This document provides biographical information about Howard H. Moore, III including his education and professional experiences. Moore holds a Bachelor's degree from the University of Richmond and is currently pursuing a Master's degree in Education from Norfolk State University. He has over 15 years of experience working in education, counseling, and business. Moore is currently a teacher at Lake Taylor High School where he teaches economics, personal finance, and computer applications. He has previously held roles as an intensive in-home counselor, middle school teacher, and claims adjuster. The recommendation letter highlights Moore's professionalism, interpersonal skills, and dedication to students.

1. -i
;iJ
(n
;
aa)
.J
",/)
C
.J
3L
e
C
'-)
ei
.J
=:J
!
!J
.J)
S
sv
vor
L-_
.stJ
4
I
-1
rc
a
zrd
U
-
'.]r]q
1s^l
ZsA'a
v!
-:a{i
ask) ,:,.
lrRA]V
-:'AS
-) !
L;EJ .E
FlP.
-rlr
v
F"I
F]
tl
v
U
.-
-
-
- B
-:i.
6)14
A-ig
a
g
?o
.=
C
a)
i)
.!
Z.
C
'-
(J
$h.
a

2. H.H. Moore, III I
HOWARD H. MOORE,III
3636 Hosiers Oaks Drive
Portsmouth, Virginia 23703 Phorte:
(7s7)',l39-2979
E-mail: hhmor3 @gmail.com
EDUCATION
UNMRSITY OF RICHMONDlRichmond, VA
Bachelor of Science in Business Administration (Management)-1989
NORFOLK STATE UNIVERSIry/Norfolk, VA
* I am currentb, enrorr"n in the Masters in EducationiSchool Administration Program (Augttst 20l2present)
LICENSURE CREDENTIALS
Fully Licensed and Certified to teach in the Commonwealth of Virginia
Endorsement: Business and Information Technology
License Number: CP-063660 1
CBRTIFICATIONS
. Microsoft Office Specialist Certification (Microsoft Office Word 2003)
. Cetiport IC3 Certification (Internet and Computing Core Certification)
. Virginia Goal-Setting Policy Trainingi (VCU/Virginia Adult Leaming Resource Center)
. TABE Certification Training, Forms 9 & 1O(Vcu/Virginia Adult Learning Resource Center)
. Virginia Assessment Policy Training{VCU/Virginia Adult Learning Resource Center)
. CPR-AED & First Aid Training/(CHKD/American Hearl Association Program)
. VA DSS Child Abuse Recognition and Intervention Certificate
. WISE Financial Literacv Certification
LEADERSHIP ROLES
. Future Business Leaders of America - Advisor (2015-2016) Lake Taylor High School
. Chairman of the Christian Education and Outreach Committee (2016) Gethsemane Baptist Church
. Ear:ned a 4-year scholarship from CIGNA Scholars program to the Universify of Richmond.
. Co-chairman of the United Way campaign at CIGNA.
. Co-fotmder of Minority Student Union at University of Richmond.
. National Accounts Coordinator at TRAVELERS in Richmond from September 1998-April 1999"
PROEESSIONAL ACTIYIT.IES
. Mernber of the steering committee for The VCU/Clark-Hill lnstitute at Elkhardt Middle (a committee to
improve relationships with the school, families and the community).
. Chandler Discovery Academy
. S.T.A.R.S, Program- Science teacher for alternative education prograrn.
. Team Up Richmond* resource/coach fbr At-Risk Youth sports program, coached: Flag Football,
basketball, track and baseball.
. Richrnond Public Schools New Teacher focus group-participant

3. H.H. Moore, IIl2
PROFESS{ONAL EXI'ERTENCE
CITY OF NORFOLK PUBLIC SCHOOLS/1.{orfolk, VA (Career and Technical Education Department)
February 2014 - Present: CTE Teacher, Adult E&tcation Instructor
. Currently, I serve as a CTE teacher at Lake Taylor High School (Grades 9- 12) where I teach Economics
and Personal Finance, and Keyboarding and Computer Applications. I teach a full spectrum of basic
financial literacy skills to help prepare students for real-world applications. I also show students how
economies and markets operate and how the United States economy is interconnected with the global
economy. I also instruct students to develop and enhance touch skills for entering alphabetic, numeric, and
symbolic information on a keyboard. I guide students to compose and produce a variety of personal,
educational, and professional documents. I also teach Workplace Readiness Skills aligned with the VDOE
curriculum: this educates students on the necessary skills and resources they need to ensure that they will
have the tools to be successful as they enter the workplace.
. Previously, I served as an instructor providing individualized instruction to students in the Adult Basic
Education and General Educational Development program (ABE/GED) for the City of Norfolk Public
School system. in partnership with the Virginia Employment Commission, and The Garden of Hope
Community Outreach Program.
RIZE, LlC/Norfolk, VA
December 201S-Present: Inlensive ln-Home Counselor/Mental Health Support CounselorlQMHP
-I work as a counselor providing in-home counseling services to families, specifically working with
children/at-risk-youth: who have experienced behavioral and academic challenges in school, or have been
involved in the juvenile justice system, or have struggled with substance abuse issues. and regularly display
a lack of respect for self and others, and who also exhibit inabilities to effectively manage and control
anger.
-l also work intensively with children and youth who haye emotional difficulties, impulse control
challenges. and problems with ineffective communication and who are seriously at risk of out-of-home
placement"
-Additionally. I facilitate ongoing sessions with my clients to introduce and review cognitive skills and
behavior management techniques to bring about changes in at-risk youths' belief and value systems, coping
skills, conflict resotution skills, attitude and demeanor, decision making processes and their antisocial
behavior- I also work with clients to enhance their sense of self-esteem and self-worth.
CITY OF NORFOLK PUBLIC SCHOOLS: SOUTHEASTERN COOPERATTYE EDUCATION,{L
PROGRAMS (SECEP)i Chesapeake, VA (Deep Creek Re-Ed Center)
August 20 1 O-Januarv 20 I 4 : A s s oc i at e Te a cher/C ou ns eI or
. Provided educational instruction to emotionally disturbed students in an alternative school setting, with
the assistance of various software programs, and interactive technology.
. Additional duties included collecting statistical data related to anti-social behaviors, and devising
strategies to address academic, behavioral, and social-emotional problems.
. Facilitated psycho-therapy groups.
. Administered and scored standardized tests.
. Assisted in developing Individual Education Plans.

