Education Director
Resume:
CATHERINE GAMMAGE, Ed.D
Transformational leader with 13 years of academic experience pioneering,
executing and integrating national, state and district-level special education programs.
**** ******field Overlook Frederick, MD 229-***-**** *********@*****.*** CORE COMPETENCIES & ATTRIBUTES
Research Minded (Qualitative/Quantitative) Individual with Disabilities Education Act (IDEA)
Curriculum Instruction/Assessment Coordination Program/Project Management Acumen
Program Grant Funding Professional Development
Administrative Policy Development Exceptional Communication Skills Ed.D. Organizational Leadership, Abilene Christian University, Abilene, 2019 School Superintendent, Abilene Christian University, Abilene, TX, 2015 M.Ed., Curriculum Instruction, Tarleton State University, Killeen, TX, 2010 B.A., Industrial Education, Education minor, Valdosta State University, Valdosta, GA, 2004 A.S., Computer Information Systems, Albany, GA, 2004 PRINCIPAL ADMINISTRATION, EDUCATIONAL ADMINISTRATION (ADM), SPECIAL EDUCATION, EVIDENCE-BASED PROGRAMS INCLUDING CORE CORRECTIONAL PRACTICES, POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS), BULLYING PREVENTIONS AND COGNITIVE BEHAVIORAL INTERVENTIONS FOR TRAUMA IN SCHOOLS CERTIFICATIONS
Silver Oak Academy 2012 – Present
Academy Director, (Principal) General - Special Education & Workforce Keymar, MD
As the Academy Director, provide keen management support and oversight to a team consisting of 100+ employees. Responsible for ensuring continuity of daily operations and sustainment of State Educational Assessments, 504 national evidence-based Individualized Educational Programs (IEP), as well as classroom and individual behavior management systems.
Responsible for implementing and coordinating the administration of all state and local assessments.
Leads faculty, staff, and administrators in designing and implementing student learning outcomes assessment; Guides and assists content/subject teachers in their development and implementation of student learning assessment activities; provides formative feedback on programs’ annual plans and reports.
In collaboration with State and Local School Districts, developing and implementing policies and guidance for local and state assessments.
Create processes for assessment evaluation, collection of assessment data, and communication of trends for college and career readiness to all stakeholders.
Expertly oversee the entire IEP lifecycle implementation process with keen insight of the Planning, Programming, Budget and Execution (PPBE) process.
Oversee a diverse portfolio of education, vocational and related therapeutic special education
‘continuum of care’ program initiatives via a ‘strength-based approach’ modeling and methodology framework.
Routinely advocate and strategically seek out ways to improve the following focal areas throughout all academy facilities: student learning and development; student academics; vocational training opportunities; individual health and wellness goals; family and community outreach; and offered clinical services.
Continually ensure staff compliance and adherence to established academy, federal, state and local regulations to include, Maryland State Department of Education (MSDE) and Schools of America educational guidelines. Superintendent K-12 Special Education (Hawaii) PK-12 Child Care Administrator ADM (Maryland) PK-12 Special Education (Maryland) PK-12 ADM (Texas) EC-12
ADM (Virginia) PK-12 Special Education (Virginia) PK-12 Special Education (Texas) PK-12
ACADEMIC QUALIFICATIONS
PROFESSIONAL EXPERIENCE
RESUME OF CATHERINE GAMMAGE, Ed.D
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Program Management: Proactively monitor and assess the performance of all IEP’s; prepare weekly program evaluation reports for the Executive Director and the Board of Directors.
In consultation with the Chief Executive Officer and Executive Director, Rites of Passages, develop and implement academic program goals and objectives for General Education and Special Education Departments.
Demonstrate sound fiscal and grant knowledge for program budgetary request submissions per annum.
Manage, track and review program expenditures consisting of an allotted operational budget of over three (3) million dollars. Conduct on-going needs assessments to identify program and related budget requirements.
Arthur, review and maintain standardized policies, procedures and guidebooks (i.e. academic and workforce modeling, student transition and student aftercare).
Serve as the school representative/advocate in various community, state and national forums to discuss an array of mental health and special education topics, issues and concerns. Foster and maintain professional relationships with local community members in effort to stay abreast of ever-changing community demands, challenges and concerns.
Expertly provide sound leadership and advisory for all career and technology training program initiatives within the General and Special Education Departments. Such efforts include the following: program accreditation and credentialing; professional development; strategic planning; and change management.
Continually conduct sound research and analysis of school (public and private) data - at local, state and national levels
– which address challenges, obstacles and concerns within the special education arena. Develop, review and recommend new and/or changes to existing special education curriculum instructions in effort to improve the quality of student education and promote higher educational standards.
Assess and determine the effectiveness of distinguished cognitive aids, including various school computer and electrical assistive devices, designed to improve memory, attention and/or thinking skills.
Identify, incorporate, and assess internal mobility and sensory improvement software and hardware programs/applications (i.e. voice recognition, screen readers and screen enlargement applications) for student use.
Identify, incorporate and assess appropriate adaptive student assistive technology options (i.e. adapted pencil grips, digital media, adaptive switches and utensils, specialized mobility devices, augmented communication devices, assistive living devices, etc.) that help foster student participation and engagement in educational/recreational activities.
Provided and designed professional development to increase and support teacher’s growth and students success.
Specialized Duties: Develop detailed, comprehensive individualized education and student work plans.
Designed and implemented master schedule to develop high-quality learning environments for all students and common planning times for teachers.
Implemented and designed new teacher mentor program.
