Principal, Middle School Denise Maurice..............................................................................................................................................1 Cover Letter.........................................................................................................................................1 Résumé...............................................................................................................................................3 Application Questions..........................................................................................................................8

Denise Maurice Cover Letter Denise Oakley Maurice PO Box 205 Websterville, VT 05678 (H) (C) January 6, 2014 Dear Principal Search Committee: Please accept these materials as part of my application for the position of principal at Hunt Middle School. I am excited to share how my experience, enthusiasm and collaborative nature will suit your community. I have been a part of school communities from Pre-School to Grade 12 in roles ranging from tutoring, to teaching and administration. I was the mathematics department chair and a teacher at a middle high school and I am currently the building leader for a Prekindergarten to grade 5 school and have initiated the development of systems to better support student learning and instructional practices. Administration is a three legged stool. The first leg is the management of the day to day operations of the school. A school must be well managed well and routines need to be present in order for teachers and students to be able to focus on learning. I initiated the development of a PBIS framework to refocus our school on promoting the positive behaviors of respect, responsibility, and learning together. Our school wide data and parent responses are showing the results of my faculty and staff’s diligence and focus on this endeavor! Change is never easy, but the PBIS model, examinations of the data, and support have helped us build a common vision of a building where students are united in their learning goals and supportive of each other. The second leg is educational leadership within the building. Leadership creates an environment where teachers work together to support students learning. Professional development decisions are based upon local data and research as well as knowledge of our individual teachers, students and families. Student academic excellence can only be achieved when teachers are given the tools and skills to challenge and inspire students. While managing the NES School Improvement Grant, I arranged professional development opportunities for teachers in the areas of reading, writing and mathematics. While at Roxbury Village School, I wrote a grant to provide professional development and materials for our science program. This year I have structured much of our faculty time on aligning our curriculum units to the Common Core Standards. Some of this work is done through Study Groups comprised of multi-grade level teachers while other work is completed on grade level teams. I want teachers to feel empowered to engage students. We only have our students for a short time and they deserve our very best. As an administrator, I feel it is crucial for teachers to have constructive feedback to improve their instruction. Teachers, like all professionals, want to develop their skills and a “second set of eyes” can help them reflect on their strengths and areas to improvement in the classroom. I have worked to build trusting relationships with my staff and we understand that it is only by working together, that we can improve as a school community. I believe that walkthroughs ranging from 5-20 minutes with feedback is one of the best ways for me to learn about my teachers, paraprofessional staff, students and instructional methods throughout my school. I have devoted much of my professional development to teacher development, the Common Core Standards, and instructional methods. The third leg is the management of human resources and communication. In this role, I facilitate the development of activities and programs that help the students grow and flourish emotionally and socially Denise Maurice

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and promotes family involvement in student learning. I am a bridge between the school and outside community. I was very pleased to see that your school community has enlisted both community members to the selection committee as well as input on what qualities and characteristics are most important to the community at large. I’ve invited parents to be a part of writing our school’s continuous improvement plan and the rewriting of our school’s mission statement. Northfield, like many communities has parents and others who are invested in their school system I have tried to capitalize on their enthusiasm and desire to play a role in our continuous improvement. NES is fortunate to have a committed group of parents who have been partners in developing an outdoor education program that is an excellent example of collaboration among parents, community resources and teachers. The outdoor classroom enriches the indoor and provides students a background to better appreciate and understand their environment. Each leg on the stool is equally important and I work diligently to provide the balance and direction for my students, families and teachers. From examining the materials on line related to your community, you have an active, engaged staff and community that I would love to join. Respectfully, Denise O. Maurice NES Principal

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Résumé Denise Oakley Maurice Education Union Institute & University-Vermont College Montpelier, Vermont Master of Education Major: Educational Leadership Credit Hours: 36 Attended March 2007 to August 2009 Degree conferred August 2009 University of Vermont Burlington, Vermont Graduate Coursework Major: Education GPA: 3.910 Credit Hours: 12 Attended June 1998 to August 2005 University of New Hampshire Durham, New Hampshire Graduate Coursework Major: Secondary Education GPA: 3.540 Credit Hours: 34 Attended January 1993 to May 1994 University of New Hampshire Durham, New Hampshire Bachelor of Mathematics Major: Mathematics Education, Minor: Psychology GPA: 3.690 Credit Hours: 128 Attended September 1989 to December 1992 Degree conferred December 1992

Experience Jul 2011 - Present Northfield Elementary School Principal Northfield, Vermont •Led the adoption of a PBIS framework •Initiated teacher learning communities focused which focused on data and writing •Collaborated with the technology integrationist to create electronic report cards and a system to hold student benchmark assessment data and provide training for teachers •Managed the School Improvement Grant awarded to NES by Vermont DOE •Used the Green Mountain Star Continuous School improvement tool for our action planning •Worked with Vermont Family Network to increase teacher awareness of needs of parents and determine next steps to making our facility more welcoming to parents Denise Maurice