4. H.H. Moore.III3
ALPHA COUNSELLORS SERVICE, lNC./Hampton, VA
April 2011-2013'. Intensive In-Home Counselor/Mental Health Support Counselor/QMHP
-Provided in-home counseling services to families, specifically working with children/at-risk-youth: who have
experienced behavioral and academic challenges in school, or have been involved in thejuvenilejustice system, or have
struggled with substance abuse issues, and regularly display a lack ofrespect for selfand others, and who also exhibit
inabilities to effectively manage and control anger.
-Worked intensively with children and youth who have emotional difficulties, impulse control challenges, and probiems
with ineffective communication and who are seriously at risk of out-of-home placement.
-Facilitated ongoing sessions with my clients to introduce and review cognitive skills and behavior management
techniques to bring about changes in at-risk youths'belief and value systems, coping skills, conflict resolution
skills, attitude and demeanor, decision making processes and their anti-social behavior. I also work with clients to
enhance their sense of self-esteem and self-worh.
RICHMOND PUBLIC SCHOOLS/Richmond, VA
August 2005-June 2010: Middle School Teacher
. Served as the In-School Suspension Coordinator and Title 1 Data Analyst at Elkhardt Middle School
-as ISS Coordinator I worked on a daily basis with students who were at risk of out-of-home
placement, had emotional difficulties and who also had impulse control problems. I worked effectively
with students llom ethnically, culturally, and economically diverse families to address issues that
contributed to challenges in behavior, effective communication and academic problems. Taught 3
Business Education courses (Computer Applications, Computer Solutions, and Keyboarding).
Previously taught Life Science and General Science at Chandler Middle School.
. Created a safe, demanding yet enjoyable, learning environment for students, tutors and teachers.
. Helped my students achieve passing rates of Mastery and Above Mastery on the Benchmark exams.
. Prepared lesson plans and create interesting hands-on activities for my students.
. Assisted students in the understanding, spelling and pronunciation of difficult terms.
. Developed challenging, but fair, quizzes, tests and other assessment tools to measure students grasp of
new concepts.
BELIEVE-N-U YOUTH EMPOWERMENT SERVICES, LlClRichmond, VA
Sprine 2010: Reading Tutor
. I worked with at-risk, inner-city youth in an after-school reading program on-site at local elementary and
middle schools in the Richmond, VA and Petersburg, VA areas;
. Regularly addressed challenges in reading skills, phonics and comprehension;
. Also used my background, knowledge and skills as an in-home counselor to deal with behavioral
challenges and conflict resolution needs when our clients/students sometimes had difficulties in dealing
with other participants in the program.
T.O.D.A.Y.S. YOUTH SERVICES/Richmond, VA
Sprine 2007- Spring 2008: Intensive In-Home Counselor/QMHP
I worked as an Intensive ln-Home Counselor/QMHP and provided in-home counseling services to families,
specifically working with children:
-who had experienced behavioral and academic challenges in a school setting;
-who had been involved in the juvenile justice system;

5. H.H. Moore,III4
-who had substance abuse issues,
-who regularly displayed a lack ofrespect for selfand others;
-and who exhibited inabilities to effectively manage and control anger.
GUARD INSURANCE GROUP/Richmond, VA
January 2002-August 2005'. Senior Claims Representativ-e-Workers' Compensation Claims.
Investigate claims to resolve compensability, coverage, and subrogation issues.
. Comply with 3-point, 24-hour contact per Best Practices.
. Conduct aggressive initial investigation on questionable claims.
. Effectively manage payout by asserting the right to pay or deny claims.
. Aggressively manage inventory to ensure timely closing or reassignment.
. Computer skills: Microsoft Office (i.e. Word, Excel, PowerPoint, etc.) and lnternet utilization.
. Establish files on system, initiated letters, state forms, and pa5.ments.
. Identify new issues as they arise and discuss with Manager and clients.
. Parfner with Medical Case Managers to facilitate retum to work efforts.
. Evaluate claims to ensure that reserves reflect potential exposure.
DOMINION CLEANING AND MAINTENANCE, LlClRichmond, VA
November I 999-February 2003 : Owner
. Marketed and sold services for a commercial cleaning business.
. Negotiated tems of multiple contract agreements.
. Managed the recruiting, interviewing, hiring, training and ongoing motivation of employees.
. Researched and purchased risk management products to protect the business (i.e., GL insurance, WC
insurance, and bonding).
. Effectively managed revenue, staffing needs, palroll and client/personnel concerns.
. Participated in continuing education to enhance management skills and industry-specific knowledge.
. Led and encouraged employees by performing the necessary tasks diligently and with integrity.
ROYAL & SUNALLIANCE/tuchmond, VA
September 2O00-December 200.l : C I a i m s A dj us t er- Wor ker s' C ornp ens at i on
TRAVELERS PROPERTY CASUALTY/Richmond, VA
August 1998- June 2000'. Claims Adjuster-Workers' Compensation
ALEXSIS RISK MANAGEMENT/Richmond, VA
January 1 997-August 1998 : Sr. C laims Specialist-l{orkers' Compensation
THE PMA GROUP/Richmond, VA
September 1994-January 1997'. Account Claims Rep. -Workers' Compensation
CICNA COMPANIES/Richmond, VA
June 1 990-September 1 994 : C as e M an age r - Wor ker s' C omp ens at i on
. Selected as a CIGNA Intern ffom 1990-1991.

