Melissa Usiak is an Assistant Professor at Michigan State University who has over 20 years of experience in K-12 education. She holds a Ph.D. in Educational Administration from MSU and has worked as an elementary teacher, assistant principal, principal, and district coach. Her research and dissertation focused on the relationship between principal literacy content knowledge and implementing multi-tiered systems of support. She is interested in building leadership capacity and facilitating professional learning communities to improve schools.

1. Melissa Marie Usiak, Ph.D.
517-525-3369 usiakmel@msu.edu
PROFESSIONAL PROFILE
I am an innovative yet pragmatic leader. I am eager to contribute to a professional
learning community where capacity is built among adults to facilitate change, progress
and improvement. My skills and scholarly experience, as well as my energy and
motivation, make me a unique candidate for any teaching role.
EDUCATION
Doctorate of Philosophy in K-12 Educational Administration, Michigan State University,
2015.
Education Specialist, Michigan State University, 2010.
Master of Arts in K-12 Educational Administration, Michigan State University. 2001.
Bachelor of Arts in Education, University of Michigan. 1995.
Area of Study: Elementary Education, K-5 all subjects. Major:Science, Minor: Language
Arts.
AWARDS and RECOGNITION
 Michigan State University College of Education Dissertation Completion Fellowship
2015.
 Michigan State University College of Education Small Research Grant 2014.
 Michigan State University College of Education Summer Research Fellowship 2007.
 Richard L. Featherstone Scholarship, K-12 Administration Department,
Michigan State University, Spring 2007.
 Clyde M. Campbell Fellow Scholarship, K-12 Administration Department,
Michigan State University, Spring 2006.
 Disney’s American Teacher Awards Nominee. Spring 2001.
PROFESSIONAL EXPERIENCE
 Assistant Professor, Michigan State University, K-12 Educational Adminstration
Department, August 2015-present.
 Principal, Sycamore Elementary School, Holt Public Schools, Holt, Michigan.
August 2007-Augsut 2015.
 Multi-Tiered Systems of Support District Coach/Response to Intervention,Holt
Public Schools, Holt, MI. August 2009-July 2010.
 Assistant Principal, Charlotte Middle School, Charlotte Public Schools, Charlotte,
Michigan. August 2003-August 2005.
 Teacher, Kinawa Middle School, Okemos Public Schools, Okemos, Michigan.
August 1996-June 2003.
 Graduate Assistant, Course Instructor, Teacher Education Department,
Michigan State University, East Lansing, Michigan. August 2005-June 2006.
 Graduate Assistant, Field Instructor, Teacher Education Department,
Michigan State University, East Lansing, Michigan. August 2005-April 2006.
 Graduate Assistant, Coordinator Assistant K-12 Administration,
Michigan State University, East Lansing, Michigan. August 2006-July 2007.
 Graduate Assistant, Research Assistant, Teacher Education Department,
Michigan State University, East Lansing, Michigan. December 2007-July 2007.
PROFESSIONAL SKILLS
 Facilitate professional learning to promote growth and development of engaged
adults.
 Develop effective multi-tiered systems of support to improve attendance, behavior
and academics.
 Build leadership capacity and foster teacher leadership at the building and district
level.

2.  Provide encouragement and feedback to teachers to improve instructional practice.
 Plan, facilitate and evaluate professional and collaborative learning.
 Possess the ability to work effectively with non-instructional staff members to teach
and coach them in their support of student learning and appropriate behavior.
PROFESSIONAL ACHIEVEMENTS
Leadership
 Completed research and dissertation studying the relationship between elementary
principal’s literacy content knowledge and the building of Multi-Tiered Systems of
Supports.
 Effectively implemented Multi-Tiered Systems of Support in behavior and literacy at
the building level.
 Lead explorations and implementation of Multi-Tiered Systems of Support at the
district level.
 Researched, initiated, and implemented a balanced calendar schedule in a highly at-
risk school.
 Facilitate the formal evaluation process with teachers in two school districts using
Charlotte Danielson’s model for teaching including observation, conferencing and
establishing goals for professional growth.
 Assist in the raising of expectations for teacher performance as instructional leader
through transition from Grade Level Content Expectations to Common Core State
Standards.
 Facilitate professional development opportunities for school instructional and support
staff.
 Recruit families for growing Great Start Readiness Programs within the building and
district.
 Actively participated in and contributed to administrative teams, North Central
Accreditation team, School Improvement Teams, and teacher-led teams to foster
collaboration and decision-making in the school and across the district.
 Use data to analyze student achievement and identify curricular and instructional
areas in need of improvement.
 Develop and utilize a variety of methods for communicating with faculty, staff, and
parents to ensure healthy, informed partnerships including weekly and monthly
newsletters.
 Supported and supervised six Michigan State University Lansing Area Elementary
Team Interns and Cooperating Teachers in content knowledge, instruction, classroom
management, and professionalism through observations and professional seminars.
 Served as a teacher leader, on various building and district level committees related to
language arts, science, school culture, staff selection and school improvement.
 Propose and facilitate changes in the structure of grade-level, department and other
meetings.
Curriculum/Instruction
 Analyzed core reading curriculum using multiple evaluation tools, selected and
implemented research-based core reading program kindergarten through fourth grade.
 Co-instructed one course module for K-12 Educational Administration Master of Arts
students at Michigan State University in the area of teaching, learning, and school
restructuring.
 Instructed three sections of TE 301 for elementary teaching candidates working
collaboratively with Michigan State University faculty and graduate students to
provide field experience and instruction in literacy.
 Instructed sixth grade students in the content areas of science and language arts
working collaboratively with team and grade level teachers to plan and integrate
cross-curricular units, differentiate instruction, develop and implement curriculum.

