaison, a program specialist to support new presentation classrooms, the computer lab, wireless technology and a web site; None of these positions existed at the university and required new studies by the Office of Human Relations for classification and salary development;

o Utilized the RACI system (Responsible, Accountable, Consult, and Inform) to develop job descriptions for administrators in the School and develop a more uniform stipend system for the administrative work of faculty such as Department Chairs and Program Directors; o Developed a shared leadership model for the Council of Department Chairs in the School to develop a governance system lacking in the School and the University; work included a set of bylaws for the School of Education; a procedures manual, the Standards and Fair Process Manual; advisement handbooks, and a strong committee structure to complete the work of the School;

• Provided leadership for major accreditation visits for the School of Education o Prepared for a National Council for the Accreditation of Teacher Education visit in Fall 2004 following a previous visit that had major weaknesses for the unit; o Applied and received initial accreditation for Gonzaga from the Council for Accreditation of Counselor and Education Related Programs (CACREP) for the Community Counseling program o Helped prepare for accreditation study for new provincial accreditation requirements for programs in British Columbia, Canada;

• Provided leadership for implementation of NCATE standards and new Washington State Competencies into curriculum and education programs for the School of Education and the College of Arts and Sciences o Revisited conceptual framework, mission, goals, and student performance outcomes; o Rewrote and developed new policies, procedures and protocols for the School of Education as necessary; o Provided leadership for design and implementation of new reorganization and governance for the School of Education;

• Conducted a marketing and research analysis of site-based, off campus programs currently offered in Canada and Washington (source of revenue which grew from 2.1 to 3 million dollars in three years) o Analyzed new market potential in Idaho, Montana, Oregon, and other areas of Washington; o Identified the successful program as seen by alumni to determine criteria for new marketing and recruitment plan;

• Implemented the policy processes and procedures for the decentralization of the Graduate School in the School of Education

o Facilitated the development of an admissions office and processes to integrate the off campus programs with those on campus;

o Facilitated the development of an web-based application process for off campus students; o Worked with faculty and offices throughout the university to write a Standards and Fair Process Manual to explain admission program requirements and appeal processes for each program in the School of Education;

• Developed a new budget model for graduate programs that could be used by the institution with other professional schools to include a shared revenue model with the university o Designed a model for accounting that differentiates the distinctive costs associated with graduate, off campus and on line programs to better track and analyze program costs; o Identified cost measurement principles important to changing off campus graduate programs – travel, lodging, technology, recruiting – that require a different model than the undergraduate on campus model currently in effect;

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o Designed an appropriate net revenue-based program model with the appropriate enrollment management and budgeting plan;

• Developed the leadership role of Gonzaga University in Catholic education in the Inland Northwest o Served as an executive member of the Spokane Diocesan Advisory Council for Catholic Schools o Served as a facilitator for Strategic Planning for the Spokane Diocesan Advisory Council for Catholic Schools

o Sponsored the diocesan-wide celebration of Catholic Schools Week with Breakfast with the Bishop and selection of outstanding Catholic School Teacher of the Year o Facilitated professional development for teachers and administrators in the Yakima Diocese through a Bill and Melinda Gates Foundation Grant

June 2001 to

June 2002 Interim Vice President for Academic Affairs University of St. Francis

500 Wilcox Street

Joliet, Illinois 60435

• Revised the institution-wide assessment process and organization of institutional research o Worked with deans to develop assessment plans and assist in data collection through institutional technology

o Assisted in identification of data necessary program decision making o Worked with Vice President of Marketing and Enrollment and Vice President of Business to troubleshoot problems with data integrity in various enrollment reports that caused inconsistent enrollment and recruitment reporting and budgeting concerns

• Worked to implement the work of a new Institutional Budget and Planning Committee o Worked with President and Vice President of Business to implement a structure for university wide involvement in the budget process;

o Developed the institutional decision making process to include the development of procedures necessary to govern the work of the committees;

• Provided leadership for systemic reorganization and assessment of academic support systems o Implemented a new communication plan for Academic Affairs unit, which included four colleges, the registrar, the library, the Academic Resource Center and the Center for Instructional Delivery o Developed an advisement process for athletes with the Office of Student Affairs to coordinate scheduling needs and improve processes for athlete communication with faculty for classes missed due to practice and game conflicts;

o Worked with academic administrators to develop programs to strengthen technology support for students and faculty, especially in off campus programs o Identified new library services for distant programs, including on line students, and face-to-face programs offered at distant sites;

o Explored new ways to support writing and research needs for students in off campus programs

• Coordinated the administration’s communication plan for a unionization attempt by full time faculty, including work with legal counsel and consulting staff o Worked with the university attorney on research preparing for the National Labor Relations Board hearings;

o Prepared most of the documents for the hearings to be used as exhibits o Met with all administrators in the university to advise them of ongoing communication with faculty and the appropriateness of communication during the attempted unionization process