6. Secorud,a.ry Education and Schaal Lead.ership
700 Park ,A.venue
Nor:lolk, Yirginia 23504
Te1: (757) 823-2926 I'ar: (757) 823-8757
Iiieh: lr'r,u'*'. nsu.edu/secondar-r-education
0EF0LIi !TATL L ltr IBSlTtr.
February 19,2016
To Whom It May Concem:
Re: Howard Moore
It is a pleasure to submit this letter of recommendation for Howard Moore. This i can do
gladly and without any reservation. I have had the distinct pleasure of knowing Mr. Moore
for several years. Howard Moore has served as a model graduate student in several
graduate courses that I have taught for Norfolk State University. I also served as Howard's
academic advisor, and Department Chair. I believe that I have a sound foundation to
comment on his progress as an educator/administrator. From the very beginning, I was
impressed with his manner of professionalism. He is a very well-spoken, dedicated
individual who presents himself well.
Howard Moore has a strong level of interpersonal sensitivity that will allow him to
establish an authentic rapport when working with a diverse group of individuals. He is
capable of maintaining flexibility in his counseling orientation and intervention style while
incorporating new ideas in his theoretical approach. I have observed Howard while
presenting in his current job and he always draws on the latest research and support data to
insure the validity of his articulation.
Howard Moore constantly demonstrated the unprecedented willingness to grow as a
prof'essional, as an educator and as a person in general. In his experiences when working
with students, he has provided competent, ethical, and sound interventions based on the
needs of the individuals. His interactions with me, during and away from the university,
were always respectful and professional. He is reliable and hardwoiking. If you have any
additional questions regarding Mr. Howard Moore, please do not hesitate to contact me at
757-823-8178 or >mobyrd@nsu.edu(, and I would be happy to provide more details and
add to these observations.
Sincerely,
.,'1 / <
lv -, i,_)
Melendez O. Byrd, Ph.D.
Ac hieuing With E x c elle n c e An Eqaal Opportunit3, Employer

7. From:
To: Whom lt May Concern
Re:
Jane J. Baskerville, Ph.D.
Chesterfield County Public Schools lnstructional Specialist
For Foreign Languages & English as A Second Language (ESL) (Ret.) &
VA Department of Education/Office of School lmprovement lndependent
Contracto r (2000 -20 1 4)
Contact lnformation: iibask@verizon.net; 804.640. 8827
Recommendation for Howard H. Moore, lll
Howard Moore grew up in the First Baptist Church (Centralia) Community where his
family and Church community taught him the values of family, "doing unto others what
you would have them do unto you," education, hard work, and perseverance. Howard
comes from a family that has four generations of college attendees and graduates and
is renowned across the state and beyond for leadership in public school education.
A peer leader in the Church and in the community, Howard earned the rank of Eagle
Scout at the age of 15. His Church and community involvement helped to develop his
self-assurance, his communication skills, and his ability to interact warmly-with
students, parents, and people in general. His resume speaks to his scholarship,
subsequent achievements, and professional activities including matriculating at the
University of Richmond, pursuit of a Master's Degree, and serving as a resource coach
for at-risk youth.
An independent thinker who wanted to get away from the passion of his family and what
appears to be in his DNA, Howard experienced success as an entrepreneur who made
his own mark in the business world. He steered clear of education until he had his
conversion to education in 2005 at Chandler Middle School. lmpassioned by his
experience, he is eager to tell "his story" about coming back to the "family business!!"
While I cannot speak to Howard's professional knowledge, his instructional planning, his
instructional delivery, his assessment of or for student learning, (because I have not
assessed him in the classroom), I can understand how he has a composite exemplary
ratinq on his Teacher Summative Performance Report (Mav 2015) for among, other
practices (a) "demonstrating an ability to align what is taught and tested to the written
curriculum;" (b) "using student learning data from a variety of formative and summative
assessments to guide instructional planning;" (c) "providing students with opportunities
to use existing knowledge and skills to develop new understandings;" (d) "using pre-
assessment data to develop student expectations and monitoring and documenting

8. student progress;" (e)" engaging students to ensure a disciplined learning
environment-evidenced by his students' interactions in the classroom and beyond;"
and (f) "using a variety of methods and strategies to communicate effectively and build
positive collaborative relationships within the school community to promote students'
well being and success."
Given the proper professional development to ensure his understanding of
school and community expectations in your district, coupled with his life
experiences and training, Howard Moore will be an asset to the students and
staff in your school district. Per his evaluator of May 2015, Mr. Moore is a team
player at the school. She adds that he, in turn, fosters those same behaviors from
and with his students. The evaluator continues, "He engages students from all walks
of life during the school day and engages them in conversations about topics that
concern them even outside the academic arena. He actively listens to their concerns
and offers advice that demonstrates he cares about their futures. He encourages
students to show respect for and sensitivity to diversity among their peer group
through modeling and teaching strategies."
Having spent 14 of the last 16 years working in school improvement-my second
career-- and having served more than 30 districts across the Commonwealth and
beyond, it is evident to me and the profession that it takes a teacher who believes in
his/her students, believes in meeting them where they are, believes in employing
best practices (including the use of instructional strategies and teaching them to the
students), and believes in providing for some degree of student autonomy to take the
students where they need to be. Howard has demonstrated that he is capable of
doing this, and he is passionate about doing it-after his "conversion!"

9. James River High School
3700 James River Road
Midlothia n, Virginia 23LL3
March 4,20L6
To Whom lt May Concern:
I am excited to extend my highest recommendation to Mr. Howard Moore in support of
his application for an administrative position. Howard and I spent our childhood together
in Chesterfield County Public Schools and have remained lifelong friends. I was pleased
when he shared his desire for a career in education after working in the private sector for
many years. Howard has always had a passion for mentoring and inspiring teenagers to
succeed in all aspects of life.
I have witnessed Howard's interactions and involvement with young people, including my
own daughters. He takes an interest in their lives, asking questions and motivating them
to excel academically. Just recently he asked about a former student from Elkhardt Middle
School, who presently, is a senior at James River High School. After approaching the
student in the hallway to let her know Howard had inquired about her, she immediately
smiled and was extremely excited to know of his continued interest in her academics. She
went on to say how he was well-liked by students because of his enthusiasm, positive
attitude and willingness to always help with personal or academic concerns.
I am confident that Howard will continue to provide a high level of service and
commitment to students throughout his career. He is creative, articulate and possesseS
a rare combination of knowledge, experience and vitality that will allow him to be an asset
to any school environment. Howard's dedication to students, the teaching profession and
education, make him an outstanding candidate for an administrative position.
Sincerely,
Michelle Wilder
Assistant Principal
James River High School