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•Fostered school community through whole school morning meetings and our PBIS framework •Restructured our Educational Support System and 504 plans to better meet the needs of students •Restructured the usage of the NES planning room •Arranged and attended embedded professional development opportunities for my faculty in both reading, writing, mathematics and technology •Exercised various forms of communication to reach out to parents (Connect 5, newsletters, school webpage, open houses, advisory councils, person to person phone contact and email) •Structured a summer school program for our students •Worked with the PTO to structure outside learning opportunities for our students •Applied the Charlotte Danielson Framework as the backbone of our supervision and evaluation system. I conducted walkthroughs and observations to provide teachers with feedback to enhance learning opportunities for students. •Coordinated work with the teachers’ association to streamline professional development •Compiled and analyzed data to promote ongoing assessment of student needs and structured activities for teachers to engage with the data and make classroom changes •Offered parent information sessions on NECAP data

Reason for leaving: After being in the Washington South Supervisory Union almost continuously since 1997, it is time to explore new opportunities and challenges. Supervisor: Ms. Laurie Gossens (802-485-6161) Experience Type: Public School, Full-time It is OK to contact this employer

Roxbury Village School Jul 2009 - Jun 2011 Principal Roxbury, Vermont •Started a curriculum development process in the area of Science and Writing using our NECAP data. •Revised/created school procedures in the areas of educational student support, attendance, records review, file transfers, bus discipline, and a student code of conduct •Wrote and received a grant for the integration of science and technology •Wrote and received a grant to promote our school garden program. •Coordinated with the business manager to create appropriate school budgets •Communicated and worked with parents, teachers and students to help all of our children to learn and grow. •Organized the construction of the school Action Plan •Worked with the PTO to organize community events

Reason for leaving: I became the full time principal at Northfield Elementary School Supervisor: Dr. Michele Fagan (802-485-7768) Experience Type: Public School, Part-time It is OK to contact this employer

Washington South Supervisory Union Jul 2010 - Jun 2011 Curriculum Coordinator Northfield, Vermont •Trained Middle and High School teachers on the Atlas curriculum mapping system •Used the VT Data Consortium Warehouse (EDW) to analyze and select relevant data for use with our middle and high school teachers. •Planned professional development days with the Supervisory Union Administrative team and conducted training workshops for teachers Denise Maurice

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•Performed as the School Improvement Coach for Northfield Elementary School as part of their SIG grant and coordinated with the VT DOE on the grant requirements •Conducted walkthrough observations of Northfield Elementary School to provide feedback to teachers. •Participated in district planning of professional development and the use of CFG funds.

Reason for leaving: I became the Northfield Elementary School Principal Supervisor: Dr. Michele Fagan (802-485-7755) Experience Type: Public School, Part-time It is OK to contact this employer

Vermont Department of Education Jun 2008 - Jul 2009 Mathematics Assessment Coordinator Montpelier, Vermont • NECAP Mathematics Specialist Grades 6,7,8 and 11 • Vermont Professional Development Network Coordinator Grades 6-12 • Content Area Specialist participating in the Vermont Item Bank development and rollout • Participated in professional development opportunities including Formative Assessment Training and Data Analysis Techniques

Reason for leaving: I missed the energy and atmosphere that is unique to schools. Supervisor: Gail Taylor (802-828-3135) Experience Type: Other, Full-time It is OK to contact this employer

Northfield Middle High School Aug 1997 - Jun 2008 Mathematics Teacher and Department Chairperson Northfield, Vermont •Successful Mathematics Teacher utilizing standards-based materials in grades 8 to 12 ranging from basic mathematics to AP Calculus •Communicated effectively with parents and students •Member of the school’s Leadership Team and the Mathematics Department Chair •NEASC Self Study Committee Chair (Assessment) •Participated on the Action Planning Team •Professional Learning Community Member and Facilitator •Local Assessment Work with VISMT •Junior Class Advisor (2 years) •Education Association Treasurer and Membership Coordinator (1 year)

Reason for leaving: I moved into a position at the Vermont Department of Education. Supervisor: Tom Marshall (2006-2008) (802-485-4500) Experience Type: Public School, Full-time It is OK to contact this employer

Stevens High School Claremont Public Schools Mathematics Teacher Claremont, New Hampshire

Denise Maurice

Jul 1994 - Jun 1997

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Stevens High School, Claremont, NH 1994-1997 • Successfully taught various levels of Algebra I and Algebra II • Senior Class Advisor (2 years) • Professional Development Re-licensing Committee (1 year) • NEASC Self-Study Committee Chair (Assessment) • Multiple workshops on education strategies, writing across the curriculum and mathematics curriculum

Supervisor: Margaret Sullivan, Principal (603-543-4200) Experience Type: Public School, Full-time It is OK to contact this employer

