Alex MacIver has over 15 years of experience in education, serving in various leadership roles including Vice Principal, Dean of Students, and Department Chair. As Vice Principal, he improved school attendance from 91% to 94% through attendance initiatives and streamlined operations to reduce teacher workload. He mentored staff, conducted performance reviews, and participated in hiring. Previously, as Dean of Students and Department Chair, he created discipline and guidance systems, analyzed student performance data, and developed professional development for teachers. He has a Master's in Math Education and state administrative and teaching credentials.
Teacher education power point presentationJRNRV Udaipur
Dr.Ami Rathore presented paper in International conference at LMTT College Dabok ,Janardan rai Nagar Rajasthan Vidyapeeth (Deemed to be university) Udaipur
In this presentation, Dr. Angela Stone Martin shares research-based strategies to reduce discipline disparity trends in public education. The presentation gives educational leaders a means to enhance cultural awareness among teachers, school leaders, and school personnel to tackle discipline from a inclusive standpoint. Dr. Angela Stone Martin offers step-by-step guidance for implementation strategies that may be implemented at the district and school levels. The presentation also shines light on statistical data outlining disproportionality in discipline practices in public schools across the United States. A list of sources are provided at the end for further research. Dr. Angela Stone Martin also provides a comprehensive list of evidence-based intervention models to assist struggling schools with large populations of at-risk students. A list of potential community-based partnerships are listed as well as an implementation plan. Educational leaders may find this presentation instrumental in developing a cohort of highly-qualified members, organizing targeted interventions, presenting school-wide disciplinary data to the community, facilitating customized professional development, and initiating cultural awareness training for teachers. The presentation also outlines an appropriate evaluation plan to help monitor the program's effectiveness.
Teacher education power point presentationJRNRV Udaipur
Dr.Ami Rathore presented paper in International conference at LMTT College Dabok ,Janardan rai Nagar Rajasthan Vidyapeeth (Deemed to be university) Udaipur
In this presentation, Dr. Angela Stone Martin shares research-based strategies to reduce discipline disparity trends in public education. The presentation gives educational leaders a means to enhance cultural awareness among teachers, school leaders, and school personnel to tackle discipline from a inclusive standpoint. Dr. Angela Stone Martin offers step-by-step guidance for implementation strategies that may be implemented at the district and school levels. The presentation also shines light on statistical data outlining disproportionality in discipline practices in public schools across the United States. A list of sources are provided at the end for further research. Dr. Angela Stone Martin also provides a comprehensive list of evidence-based intervention models to assist struggling schools with large populations of at-risk students. A list of potential community-based partnerships are listed as well as an implementation plan. Educational leaders may find this presentation instrumental in developing a cohort of highly-qualified members, organizing targeted interventions, presenting school-wide disciplinary data to the community, facilitating customized professional development, and initiating cultural awareness training for teachers. The presentation also outlines an appropriate evaluation plan to help monitor the program's effectiveness.
Presentation by Robert Hassell - Australian Council for Educational Research (ACER).
ABSTRACT
Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours.
Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.
Presentation by Jan Håkansson - Linnaeus university, Sweden
Abstract:
The presentation focuses learnings from principals and teachers school
based curriculum and improvement work in five compulsory schools in
Sweden. The long term goal for the schools is to improve pupils academic
achievement, and in focus for the improvement work is two different areas
of teaching: classroom management and development if language in all
subjects. The results presented pay attention to: i) classroom
observations of teaching as a strategy, ii) principals and teachers
learning during improvement work, and iii) school¹s capacity building
through different qualities of learning.
Convegno internazionale "Migliorare la scuola", Napoli NH Ambassador 14-16 Maggio 2015
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
Networked Learning Communities: School Improvement for Educational LeadersEduEval Consultancy
Networks and professional learning communities of teachers, principals, schools, and even districts have become a common method in education for trying to sustain change in practice. Although there are many positive characteristics that are attributed to networks, there is limited direct investigation of how networks operate and how they can be purposefully and strategically constructed for school improvement and effectiveness.
Presentation by Robert Hassell - Australian Council for Educational Research (ACER).
ABSTRACT
Since 2012 all Australian States and territories, and the Federal government, have endorsed an approach to school improvement that was originally developed by the Australian Council for Educational Research in conjunction with the Queensland State Government. While there is an increasing trend towards autonomy of school leadership, all schools in Australia are expected to write a school improvement plan. Rather than focusing purely on desired outcomes, the approach is based on the view that the most effective strategy for improving student achievement in schools is to improve the quality of day-to-day teaching and learning. In this presentation I will outline the research and development underpinning the National School Improvement Tool (ACER, 2012) and its current use for school improvement review and planning that focuses on these important behaviours.
Presentazione di Robert Hassel in occasione del suo intervento al convegno internazionale "Migliorare la scuola", tenutosi a Napoli il 14-15 Maggio 2015 e organizzato dall'Indire.
Presentation by Jan Håkansson - Linnaeus university, Sweden
Abstract:
The presentation focuses learnings from principals and teachers school
based curriculum and improvement work in five compulsory schools in
Sweden. The long term goal for the schools is to improve pupils academic
achievement, and in focus for the improvement work is two different areas
of teaching: classroom management and development if language in all
subjects. The results presented pay attention to: i) classroom
observations of teaching as a strategy, ii) principals and teachers
learning during improvement work, and iii) school¹s capacity building
through different qualities of learning.