10. JERI CAMILLE BASKERVILLE
Acldress 9471 Hilda Avenue Riclrmond, Virginia ' 23237 ' (804) 484 - 2441 jcbaskervill@henrico.k12.va.us
February 19,2016
To Whom It May Concern:
I arn writing this letter as a personal reference for Howard H. Moore, III. This letter is in support of his
application(s) to become a teacher, Administrative Aide, Administrative Intem, or a Dean of Students. While I
have never observed Howard as a teacher, I have observed him as a devoted son and father, and now as
someone who is kuly passionate and enthusiastic about educating Young people. Howard is an intelligent,
creative, perceptive, compassionate, funny, and genuine leader. He is a gentleman and a scholar and he leads
by example. I have known Howard since childhood and I have known his family all of mv life. In fact, I am
proud to say that we are cousins.
Howard came to devote himself to r,r,orking in education after having worked in other fields. When he started
working in education a little more than ten years ago, it was like he had been transformed! This change was
immediately evident to members of our family, and I am sure it was evident to others as well! I believe what I
saw was a mall who had found his true passion. When Howard spoke about his work and his time with his
students, he lit up and his whole being changedl It was great to see him so happy about his work and so
interested in how he could help his students! This is something that we share'
Howard has continued on this path and his resum6 speaks of someone who is a servant leader inside and
outside of the classroom. With his varied business, counseling, student data analysis, and teaching
background, it is evident to me that Howard would be an asset to any school as a Dean of Students/ member
of the administrative team, or as a classroorn teacher. Howard also invests himseif and his time into the
betterment of his community, into endeavors such as the VCU/Clark-Hitt Institute at Elkhardt Middle Schr:ol
and Team Up Richmond that improve the lives of children and their families.
I know that Howard will serve enthusiasticaily and effectively wherever and in whatever position he is
afforded the opportunity, however, I know that he is particularly interested in serving as a Dean of Students/
in an administrative capacity. I have previously served as a Dean of Students in a local school district from
2006-20A9, and the experience was invaluable. I was extremelv fortunate to be able to work with a team that
was so committed to student development and success and, that included me in every aspect of the work of
educating our young people - classroom observations, assisting and supporting students, working w'ith
individual students' needs, working with students with special needs, communicating with parents, learning
about the building of a master schedule, student recognition, the discipline process, athletics, etc. When I
became an assistant principal in Henrico County Public Schools in 2009, I had already been exposed to many
of the challenges (and rewardsl) of my work because of my experience as a Dean of Students. I now serve as
an Associate Principal in Henrico Coun$ Public Schools. I am forever grateful for the experiences that I had as
a Dean of Students. It is my hope that Howard would be afforded such an incredible opportuniW like I had to
serve, learn, and grow as an educator and administrator.

11. It is evident to me that I-loward is readv to accept any challenge that is related to the work he is so passionate
about! Again, he would be a great asset to any school team or to any administrative team and it is with great
enthusiasm and without hesitation that I am able to submit this letter of support for his appiication(s).
I may be reached at work at 804-3284075 or bv way of the email address and cell phone number in the
letterhead.
Jeri C. Baskerville

12. Building: LAKE TAYLOR HIGH
Howard Moore
20743
Responsible: J. HALL
TX&E*"{ffi R $U$Ufr MATNVffi PMMF&RTW}A$UCffi Rffi P&RT
Teacher's Name:
School:
Grade/Slbject:
Contract S/afus:
Howard Moore
LAKE TAYLOR HIGH
gth-12th Grade Keyboarding (CTE)
Probationary
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students
by providing relevant learning experiences.
. Effe ctiv e Iy integ rate s a p p ro p ri ate c u rri c u I u m stan d a rd s.
. Effectively integrates key content elements and facilitates sfudenfs' use of higher level thinking skills in instruction.
. Demonstrafes an ability to link present content with past and future learning experiences, other subject areas, and real
world experiences and applications.
. Demonstrates an accurate and appropriate knowledge of the subject matter.
. Demonstrafes speclfrc knowledge and skills relevant to the subject area(s) taught that reflect high expectations and an
understanding of the subject.
. Demonstrates an ability to align what is taught and tested to the written curriculum.
. Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group.
. Communicates clearly and checks for understanding.
Proficient
Comments:
Mr. Moore effectively integrates appropriate curriculum standards. He uses the curriculum to drive his instruction and
determine which assignments are going to be presented to the students. He deomonstrates an accurate and appropriate
knowledge of the subject matter. He educates the students about opportunities for employment in nontraditional fields.
This is evident as students relate textbook information, skills, and assignments to real life experiences he focuses on that
students will need to enter the job market in the future. He demonstrates an ability to align what is taught and tested to
the written curriculum. This is evident based on the fact that tests come directly from the curriculum topics. He
communicates clearly and checks for understanding. This is evident by his having dialogue prior to, during, and after the
lesson being taught. Mr. Moore understands the central concepts, structures, and processes of Keyboarding that he
teaches and creates learning experiences that make these aspects of Keyboarding meaningful to students. This is
evident during observations as he reinforces the need to be skilled the speed of keyboard use and the ability to use a
variety of programs that they will need in furture work placement.
2. lnstructional Planning
The teacher plans using the Virginia Standards of Learning, the school division's curriculum, effective strategies,
resources, and data to meet the needs of all students.
. Develop and maintain daily lesson plans that are aligned to the division's curriculum, and structured in a clear, logical
manner to maximize learning opportunities.
. Plans time realistically for pacing, content mastery, and transitions.
. Plans differentiated instruction that meets identified student learning needs and is aligned to curricular goals.
. Uses student learning data from a variety of formative and summaflye assessmenfs fo guide instructional planning.
. Develops appropriate long and short range plans and adapts plans when needed to suppoti high levels of student
achievement.
. Plans appropriate and flexible grouping structures that reflect the needs and interests of sfudenfs.
Proficient
Comments:
Mr. Moore develops and maintains daily lesson plans that are aligned to the division's curriculum, and structured in a
clear, logical manner to maximize learning opportunities. He plans instruction to achieve objectives that relect the
Probationary Teacher Year 1 Completed: 0512012015 Page 1 of 7