Evaluated and designed curriculum for standard based and specialized instruction.
Effectively manage a variant number of clinical caseloads which involve school aged students (middle and high school) with disabilities and/or behavioral, traumatic and low socioeconomic disorders.
As the subject matter expert, review medical, psychological and vocational data to evaluate the nature and extent of each student’s disability. Conduct weekly meeting with students and their parents to discuss student progress.
Work with other technical experts to include, special education teachers, speech and language pathologists, occupational therapists, school psychologists, physical therapists, social workers and other paraprofessionals, to address clinical related matters, issues and concerns.
Identify, create and assess student work programs, apprenticeships and mentoring opportunities.
In partnership with the Maryland Juvenile Justice System, skillfully perform specialized clinical services for housed juvenile adolescents. Conduct quarterly assessment of provided clinical services to determine student progress and program success rates.
Doctrine clinical ‘normalized environmental’ work models that help to transition at-risk youth, within the Juvenile Justice System, into a more stabilized and/or positive environment (i.e. military, certified industry careers/apprenticeships and/or college).
Offer career counseling to students as defined by their Individualized Plan for Employment.
Work closely with local alternative schools to offer evidence-based cognitive behavioral assessments and interventions for students with disabilities and/or behavioral disorders.
In collaboration with other community agencies, provide students with referrals for job placement, post-employment and after-care services.
Supervisory: Provide ongoing supervision to the Academy’s State Assessments, Special Education Clinical Director, teachers, classroom staff and trainees. Conduct annual performance appraisals for subordinate staff. Address and respond to all employee relations concerns. Recruit and hire new staff. Recommend promotions and terminations to the Executive Director. Verify staff certifications and licenses.
Oversee the maintenance of students’ records, office files, schedules, statistical and other reports. RESUME OF CATHERINE GAMMAGE, Ed.D
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Develop and assess adapted special education curriculum instruction based on the aligned standards of learning. Maintain appropriate instructional materials and equipment, and library media services inventory.
On behalf of the academy, coordinate, facilitate and/or attend Local Education Agency for Individualized Education Plan meetings to interpret policies and regulations in effort to convey information to the local School Board, academy Board of Directors, academy staff and the general public.
Routinely assign skilled and well trained resource and educational training instructors to provide various staff trainings and workshops to include, but are not limited to the following: IEP eligibility; Medical reimbursements
(Medicaid-FAMIS eligibility); Positive Behavioral Interventions and Support; special education procedures and support; student inclusive education; occupation therapy; career and transition services; assistive technology; and academy safety procedures.
ACHIEVEMENTS:
Increased reading and math scores by 35% and graduation rates by 85%
Successfully developed and implemented 20+ student workforce programs that helped to place students with disabilities into allied heath fields, barbering. construction, welding, culinary and automotive career fields.
Successfully implemented apprenticeship partnership programs that has provided students with disabilities project- based learning experiences and specialized employment training that increased individual competencies and skills.
Transitioned 325 students with disabilities and behavioral issues into the three E’s - Enrollment in a two-four-year college; Employment into certified industry careers; and Enlistment into the Military. Mount Vernon Community School 2011 - 2012
Inclusion Teacher Alexandria, VA
Developed and implemented an individualized early childhood special education curriculum and associated classroom schedules.
Conducted formal and informal psycho-educational assessments of enrolled students and interpreted test results to parents, professionals and school personnel from other jurisdictions. Wrote integrated student developmental status reports.
Provided diagnostic assessments, strategies, objectives, expectations to service providers, students and parents.
Identified and provided advisory on unique cognitive and behavioral intervention strategies.
Coordinated and chaired various programs and committees (i.e. Diagnostic & Evaluation Program, Peer Mediation, etc.).
Developed thorough functional behavioral assessments and behavior intervention plans and procedures.
Developed and coordinated school-wide Positive Behavioral Intervention Strategies & Support programs.
Chaired Individualized Family Service Plan Meetings.
Maintained appropriate record keeping of all confidential information. Hawaii Department of Education 2009 - 2011
Self-Contained Teacher Wahiawa, HI
Developed and implemented an individualized early childhood special education curriculum and schedule for the classroom.
Developed individual education plans for students with cognitive, emotional, and physical disabilities.
Initiated inter-agency collaborations with behavior analysts, social workers and community advocates.
Provided in-service training to staff and participated in community workshops sponsored by Hawaii Department of Education.
Facilitated the student referral process including initial contact with families.
Administered special education testing. Designed activities and lessons for students based on their cognitive, communication, adaptive and social emotional developmental levels.
Expertly chaired Individualized Family Service Plan Meetings on a weekly basis.
Conducted formal and informal psycho-educational assessments of enrolled students and interpreted test results.
Wrote integrated developmental status reports on each student. Trimmer Elementary 2007 - 2009
Inclusion Teacher Alexandria, VA
RESUME OF CATHERINE GAMMAGE, Ed.D
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• Worked in co-teaching inclusion setting with regular education teacher, enabling students with disabilities to learn in the least restrictive environment possible.
• Standardized the student accommodations’ process.
• Monitored and analyzed students’ progress to ensure compliance to district education plans.
• Increased the number of special education students who scored proficient by 48 percent on Texas Assessment of Knowledge and Skills (TAKS) district testing; and decreased students taking TAKS modified by 27 percent. COMPUTER SKILLS
Windows 10; Microsoft Word, Excel, Power-point, Outlook, Access, Publisher, Acrobat Adobe, Internet Proficient; TYPING: 40+ wpm
REFERENCES AVAILABLE UPON REQUEST
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