Convegno internazionale "Migliorare la scuola", Napoli NH Ambassador 14-16 Maggio 2015
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
Networked Learning Communities: School Improvement for Educational LeadersEduEval Consultancy
Networks and professional learning communities of teachers, principals, schools, and even districts have become a common method in education for trying to sustain change in practice. Although there are many positive characteristics that are attributed to networks, there is limited direct investigation of how networks operate and how they can be purposefully and strategically constructed for school improvement and effectiveness.
1. Alex MacIver
1241 E 34th
St, Oakland, CA 94610 ♦ Phone: (573) 639-9442 ♦ Email: alexander.maciver@gmail.com
PROFESSIONAL EXPERIENCE
Vice-Principal of Operations – City Arts and Technology High School August 2013 – June 2016
San Francisco, CA
Systems Creation and Management
• Diagnosed problem areas within school operations/systems and engineered solutions geared toward reducing
teacher stress and workload; examples include implementing a transparent teacher coverage system, streamlining
grade reporting, and increasing technology access.
• Directed systems and operations including emergency safety planning, attendance reporting, transfer intakes and
referrals, district work orders and Free and Reduced Lunch applications.
• Improved school attendance from 91% to 94% through various attendance initiatives including bi-weekly
attendance updates, a first period initiative and network-wide attendance review board hearings.
Budget and Operations
• Reviewed and ensured accuracy of daily, weekly and monthly attendance records for district and state reporting
eliminating the need to submit revised monthly reports.
• Strengthened relationships with external organizations to ensure optimal partnership performance.
• Anticipated spending to create yearly budget and monitored school expense accounts, working with the CFO and
budget support team monthly to assess the financial health of the school.
• Formalized school-site payroll reporting process and communication with central office.
Staffing and Teacher Development
• Mentored four staff members through bi-weekly observation and coaching meetings based on yearlong goal
setting and weekly observations.
• Provided intensive support to mid-year Algebra I hire including observations, coaching, co-planning and co-
teaching classes.
• Conducted performance reviews for new staff based on observations and progress toward goals.
• Supported and coached subject area leads during instructional improvement inquiry cycles happening at weekly
professional development.
• Participated in hiring team by identifying competency needs, observing teacher demo lessons, interviews and
making hiring decisions.
• Provided ongoing support regarding state testing changes and implementation of Smarter Balanced Assessments.
Vice Principal of Student Support – Metro Arts and Technology High School August 2011 - June 2013
San Francisco, CA
• Created and managed discipline systems including behavior monitoring, implementing behavior support plans,
and enacting a suspension/expulsion process.
• Provided on-going behavioral supports for students with behavior challenges.
• Led a six-person team to create a “Metro Staff Archetype” for reference during the yearly hiring process.
• Led staff development meetings around positive behavior supports, discipline structures, and the development of
a school wide discipline philosophy.
• Facilitated gender identity workshops for 9th
and 10th
grade boys.
• Guided the planning and support of student and staff transitions during permanent closure of the school.
Dean of Students – Bronx Lab High School September 2010 - June 2011
Bronx, New York
• Managed five-person guidance team. Planned and facilitated meetings for the Guidance Department to discuss
student specific issues and solutions, ultimately developing school-wide guidance systems including a bullying
response protocol, positive rewards systems, and detention.
• Created an online data collection system analyzing student removals; used data to inform staffing decisions.
• Served as a member of the Leadership Cabinet that assessed the strengths and weaknesses of the school and
made proposals to address those issues. Proposals included the creation of teacher and student inquiry groups
around student apathy and school spirit and an evaluation process to assess the effectiveness of and alignment
with the school’s mission.
• Facilitated problem-solving conferences with teachers, students, and families to address problem behaviors and
develop strategies for changing those behaviors.
• Co-developed strategies with teachers for improving student behavior including subtle signaling, physical
classroom arrangements, lesson structure and differentiation.
• Developed and led culture initiates such as the BLS 5, 100% Respect campaign and staff culture workshops.
2. Math and Science Department Chair – Bronx Lab High School January 2010 – June 2010
Bronx, New York
• Facilitated bi-monthly meetings with ten members of the math and science department.
• Supervised the development of course catalogs for six math and science classes.
• Assisted in organization and analysis of New York State Regents data to identify areas for instructional
development and improvement.
• Initiated a process to create vertical alignment within the four-year sequence of math and science courses.
9th
Grade Teaching Team Lead – Bronx Lab High School September 2007 - June 2010
Bronx, New York
• Led bi-monthly meetings with nine staff members in the 9th
grade teaching team.
• Established systems, structures, and protocols to monitor student performance, identify at-risk students,
implement student specific interventions such promotion in doubt lists, holiday risk plans, and rubric-guided
lessons to look at student work.
• Developed a process to identify the strengths and challenges of struggling students; process was adapted by the
school leadership team and implemented school-wide the following year.
• Created and implemented professional development module to train teachers to read transcripts and assess
student progress toward graduation.
• Coordinated two additional 9th
grade only parent-teacher conferences (other grades held only 2 per year).
• Organized and oversaw all planning and logistics for annual 9th
grade camping trip.
9th
Grade Integrated Math and Science Teacher – Bronx Lab High School September 2005 - June 2010
Bronx, New York
• Maintained an 85%+ passing rate for major gateway projects and tests.
• Developed the scope and sequence of a yearlong Physics and Algebra curriculum.
• Differentiated daily lessons, projects, and tests to three different skill levels.
• Participated in a CTT partnership with a Special Education instructor.
EDUCATION
Masters in Math Education August 2009
City College, CUNY: New York New York
Bachelor of Arts in English Literature, June 2004 June 2004
University of Hawaii – Hilo: Hilo, Hawaii
CERTIFICATIONS
Preliminary Administrative Services Credential 11/1/2019
Clear Single Subject Teaching Credential – Math 11/1/2019