13. Teacher Summative Performance Report Howard Moore
Standards and division curriculum guidelines for CTE and NPS. This is evident by observing his daily and weekly lesson
plans. He plans time realistically for pacing, content mastery, and transitions.He attendsa data team meetings for his
department and turns his lesson plans weekly to his department chair. He uses student learning data from a variety of
formative and summative assessments to guide instructional planning. This is evident by the pre-test, post-test, and goal
setting data. His plans are amended based on time restraints and student progress. This is evident in reviewing his
lesson plans and Synergy Gradebook. He uses flexible grouping to support some student activities.
3. I nstru ctional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet
i nd ivid ual le arn ing needs.
. Engages and maintains sfudenfs in active learning.
. Provides students with the opportunity fo use existing knowledge and skills to develop new understandings.
. Differentiates instruction to meet the students' needs.
. Uses instructional technology to enhance student learning.
. Consistently implements a variety of research based sfrafegres and resources during instruction.
. Consistently communicates and reinforces learning objectives throughout fhe /esson.
. Communicates clearly and checks for understanding.
Proficient
Comments:
Mr. Moore engages and maintains students in an active learning environment. This is evident by formal and informal
observations by the department chair and department administrator. He provides students with the opportunity to use
existing knowledge and skills to develop new understandings. This is evident by allowing students to use their existing
knowledge with keyboards and computers to build on the new knowledge and skills presented in daily lessons. Mr. Moore
relates content and activities to personal or real-world experiences and interest. This is evident as he shares his
experiences in the business world prior to teaching Keyboarding and how these skills will serve the students in their
futures in college and other careers. He uses instructional technology to enhance student learning. This is evident
because Keyboarding taught by Mr. Moore utilizes the computer/keyboard as well as the Smartboard daily. He
consistently communicates and reinforces learning objectives during the lesson. This is evident because the lesson plans
and objectives are posted on the Smartboard or chalkboard, in the lesson plan, and he communicates them with his
students when he reviews the daily lesson/agenda. He communicates clearly and checks for understanding. This has
been observed during formal and informal observations. Mr. Moore uses appropriate verbal, nonverbal, and media
communication techniques to foster positive interactions in the classroom. The was observed at he used an interactive
Power Point on "Conflicts" to engage students how to handle them in a positive manner. The students were able to
communicate and share experiences and came away with positive ways to handle conflict within their famlies, school,
and workplace.
4. Assessment oflfor Student Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide
instructional content and delivery methods, and provide timely feedback to both sfudenfs and parents throughout the
school year.
. Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning.
. lnvolves studenfs in setting learning goals and monitoring their own progress.
. Consistently gives constructive and frequent feedback fo sfudents and parents on students' academic progress.
. Aligns student assessment with established curriculum standards and benchmarks.
. Uses assessmenf tools for both formative and summative purposes and uses grading practices that report final mastery
in relationship to content goals and objectives.
. Continuously monitors and makes appropriate adjustments to instructional delivery based on student needs as
prescribed by data.
. Glves constructive and frequent feedback to students on their learning.
Proficient
Comments:
Mr. Moore uses pre-assessment data to develop expectations for students and to document learning. This is evident in
reviewing his begnning of the year and mid-year goal setting and weekly assessments. He challenges students in setting
Probationary Teacher Year 1 Completed: 0512012015 Page 2 of 7

14. Teacher Summative Performance Report Howard Moore
learning goals and monitoring their own progress. This is evident by advising, documenting grades, and allowing students
class time to observe daily assignments and grades on Synergy Gradebook and Schoology. He comunicates specific
performance expectations and use of a variety of assessment strategies to plan and deliver instruction, to monitor and
document student progress, and to use the data to plan and modify instruction and assessment as necessary. This has
been evident in observing his Synergy Gradebook and lesson plans.
5. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered
environment that is conducive to learning.
. Arranges the classroom to maximize learning while providing a safe environment.
. Establishes clear expectations, with student input, for classroom rules and procedures which are conslstenf with the
Student Code of Conduct early in the school year and enforces them consistently and fairly.
. Demonstrates fhe ability to engage groups of students to ensure a disciplined learning environment.
. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
. Encourages students to show respect for and sensitivity to diversity among individuals through modeling and teaching
sfrafegles.
. Demonstrafes respect and understanding for all individuals, regardless of gender, race, ethnic origin, culturalor
socioeconomic background, religion, or special needs.
. Actively /lstens and pays attention to students' needs and responses.
. Maximizes instructional learning time by working with students individually as well as in small groups or whole groups.
Exemplary
Comments:
Mr. Moore arranges the classroom to maximize learning while providing a safe environment. He establishes clear
expectations for classroom rules and procedures which are consistent with the NPS Standards of Student conduct early
in the school year and enforces them sonsistently and fairly. This is evident from informal and formal observations of his
classroom as well as observing his student interactions in the hallways and cafeteria. He demonstrates the ability to
engage groups of students to ensure a disciplined learning environment. During observations or walk throughs Mr.
Moore's students are on task and exhibit behaviors that are conducive to a positive learning environment where he
continues to modelthe expectations he wants his students to exhibit during class and around the school. He has
established a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. Mr. Moore is a team player
within his department as well as fostering the same qualities from and with his students. He engages students from all
walks of life during the school day and engages them in conversations about topics that concern them even outside the
academic arena. He actively listens to their concerns and offers advice that demonstrates he cares about their futures.
He encourages students to show respect for and sensitivity to diversity among their peer group through modeling and
teaching strategies. lt has been observed that he includes in some lesson Power Points that concern topics duch as
"Conflict Resolution Strategies." He is positive and encouraging to his students and their academic success as well as
the development of them as individuals. He stresses the need for Keyboarding in the workplace and that this course will
prepare them to take on a variety of jobs where these skills will be needed. He uses small and whole grouping to
maximize the instructional time as well as working with students individually. Mr. Moore speaks to students with respect
and concern when he sees them off task and they respond to him in a positive manner and redirct their actions. He has
excellent classroom management which has been observed each time the administrator has entertained a visit to his
classroom or during his monitoring of students around the building.
6. Professionalism
The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and
participates in professional growth that results in enhanced student learning.
. Uses a variety of methods and strategies to effectively communicate and build positive collaborative relationships within
the school community to promote sfudents' well-being and success.
. Adheres to federal and state laws, district policies, ethical guidelines, time lines, and complefes asslgnments and tasks
accurately.
. lncorporates learning from professional growth oppoftunities into instructional practice.
. Sefs goals for improvement of knowledge and skills;seeks, accepfs, and implements feedback on pefformance in a
positive manner.
. Exhibits confidentiality, integrity, fairness, and ethical behavior to promote students' well-being and success.
. Works in collegial and collaborative manner with administrators, other school personnel, and the community.
Probationary Teacher Year 1 Completed: 0512012015 Page 3 of 7

