1. GloryWritersLLC@gmail.com (313) 384-3211
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Glory Writers, LLC
A. Wells, Ph.D.
“…Write the vision, and make it plain upon tables, that he may run that readeth it.”~Hab. 2:2
MISSION
“It is, in a word, an institution to keep those who have yet held up their heads in the world from sinking; to
keep alive the spirit of decent household when poverty was in danger from crushing it; to assist those who
are most willing, but not always able to assist themselves…” ~Charles Lamb
VISION
Glory Writers, LLC translates the passion and intent of non-profit organizations into a
written concrete concept essential to increasing organizational capacity. Non-profits who
have solidified themselves as societal icons have mastered the art of communicating their
message in writing to the world; a message that spiritually convicts others to assist them in
their efforts to impact change.
EDUCATION
Michigan State University  August, 2015
 Doctorate of Philosophy in K-12 Education Administration- Research:
“Excess Professional Development and Teacher Degradation”
Michigan State University * May, 2006
 Master’s in Education Administration
 State of Michigan Administrator Certificate, {Active}
Detroit Public Schools Principal Academy * May 2009
 Certificate of Completion
University of Detroit Mercy * May 2002
 State of Michigan Teaching Certification {Active}
 Mathematics (EX)
 Science (DX)
Jackson State University * May, 1995
 Bachelors of Science – Physics

2. Resume:
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CORE COMPETENCIES
Grant Writing* Education Consulting*Strategic Planning  White Papers* Research &
Development* Budget and Operations Management * Pupil Population Management-Student
Information Systems Mastery * Resource Management * Relationship Building * Collaborative
Decision Making * Community Outreach *Student Activities Coordination
ADMINISTRATIVE, TEACHING, AND MENTORING PROFESSIONAL EXPERIENCE
North Allen Park-Melvindale Public Schools {Present}
Detroit Public Schools District, Detroit, MI {2003-2015} *Assistant Principal, Henry Ford High School
* Assistant Principal, Crockett Technical High School * Academic Engagement Officer/Assistant
Principal, Coleman A. Young Elementary* Building Representative, Crockett Technical High
School/Mumford High School, Detroit Federation of Teachers, Detroit, MI {2003-2011}**Pre-Calculus
Teacher, Central Collegiate Academy/ Pershing High School * Mathematics Teacher, Crockett
Technical High School/Mumford High School
Administers school student personnel program and counsels and disciplines students, performing any
combination of following tasks: Formulates student personnel policies, such as code of ethics. Planned and
supervised school student activity programs; gives individual and group guidance for personal problems,
educational and vocational objectives, and social and recreational activities; talks with and disciplines
students in cases of attendance and behavior problems; supervises students in attendance at assemblies and
athletic events; walks about school building and property to monitor safety and security or directs and
coordinates teacher supervision of areas such as halls and cafeteria. Observed and evaluated teacher
performance. Maintains records of student attendance; Arranges for and oversees substitute teachers. Works
with district administrators to coordinate and supervise student teachers program. Conduct home visits as a
part of dropout prevention; Design and implement a comprehensive plan with identified strategies (including
advising, counseling, and mentoring services) to reduce the dropout rate; Design and implement
individualized intervention plans with specific strategies (including advising, counseling, and mentoring
programs and services) to address the needs of targeted students and to their families/caregivers. Recruit,
train, and monitor mentors as part of the dropout prevention program. Design and implement programs and
strategies that emphasize career exploration and career goals.
Identify and develop a school-wide and individual action support plan for students who are identified as
potential “at-risk” students. Work and collaborate effectively with teachers and other school-based
personnel to develop and implement individual student support plans. . Deliver a wide range of direct
parent activities and services including - but not limited to — in-service, training, and workshop sessions
related to dropout prevention strategies. Identify and connect students and their families to appropriate
educational, social, and other support services in the school, district, and communities. Design and
implement instructional activities, materials, and strategies in classrooms, workshops, summer programs,
and other appropriate settings in an effort to support targeted students; Monitors the school performance of
targeted at-risk students in the areas of academic achievement, attendance, and behavior.

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Curriculum Writer/ Education Consultant Experience
Crimson and Cream Social Action RED A.L.E.R.T. Program {November, 2015}
Designed the curriculum for the RED A.L.E.R.T. Program
The RED A.L.E.R.T. program advocates literacy and empowerment against rape and human trafficking targeted
for high school youth grades 8-12 with written parental/guardian consent. The intent of the program is to
educate today’s youth about the $32 billion dollar, second largest crime industry in the world and to expose
them to the impact this industry has in their very own communities. The vision of the Crimson and Cream
Social Action Commission is to assist in eradicating sexual assault and human trafficking among today’s youth
through the power of literacy and social media. The significance of the RED A.L.E.R.T. symbol is to empower
youth to STOP the spread of unwanted sexual assault, prostitution, and domestic servitude by joining a social
media movement that charges legislators to create tougher policies and penalties against repeat offenders.
Delta Preparatory Academy School for Social Justice {2013}
Designed and developed Biology curriculum content, training materials, training modules, teaching
aids, and manages all aspects of curriculum development programs to include, but not limited to:
technical skills, management and leadership development, safety and new technology in transportation
operations systems and maintenance. Developed curriculum to be used by the training facilitators and/or
instructors and training participants.
Research Interests
Investigations that analyze and create novice urban teacher support programs such as Teach for America. The
goal is to research and implement true support programs through mentorship of veteran urban teachers for the
goal of retention beyond contractual agreements while novice teachers are “on-the-job”. Encourage more
teachers to pursue research projects that incorporate first-person action research.
Dissertation Focus – Michigan State University Ph.D. in K-12 Education Administration
ARE WE DUMB YET? A CASE STUDY OF THE EFFECTS OF EXCESS PROFESSIONAL
DEVELOPMENT AND TEACHERS’ PERCEPTIONS OF PROFESSIONALISM IN URBAN SCHOOLS
This case study combined a qualitative participatory action research method with a first-person critical action case
study to introduce a qualitative participatory first-person critical action case study which critically explores the
effects of excess professional development on teacher perceptions’ as professionals; an effect which could impact
implementation of innovative educational strategies and ultimately student achievement. The purpose of this
qualitative participatory first-person case study was to address the lack of research that critically explores the

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impact the amount of professional development has on urban teachers’ perceptions of themselves as professionals,
as well as their practice.
Honors, Grants, and Awards
 Twice Nice Church Community Grant Award (2015)
 Michigan State University Dissertation Completion Grant Award (2014)
 Michael Jordan Teaching Grant Award (2011)
 Mildred B. Erickson Fellow, 2006-2009
 Education Administration Completion Scholarship, 2014
 Detroit Public Schools Outstanding Educator Award, 2007, 2009, & 2012
PROFESSIONAL REFERENCES
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Judith Berry, Ph.D. (former) Assistant Chancellor, Instructional Support and Educational Accountability
Education Achievement Authority of Michigan
judithkberry@gmail.com
Thomas C. Spann, Ph.D. Lead Guidance Counselor
Cspann4219@yahoo.com