Dawn S. Miller is an experienced school administrator with expertise in curriculum development, instruction, and special education. As Assistant Principal of T. Benton Gayle Middle School from 2005 to present, she led the development and implementation of a school-wide intervention program to improve student achievement through data analysis and research-based practices. She also established a blended learning lab, led professional development for teachers, and formed a climate committee to address issues identified in a school survey. Her work resulted in improved communication, trust, and student discipline at the school.

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Dawn S. Miller, Ed. D.
2696 Sheffield Hill Way
Woodbridge, VA 22191
703.785.5987 (cell) 540.373.0383 (work)
dawnsmiller1@gmail.com
School Administrator
Professional Summary: Experienced administrator committed to preparing students for academic success in an
educational setting that engages and challenges their minds.
Leadership – Demonstrated ability to communicate a vision, organize stakeholders and develop plans to
achieve stated goals.
Student Centered Focus – Responsive, communicative and committed to student success
Curriculum & Instruction – In depth knowledge of best practices in instruction and effective curriculum
alignment
Special Education – Specialized experience in managing special education programming.
Communication – Effective communication skills; organized, thoughtful and articulate orally and in writing.
Highlight of Experiences
Assistant Principal
T. Benton Gayle Middle School, July 2005 - Present
Stafford County Public Schools
Instruction:
Based on 3-year data analysis of student achievement, proposed and led to fruition a school-wide intervention and
enrichment program focused on improving student achievement through research-based interventions, remediation, and
extension opportunities. Highlights include:
 Led a collaborative team of teachers, including instructional specialists, in the design of this program including
the development of procedural and logistical guidelines
 Analyzed baseline data to guide programming decisions and to establish achievement goals for students
 Instituted norms and expectations for Professional Learning Communities
 Established quantitative and qualitative measures to assess success of the program
Specialized experience in managing special education programs.
 Dedicated time and support to monitorstudents followed through SST process, IDEA and ADA.
 Established a structured monitoring system to encourage and promote frequent communication between
special education case managers, teachers and para professionals in support of student achievement.
 Mentored and trained new assistant principal for the role of Administrative Designee for Special Education
In support of the school’s vision and mission, established a Blended Learning Lab providing access to independent
learning opportunities for all students, in all content areas.
 Train teachers on various models of blended learning
 Provided for technological and instructional resources
 Piloted an Open lab concept
Professional Development:
Led structured, Professional Development sessions in direct support of school improvement initiatives. Specifically,
increasing the use of technology in the classroom; understanding connections between the brain, teaching and learning;

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engaging and motivating the adolescent learner and, most recently, shifting our focus from teaching to learning to
determine the effectiveness of classroom instruction
School Climate and Culture
Formed a Climate Committee to address worrisome trends identified in a 2015 school-wide climate survey.
 Goals and objectives were established based on areas of significant concern, notably: communication, trust and
student discipline.
 Initiatives included: increasing frequency of communication, improving transparency and restructuring school-
wide discipline plan.
 Results from 2016 survey showed improvement in all areas: 24% increase in response to effective
communication, 19% increase in level of trust and 9% increase in satisfaction regarding student discipline.
Student Recognition
 Sponsored the first “Closing Ceremony” for 8th Grade students as they transitioned to high school (Spring
2016)
 Collaborated with 8th Grade Teachers and Student Representatives to plan an inclusive ceremony that
recognized all students.
Professional Growth
 Collaborating with math and reading specialists to coaching and mentoring a new teacher and two 5-year
teachers in the areas of class management and instructional practices.
 Committee member of a division initiative to define the attributes of graduates of Stafford County Public
Schools. This initiative was a precursor to the development individual school plans to promote the attributes
of citizenship, communication, collaboration, critical thinking, citizenship and wellness.
 Presented: A Perspective on the Findings from Brain Research on School Climate and Student Learning,
January 2015 and Implementation Evaluation of K-5 Reading Instruction in King William County Public
Schools, April 2014