15. Teacher Summative Performance Report Howard Moore
. Builds positive and professional relationshrps with parents/guardians through frequent and effective communication
co n ce rn i ng stu d e nts' p rogress.
. Seryes as a contributing member of the schoo/3 professional learning community through collaboration with teaching
colleagues.
. Demonstrafes conslsfent mastery of standard oral and written English in all communication.
. Demonstrafes respecf and understanding for all individuals regardless of gender, race, ethnic origin, cultural or
socioeconomic background, religion, or special needs.
Proficient
Comments:
Mr. Moore uses a variety of methods and strategies to effectively communicate and build positve collaborative
relationships withing the school community to promote students'well being and success. He is a team player in his
department and effectively communicates with his students as well as students around the building in a caring and
respectful manner. He set goals for improvement of knowledge and skills; seeks, accepts, and implements feedback on
performance in a positive mannner. This is evident in each post observation meeting where Mr. Moore is positive and
open to directives and suggestions for improvement in all domains. He implements these directive and suggestions in the
very next lesson plan and observation. He incorporates leaming from professional growth opportunities into instructional
practice. This has been observed on numerous occasions during classroom observations after he and the administrator
attended CTE professional developments. He is a member of the School Grounds Team and completing work on his
Master's Degree.
7. Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.
. Sefs acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data.
. Documents the progress of each student throughout the year.
. Provides evidence that achievement goals have been met, including the state-provided growth measure when available
as well as other measures of student growth.
. Uses available peiormance outcome data to continually document and comrnunicate student academic progress and
develop interim learning targets.
Exemplary
Student Academic
Progress Goals
Other Measures
Exceed Goal = 50%
Meet Goal = 40o/o
Did Not Meet Goal <
10o/o
80o/o - 100% of the
students meet or
exceed the
benchmark for the
identified assessment
Proficient
Exceed and/or
Meet Goal = 80o/o
Did not meet goal <
20Yo
51o/o - 79% ot the
students meet or
for identified
assessment
Did Not Meet Goal =
21o/o- 49%
26Yo - 50% of the
students meet or
exceed the benchmark
for the identified
assessment
Did Not Meet Goal =
50Yo
Oo/o - 25o/o of the
students meet or
exceed the benchmark
for the identified
assessments
Develaping/NeeCs
lrnprovornent
Unacceptable
Exceed and/or Exceed and/or
Meet Goal > 50o/o Meet Goal = 50o/o
ceed the benchmark
Comments:
Support L:
Data Set 1 End-of-Year Student goal-setting progress May 2015 H. Moore
It is May, and we are now near the end of the year. We have completed the "Timed Typing Test [Pre/
Mid/Postl" assessments and the data shows increased typing speed in Words Per Minute (WPM).
My Bell 7 students had an End-of-year goal of achieving a typing speed of 26 WPM on the Timed
Typing Test [pre/mid/post], and I am pleased to report that75% of my students met or exceeded their
Probationary Teacher Year 1 Completed: 0512012015 Page 4 of 7

16. Teacher Summative Performance Report Howard Moore
personal goal. And 94% of them exceeded their mid-year goal. (l have attached an Excel spread
sheet that documents their achievements.)
My Bell 8 students had an End-of-year goal of achieving a typing speed of 26 WPM on the Timed
Typing Test [pre/mid/post], and I am pleased to report that 91 .7% of my students met or exceeded
their personal goal. (l have attached an Excel spread sheet that documents their achievements.)
The 2014-2015 Academic year has been great, and our students have shown an increase in skill and
proficiency.
Support 2:
Data Set 2 End-of-Year Student goal-setting progress May 2015 H. Moore
It is May, and we have almost completed another academic year; we have done a series of timed-
typing lessons, assessments and skill-building activities in order to increase typing proficiency.
At the start of the year, my Bell 7 students had an Average Base-Line typing speed of 16 wpm. The
RANGE for Average typing speed for my Bell 7 class is from 12 wpm to 74 wpm. 87.SYo of my
students exceeded the Start-ofthe-Year Base-line of 16 wpm by 5113115. (l have attached an Excel
spread sheet that documents their achievements.
At the start of the year, my Bell 8 students had an Average Base-Line typing speed of 16 wpm. The
RANGE for Average typing speed for my Bell 8 class is from 16 wpm to 40 wpm. 95.5% of my
students exceeded the Start-ofthe-Year Base-line of '16 wpm by 5113115.
*(The student who is at the
Base-Line typing speed just transferred from another school within the last 2 months). So, 100% of
the students who have been with me since the start of the year surpassed the Base-Line average. (l
have attached an Excel spread sheet that documents their achievements.)
The 2014-2015 Academic year has been wonderful; our students have shown an increase in
knowledge, skill and proficiency. ln fact, the data shows increased typing speed in Words per Minute
(WPM) from the start-of-the-year Base-Line Average WPM.
Mr. Moore's students have met and exceeded the assessment goals he set for the 2014-2015 school year.
Overall Evaluation Summary
Comments:
Probationary Teacher Year 1 Completed: 0512012015 Page 5 of 7