• Developed new procedures and policies to solve a number of challenges with off campus degree completion programs, offered in approximately 20 states, including what had been a newly developed physician assistant program in Albuquerque, New Mexico;

• Developed a rationale and set of criteria for opening and closing sites through the national programs

• Developed a recruitment and advisement processes to determine the transition from recruitment responsibilities to faculty advisement responsibilities July 1997

to 2001 Dean of the College of Education

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(Prior to the establishment of the College of Education in June 2000, I served as the Director of Teacher Education for both Undergraduate and Graduate Programs and Chair of the Department of Education and Associate Professor of Education University of St. Francis

500 Wilcox Street

Joliet, Illinois 60435

• Positioned the University of St. Francis at the center of Catholic education in the Joliet Diocesan Catholic School community

o Connected the College of Education leadership to the 72 elementary and high schools in the Joliet Diocese through a number of activities, including their involvement in the following:

Annual Breakfast with Bishop to kick off Catholic Schools Week to which each school sent a representative student and his/her parents to celebrate Catholic education teaching.

Joliet Diocesan Spring faculty development workshop

Eisenhower Grant’s staff development program for area teachers in math, science, and literacy grants;

Staff development activities for individual schools in the Joliet Diocese o Establishment of the Bishop Joseph L. Imesch Excellence in Teaching Award, awarded by the University to an outstanding Catholic educator in the diocese

o Integrated the institution’s Franciscan mission into the conceptual framework of the unit, the curriculum, and into the professional expectations of candidates in the College of Education’s programs o Actualized the mission explicitly, through the development of a professional standards boards and a student professional code of ethics that reflects professional dispositions tied to the institution’s four institutional values;

o Created a service committee within the College of Education Bylaws in which students and faculty identify and develop community service learning projects for program candidate participation to specifically develop understanding of both Catholic and non-Catholic teacher candidates to the value of P-12 Catholic education in the community;

• Positioned the College of Education for strong program growth and aggressive strategic planning for the next five years;

o Designed and implemented a new undergraduate degree program for special education in Learning and Social Emotional disorders and redesigned

o Expanded the graduate initial certification program to more than double the number of students o Designed a field-based master’s program in Teaching and learning that provided a framework to meet individual districts to design concentrations, endorsements and more flexible graduate programming to assist with needs provided by school improvement plans and teacher renewal process o Developed the College’s Five Year Strategic Plan to expand offerings to include one new undergraduate program, seven new graduate programs to include alternative certification, programs in shortage areas, three new master’s degrees in administration, special education and technology and a doctorate in Educational Leadership and Policy

o Established the Regional Education Academy for Leadership to provide a systemic approach for area school districts for staff development, professional development schools and teacher induction support for regional schools.

• Connected the University of St. Francis as a vital part of the business and educational communities o Served on steering committee for the Business Education Summit for Will County for two years. o Co-chaired the Workplace Ethics and Behaviors community Task Force to study concerns of community workplace ethics and its relationship to school curriculum; o Served on the Education-to-Careers Advisory Board for the Joliet Junior College region o Served on the Education Advisory Board for Joliet Junior college o Served on the District Community Council for Joliet Grade School District #86 o Served on the Building Leadership Team for Farragut Elementary School in Joliet District #86 o Served on the Joliet Public School District #86 Community Council and lead its Assessment Task Force o Served as a community speaker for the Joliet Region Chamber of Commerce’s Community Leadership School o Served as secretary of Illinois Association of Private Colleges of Teacher Education (2000-2001)

• Provided leadership in the State of Illinois to implement the revision of new General Education requirements, performance assessment and other statewide initiatives; 7

o Consulted with institutions through the state to assist in development of conceptual framework, program outcomes, performance assessment and development of assessments instruments; o Consulted with the Illinois Articulation Initiative (IAI) Panels to provide direction for new teacher education requirements and their impact on general education and IAI requirements; o Facilitated a panel on staff development and induction practices for the Deputy Governor for Education and Workforce, Dr. Hazel Loucks, for regional and school district superintendents throughout the State of Illinois;

• Developed new partnerships to connect the University to the greater urban community and enhance growth of undergraduate and graduate programs; the graduate enrollment increased from 40 students in 1997 to 725 in 2005 as a result of partnerships with schools;

o Created a partnership between the Teachers Academy for Math and Science (TAMS) and Joliet Public School District #86 to partner pre-service teacher candidates with mentor teachers during their methods semester to develop math and science teaching strategies and content understanding; o Created a partnership in which all special education majors and some elementary majors participate in a Reading Power internship, a reading recovery program for K-2 students in Joliet Public School District #86; o Created a partnership with the Professional Development Alliance, the staff development arm of the Regional superintendent’s Office to participate in reading programs I participating schools in three counties o Assisted area school districts in the development of technology grants, which supported pre-service and in- service teacher development of curriculum projects for engaged learning in their districts; o Established a new professional development school program entitled the Bridge Program, in which schools identify the University as professional development schools and provide a yearlong internship with pre-service candidates, while the university provides staff development and mentoring assistance to veteran teachers;