Presentations Washington South In-Service Presentations • August 2009. 2010 New Teacher Orientation • Fall 2010 Bullying and Harassment Awareness Workshop • Winter 2010 The Language of Curriculum, ATLAS Program Workshop • Winter 2010 The Mathematics Common Core, Implications for Middle High School National and Vermont Presentations “Teaching Heterogeneous Classes with an Integrated Curriculum” April 24, 2002 - National Council of Teachers of Mathematics National Conference “The Vermont Item Bank” Fall 2008 – Vermont Professional Development Network “Using Constructed Responses in Your Classroom” March 2009 – Vermont Teachers of Mathematics Conference

Recent Professional Development 2013-2014 School Year Leadership in Action Training in MTSS (Multi-tiered Systems of Support) AOE Summer 2013 Observer Training - Using Danielson Framework ASCD Teaching Learning Solutions Summer 2013 Reading, Writing and the Common Core Writing for Understanding Summer Institute Vermont Writing Collaborative Summer 2012 Math Lab School Diagnosis and Remediation of Learning Math Problems LAPDA Summer 2011 Differentiated Instruction Denise Maurice

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LAPDA

Invitation to Visit Northfield Elementary You are welcome to visit my school community. This is the best way to get to know me and my leadership style. In addition to the provided references, the people listed below have volunteered to provide references on my behalf. Art Farnum, SLP Craig Fuller, 5th grade teacher Brucie Donahue, Technology Integrationist Jeanne Kinzel, Reading Instructional Coach Matt Flinn and Rachel Cogbill, 3rd grade teachers Sonia Bassett, administrative assistant They can be reached at 802-485-6161

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Application Questions 1. At the Burlington School District, the celebration of diversity is a core value. We believe that true excellence can only come from a diversity of people who bring diversity of thought and experience to the District’s vision. We, therefore, strive to increase our diversity where we lack representation, while at the same time valuing the infinite range of unique characteristics, experiences, talents, and backgrounds of every student and employee in the District. Tell us about your unique background, characteristics, experiences, and talents and how they might support the District’s core value of diversity. As a child, I grew up on Air Force Bases. This included living in the Philippines with my family. Schools on military bases provide a great deal of diversity in cultures and backgrounds. My most formative years were spent hearing other languages and having friends with different family traditions and values. I appreciate the richness diversity provides to life. 2. Read the vignette below. What is your initial reaction? In light of this vignette, describe for us what you believe being cultural competent means and what you may need to learn. What would be a culturally competent response in this situation? "The athletics director in an after-school program approaches a young Somalian girl who is sitting on a bench watching the relay race. Encouraging her participation, he tells her to “get into the game!” Fatima doesn’t move, and finally says: “I feel too weak. I’m fasting.” The counselor pauses, sure that the girl is on some kind of fad diet, and admonishes her for not eating. “Go to the cafeteria and eat – it’s not smart to go all day without nourishment.” Tears begin to drip down the girl’s cheek, and she whispers, “I can’t eat today. It’s my family’s way. Please don’t make me run.” He feels an annoyance towards the family for not being sure Fatima had breakfast in the morning and a healthy lunch that day." My initial reaction is that the systems the school district has in place to educate faculty and staff has missed a portion of the larger school community that interacts with students. It sounds as though, the after-school program staff may not have been provided the same training as the daytime staff. A culturally competent response would have started with the director asking the young Somalian girl more about why she is fasting, rather than assuming that it was a fad diet. Had the director asked about the fast, he/she might have learned not only why Fatima was fasting, but more about her family and culture. The director could have been supportive and found an alternate activity or location for Fatima. If hired at Hunt Middle School, I would want to learn more about the major cultures represented within the school so that I can be respectful in how the differences need to be wrapped into the daily routines of the school and we can continue to be welcoming to families. Talking to students and their families to learn more will help me appreciate the richness that they each bring to the school. 3. Describe for us what has been your greatest passion as an educator. My greatest passion as an educator has been the development of systems to use data to improve student academic success and problem solving around behavior and social needs. While a teacher, I worked with my department members to develop common assessments for our courses to increase the consistency of our academic expectations in our classes. We then graded the assessments together and compared our results. This provided us with some valuable information and prompted interesting discussions related to instructional techniques and behavioral challenges. As an administrator, I've created an Educational Support Team structure that prompts the use of data at each meeting. This has helped streamlined our discussions and focused our efforts. I have also provided training opportunities Denise Maurice

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to teachers on Fountas and Pinnell reading assessments and the AimsWeb assessments and time for them to use the data to make instructional changes in their classrooms. Though it is not second nature to every teacher yet, they are beginning to see the value of using the data to think differently about their classes. The third grade team is discussing how they might group children across the classrooms to offer additional enrichment opportunities. My fifth grade team has teamed up with a special educator to redesign a period of time during the day for some direct instruction of skills that have been identified as needing reinforcement. I believe data can be used to empower creative thinking to move students forward.

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