17. Teacher Su mmative Performance Report
See Commendations and Areas of lmprovement
Total Points 35
Standardl+Standard2+Standard3+Standard4+Standard5+Standard6+(StandardT-4)
Summative Rating: Exemplary
Howard Moore
Performance Level I Score Range
,,,.__t,, _*.,_, -.,.--..-.
Exemplary | 3540
Proficient
t:,::Developing/Needs lmprovement- 'l 20-25
_
'ir::*1ii_ I_19:l:_
Number of Unacceptable 0
Ratings:
One or more Unacceptable ratings require assignment 10 a Performance lmprovement Plan.
Number of Developing/Needs 0
lmprovement Ratings:
I Recommended for placement on a Performance lmprovement Plan. (One or
more standards are Unacceptable, or two or more standards are Developing/
Needs lmprovement.)
Commendation(s):
Mr. Moore has shown growth in his instructional planning, and instructional delivery. He has done well in being involved in
teacher/student relationships within the school and is a team player in both the school and his department. Mr. Moore is
an integral member of the Schools Grounds Team which has made him a positive role model in the school community. He
has excellent classroom management.
Area(s) Noted for lmprovement:
Domain 1:
Mr. Moore needs to improve on integrating high levelthinking skills when questioning students during class instruction.
Domain 2:
Mr. Moore needs to select, evaluate, and adapt multiple methods and instructional strategies to engage students and
enhance student learning. This is important in meeting identified student leaming needs and is aligned to curricular goals.
It has been noted in observations that some students are advanced in Keyboarding and while you provide them with the
opportunity to move ahead, some students with special needs are not keeping pace. You need to work collabratively with
case managers and provide after school session in order for students to complete assignments.
Domain 3:
Mr. Moore needs to improve on his communication and differntiation for students with special needs. This can be done
with proactive and steady communication with case managers, parents, and schooltruancy officer.
Domain 4:
Mr. Moore is to continue to make parent contact in regards to student achievement and progress, especially with students
who are struggling to fulfill academic success in his class. (lncomplete assignments and attendance or any behaviors that
interfer with such success).
Domain 6:
Mr. Moore needs to be more conscious of timelines for reports.
Collaborate with teachers of special education to meet the learning needs of all students.
Probationary Teacher Year 1 Completed: 0512012015 Page 6 of 7

18. Teacher Summative Performance Report Howard Moore
Continue to contact parents in regards to academic success and attendace of students.
Te acher I m prove ment Goal (s) :
Mr. Moore is to continue to work on delivering his questions in instruction in a higher level format.
Mr. Moore is to set higher levels of student assessment for the following school year in order to challenge the students.
Mr. Moore is to implement more differentiated instruction and work more closely with the Special Education Dept. and
Case Managers in order to support his students with special needs.
Attached Workflow Summative Workflow
Current Sfafus Approved
workflow steps 1 Signed by Howard Moore on O5t2Ot2O15 at Keyboarding
09:54 AM
Signature: Howard Moore
Disclaimer: Teacher's signature denotes receipt of the summative evaluation, not necessarily
agreement with the contents of the form.
2 Signed by JACQUALYNNE HALL on 05l21l Asst Principal-Hgh School (12)
2015 at 4:53 PM
Signature: Jacqualynne M. Hall
Probationary Teacher Year 1 Completed: 0512012015 PageT of7

19. c
o
E^
0J lal
i>{r:U=
>€OU
.::
9=
OJU
Xi-
rrJ 6
trKOT6,;
OC
trc)r
<5
-to
p>
G
o
C
g8
=E;U
0b(!i:
UCJ
UG
kovc
fG
o_ i.I
o_v
-E6€
--
-5.Lz
>5
oIJJ
t,
G
q,
E
@
u
o
o
c
IE
IL
,2
E
b3
E"S t".A
EEE.=
;€EE
la5:9
e=aIc,r
ldoEOI
:EEEEo:e(,=9qv-il-
-t-t-
i , r oiE.=Ec)tr=
; sg i 3": .r
AaE-;
;d-^=
,a.?!?i:OVUA
A- >. ':
o:'d
.)9-
)9
-E!=tOaiacl
=+-(J-trr--
!:!Et-
E!.EEE
_b g sa:
Y E E H.3
EEt'gE
?E:}T
E T? TEL-q)=C!)449-
u.=',= i,
=9E:sE:385
TEE:6st-
6,)
tr{
c
q)
t
r.
)t
)
L{
ll{
t-i
a
rq
tr{
H
&
14
U
zo
tU
)
R
H
tr
o
F,'
&
oFr
F{
D
a
z
(,
z
M
&
o
F
Se
U
LZ0)^
TJ
-Lt
EBO
U tJr
lEl
tI{ O
O
al-r>.
?
,:*;,.*
.t
v
J
z
e,
,:.rl
,'ia .,.,,
'i )t
D>l
,l? r'
1J/
J(2
^k
{rj
^t^k
{.i
ll'."u+i
r,
i*
s
Ert
a
.1
ts
.r*
rrr|ttt,
'd
L
LY
) /t'
r1'
&l; *#;
IL
o-
U
1:,
.ttt
i$
I
1
(
tb
-€sk
o
:
t,,*,
. ,+l'
"'
V
3
'&
'*,
r
L
'&
Y

20. Individual Report
Old Dominion University
Student % Correct = The student's percent correct on the Financial Literacy Certification Test.
School Average = The average percent correct for all students in the same school as the student.
Student Name howard h moore
Student Grade College
Date Tested 0810812014
Pass Yes
Total
Subscore A
Subscore B
Subscore C
Suhscore D
Stud ent
Subscore Student % Correct School Average
Total 92% 85%
Subscore A 96% 88%
Subscore B 81% B5%
Subscore C 100Yo 89o/o
Subscore D 900/ 79%
Subscore Definitions :
"A' - Money / Money Management / Personal Financial Planning
"B"-Banks&Banking
"C" - Credit
"D" - lnsurance & lnvesting