• Provided institution wide service to the University of St. Francis, including: o Served as chair to the Academic Curriculum Committee in 1998-1999; o Served on the assessment task force for the implementation of the new institutional assessment plan; o Served on mission round tables to review institutional mission; o Served as a member of the NCA Steering Committee, as well as serving as a member of one of the self-study committees;

o Assisted with writing the final NCA report in 1998-1999; o Served as a member of the Alcohol Task Force

o Served as Search Committees for Vice President of Academic Affairs and Director of Campus Ministry as well as College of Education faculty search committees. August 1993 Chair, Education Department

to July 1997 Associate Professor of Education (Visiting Assistant Professor from August 1993 until May 1995; Tenure track beginning August, 1995) College of Arts and Science

University of Hawaii at Hilo

Hilo, Hawaii 96720-4091

State of Hawai’i Task Force For Teacher Education Recruitment and Retention Member of State of Hawai’i Teachers Education Coordinating Committee Member of University of Hawai’i at Hilo’s Master’s in Education Task Force Rater for State of Hawai’i Content Area Performance Assessments (CAPA Project) Taught education classes for both Basic and Professional Certificate Program Taught classes as part of the Natural Science Certificate Program for in-service teachers Supervised student teachers in field experience settings Served on departmental committees for curriculum, technology and the Teacher Education Advisory Council Developed portfolio assessment guidelines for use in assessment of professional experience Developed Teacher Action Research Guidelines for field experience 8

August, 1989 Assistant Professor of Education

to July 1993 Department of Education

College of St. Francis

500 Wilcox Street

Joliet, Illinois 60435

Taught education classes (History and Philosophy of Education, Foundations of Education, Student Teaching Seminar, and methods classes for secondary biology, elementary science, mathematics, language arts and social studies) Developed portfolio assessment process for education department and process writing unit for professional development for introductory education class

Supervised student teachers in elementary and secondary settings Advised education majors

Developed curriculum for Earth Day Program for 5th Grade students from the Joliet area, in which grade school students came to the college and the education majors taught a full day program of science events Began development of an Academic Learning Center which included math and reading testing, counseling for high risk freshmen, and study skills development

Coordinated Freshman Connections program, a required freshman advisement and transition/advisement program for all college freshmen

Designed curriculum and taught Adult Student Seminar for returning

(non-traditional) students entering Evening/Weekend Degree Completion Program Designed faculty-wide in-service programs in working with non-traditional students and alternative assessment Completed training as a reader for science literacy grants in the State of Illinois Completed training for the evaluation of writing for the State of Illinois Group Assessment Process (IGAP) (3rd, 6th and 11th grades)

1987 to 2002 Williams and Associates

Educational Consultants and Counselors

Joliet, Illinois 60434

Developed curriculum materials tailored to district/school needs and not-for profit organizations Provided in-service training and grant-writing assistance to districts/schools in areas of math, science, and technology utilizing cooperative learning, writing and other metacurricular skills Provided counseling services to selected private schools who lacked counselors Provided assistance to small medical offices in training personnel for insurance filing, workmen’s compensation, reception and accounting skills

1988-1989 Adjunct Instructor

College of Business

Lewis University

Romeoville, IL. 60441

Taught "Organizational Theory and Design" for Master of Business Administration program 1988 - 1989 Manager of Assessment and Recruitment

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Joliet Junior College

Center for Adult Basic Education and Literacy

Joliet, Illinois 60435

Administered and interpreted diagnostic placement and progress tests of adult students for GED, ESL, and Adult Basic Literacy programs

Developed individualized educational plans to aid instructors in meeting the special needs of adult students returning to the classroom

Organized, supervised and developed curriculum materials for a computer resource laboratory Provided career, vocational, and academic counseling to assist adult students in developing realistic employment and training goals

Developed cooperative activities and projects with other program, college and community personnel Worked with social service agencies to develop resources for students Worked with businesses and industries to develop programs for workplace literacy and individualized adult basic skill development for employees

Prepared proposals and status reports, including cooperation with local Department of Public Aid to provide student progress reports and work toward resolving barriers to school attendance Assisted director in grant-writing and staff development activities Developed family literacy program for Head Start parents and children which included staff development at area sites

(both English and non-English speaking sites)

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