3.  Instructed eighth grade students in Career Pathways and in the content area of
language arts focusing on reading, writing, speaking and listening.
Research
 Extensive research for pilot study and doctorate research study proposal on Literacy
Leadership Content Knowledge, Instructional Leadership, and Multi-Tiered Systems
of Support.
 Collected data for a Michigan Department of Education grant on the math/science
content knowledge of secondary beginning teachers in Lansing Public Schools.
 Researched and wrote literature review of the historical perspective of the bifurcation
of educational administrative preparation programs from teach preparation programs
in the United States.
Student Support
 Use Early Warning System to identify at-risk students and establish appropriate
interventions and promote school engagement.
 Work collaboratively with fellow administrators and teachers to identify and improve
the support systems for at-risk students (high school mentoring, Peer Assistance
Leader programs, Student Study Team process, Problem Solving Team process,
truancy identification and intervention, etc.).
 Proactively communicated and maintained a school wide promotion and retention
protocol.
 Assisted in the development of a summer remediation program offered to credit
deficit students.
 Actively participate in the development of Individualized Education Plans, (including
Behavior Manifestation Determinations, Functional Behavior Assessments and
Behavior Intervention Plans), Section 504 Plans, student academic action plans, and
individual behavior plans.
ADDITIONAL TRAINING and EXPERIENCES
University Leadership
 The Carnegie Project on the Education Doctorate Convening, Fall 2015.
 Michigan Association of Professors of Educational Administration Bi-Annual Meeting,
Fall 2015.
School Leadership
 Visible Learning plus, Ingham Intermediate School District, Spring 2015
 MEIM, Blue Stockings: Women Leaders Learning With and From Each Other, 2013 and
2014.
 MiBLSi Cohort 7, Ingham Intermediate School District, Fall 2010-Spring 2013.
 TLT with Kevin Feldman, Ingham Intermediate School District, Fall 2013 and Spring
2015.
 RtI Innovations Conference,Salt Lake City, Utah, Fall 2009.
 Digging into the Michigan School Improvement Framework, Ingham County
Intermediate School District, September 2006.
 Improving Michigan’s Literacy Achievement: Where Do We Go From Here? Literacy
Achievement Research Center,Michigan State University, September 2006.
 Leadership Symposium, Michigan State University, Fall 2005, Spring 2006, Fall 2006.
 Michigan State University Symposium on Literacy Achievement, Literacy Achievement
Research Center, Michigan State University, October 2005.
 Assistant Principal Fall Conference,MASSP,October 2003 and 2004.
 The Leader as Facilitator and Change Agent Seminar, MEMSPA,August 2002.
 Connections II: Giving Kids a Way Back,Strategies to Prevent Suspension and
Expulsion at the Middle and High School Levels, Eaton Intermediate School District,
April 2004.
 Balanced and Restorative Justice, Mental Health-Juvenile Justice Screening, Assessment
and Diversion Project, September 2004.

4.  Participate in monthly professional reading and dialogue group with teachers and school
leaders in Mid-Michigan, 2001-Present.
Teacher Leadership
 The Emerging Leaders Program,Michigan State University, June 2000.
 The Emerging Leaders Academy,Michigan Leadership Institute, March 2001.
ACTIVITIES and INTERESTS
 Running
 Pure Barre Classes
 Reading
 Engaged Parenting