21. *YW
k
&tJ
ffitrisd{rr
"(J
EG
(f)
oo$t
EL
o
3
o
o
rt-
o
l.-
o
o
eL
s
E
0)-
o
o
={rt--
q)
.O
o
:tr
c1-
ru
o,
O
oN
co
a
=u0
:
e
c
:)
aa
{l LL
oTJFtrEL-
l- Lu
^u

22. E
.o'iu
Yb
s.*
+T>6,
as'tr
{,
{
t-
E
u
3
3
3
ri
t
C)
o(|
L
OJ
.o
o*t
U
o
1o
N
II
7,
Z
o
E
z,
=
t,
z
o
E
g
J
&
s(
II
t/,
{F
v,
lu
E
6
z
fTL
l,
g,
f
&
E
o
u
CJ
syga
9',-
AC
6i
ou
rc-
,o
Yp
!.-
LE(J(s
Jd)
o-
-(u
O!
uo4L
Fo! '!l
oo_!c!vL
q-
o.:
--q
fg ar
UU
oo9
adu
I!
L
..ll -oo
-=arl9
'E -crdt
,Qa
ts=il
o)q
U!
s4)
..'bo
arx
:at"a
roE
1.Y
-0pol o)
:L
14c
F{
U
rl'
ll
I
IH
tu
I<luld *
oE
>;
<e
cJ
r
v)
A
o
L
o
o
E
*r
o
ao
rtr
G
=o
T
*
335<O=
vzk
,3;
*a
:E!zdu
N
U
J

23. Page 1 of i
CERTIFICATE OF COMPLETIOII
Howard Moore
CWS5 691: Child Abuse and Neglect: Reco gnrzing, Reporting
and Responding for Educators
Offered by the Virginia Department of Socisl Services
6l2t2AA
5 Professional Development Points
Pnnt i-rnrsh
http://www.dss.virginia.gov/fami13,/cpslmandated_reporters/cu,s56giicertificate print.html?^.. 6lZlZ{}1"4

24. E
o9IF
o
=
N Es P
=
oo )
V e
flHl
CaOc)
= i( 6
eRE q
-7+Lsc
dsR E
- -) : (,6t>
o I g
F(oo-o€
u)fi
od
CD
?t-
L.O
olLrts,
l-Cn
-o.Eo.=os.g
g5:
=
'E 9,o
fi fl qBs
"=# 5 S EE
=Eb€EFHqef; ssi-'| (J t=E
=i=irrqg
: E ET
f E =.gE
'aeLOirV
E
E
oL
lL
o
CL
6Qo5
oi
uLIJ
F
ZtJ-t
U
IJ-J
UM,
:
oV)
trj
u
(}
1
Zu.
IJ.J
-J
t
=o
Z
od
UJ
=t-

25. o)
tr
=
rL
-Fo
e(J
o 6 ER
od
O?9
e5.E
=
'E P,o g
o o -^ S 9 Es p
peg HE.gEF*u- i
61s,q S 8.sESR +
=uEsE;.FE+*
?
EEE EgE5f;s E
= E {PE E E
= E E9LrarO
.g-ttro'd) ;t- lZ
5E$
E Es
o 6€t-
II.
N
IIJ
F
Zlr]
U
LU
Uu.
:l
CU)
I.IJ
d
CI
Z
2u.
trlJ
=3(]
s
Z
ou,
=aJ.l
IF

26. o
#
R Es P
=
oo i
(Er.J J-.-:'J=)Oo
.= + ai o,-=fi,
L.C
AE-
tr+tstr o
Vth
?=-o rU
AJ:(9
v)E
u)co
o€cn3
o
.=
tr
'6
L.L
Or-
FO
-o5od,
O?E
ebE--) *, JJ th
B fl Es*tr.y) E
o,s R
'=EEsEF.-i
ssi EgE
=
iE rr'r v) E
r E E8
f 6 =.stco'a;L.Y
5E
E
oL
lr
o
=QOO
E ci
o
CL
F
EEos
(Ji
M.
IJ.J
F
ZIIJ
U
III
Uu.
o€)
trt
E.
0
1
zu.
[IJ
b
=a
Z
CIg.
=tl-l
IF-

27. t
oF
z
-g.
o
o
o
E
(,
o
a
o-
O
zx.
T,A
26za
o-b L
TJ
LU(6
J=
o
sa
-
=oL
m
E,
s
o
C
o
<
q
o
o
o
u)
.e
aJ
o_
.oY-
o
=
*
o
Y
-L-
O
UJ
F
o
$r
O
N
N
N
o
G
=
a
o
o
.C,
O
a
.o
_o
f,
0-
L<
o
t
z
B,
-L
.E
s
E|
OIE ;B
lIF ilE
El* trS
EI$ E{qe
Ei-
G
l
l
-L
(U
tL
'L)
fio
tri-{
rl.r
t{(E
A.E
0J i'i
Qs jj
tr'8, o
-ti
.:1 !q
Il...:< v
tU E i{--
E} E
lq c)
El ' a
.Ur 'E
oJq a
r.l7 Erl --' l-
EE E
rd= Z
&5 <'
PE.t<
oI'{t-l
'J
z
r= snLl L-f
+-, ir1-i
'r= -I5
H1--
#'ppl-
H-{ H
^CAA
-l
I
t H
EEr{ L-l.l-'i
'= |(l
e>E
b
K
K
w
-eg

28. xI: ffitr,"wARD ffi t!"nuu I iffilillililllillllillffilllllllillffililllilillilll
Date: 2i18l2014 sex: M I '], 10105687-1*
Facility: NowCare Medical Genter
6632lndian River Rd, Virginia Beach, YA23462 Ph: (757) 424-4300 Fax: (757) 523-0632
Record of TB Skin Test
Patient Name:
K-Forearm
Company Name:
cLrLl 6 lss
trr ra
a rq tlq e rl rq
Lot #:
Expiration Date:
Date Given:
Skin fesf must be read in 48 to 72 Hours.
Dates to Be Read,
b75
Date Read:
Negative:
Positive:
, /pr/t*t
Area of Induration: eazL
Signature of Physician or Nurse:
I night Forearm
*'"'---