Davin D. Johnson has over 15 years of experience in instructional design, curriculum development, and teaching English as a Second Language. He holds a Doctorate in Management and Masters in Instructional Systems Development. Currently he is the ESL Coordinator and Team Leader for Howard County Public Schools, where he develops ESOL programs, trains staff, and leads a team to support English learners. He has a proven track record of exceeding student achievement standards.

1. Davin D. Johnson, D.M.| 8850 Spiral Cut Unit C | Columbia, MD 21045 | (410) 740- 0759
Summary
Expert in Instructional Systems Design and application of the ADDIE Model for
development of lesson plans and effective technical training support tools. Effective
leader, collaborator, and communicator, with proven results in the development of
students and educators. Accountable, motivated, detail-orientated, and adaptable to
changing, multi-tasked independent and team situations. Knowledgeable in evidence-
based decision making and systematic review research methodology.
Education
 Doctor of Management | University of Maryland, University College |
2019 |Dissertation Topic: Leadership, Employee Engagement, and Organizational
Innovation
 Master’s Degree | Instructional Systems Development | University of Maryland,
Baltimore County |2011 | Thesis: “Differentiating ESOL and Special Education
Services”
 Bachelor of Science | Elementary Education |Morgan State University | 2003
Employment History
English as a Second Language (ESL) Coordinator and Team Leader | Howard
County Public School System | August 2012 – Present
 Developed a federally funded and mandated high school ESOL program.
 Conduct needs assessments for staff trainings.
 Provide continual learning opportunities to support career development for staff
and administrators, utilizing Microsoft Suite and other presentation software
tools.
 Assess trainings based on colleague feedback and evaluation.
 Protect secured assessment documents and supply account budgets as related to
program development.
 Communicate with administrators to ensure implementation and adherence to
policies, rules, procedures, goals, and missions with competing timelines.
 Respond to operational, policy, and system requirement questions.
 Use data to strategically plan and arrange yearly activities with a results-
orientated mindset.
 Lead a team responsible for teaching English for Speakers of Other Languages
(ESOL) through relationship-building. Primary point of contact for parents,
community leaders, and other external stakeholders who want to partner with the
school on ESOL programs.
 Supervise para-educators and create schedules. Identify, manage and resolve
interpersonal conflicts between para-educators and teachers. Render decisions
and provide support on the delineation of duties and utilization of skills.

2.  Coordinate availability and arrange for interpreters, when scheduling parent-
teacher conferences, back-to-school night, and other school events.
 Attend meetings and disseminate information on school events and student
concerns, such as assessment scores, curriculum, and behavior.
 Review, synthesize, and evaluate assigned year-long actions for continual
improvement in preparation for central office visits.
English as a Second Language Teacher | Howard County Public School System |
August 2008 – Present
 Concurrent with ESL Team Leader responsibilities, provide guided assistance to
students and parents seeking enrollment and problem-solving support for the ESL
program, as well as academic enrichment and prerequisite programs within and
outside the school system.
 Serve as a liaison on behalf of students between the School’s Departments and
with Student Services at the Howard County Public Schools Board of Education.
 Ensure students with a home language other than English, including English
Language Learners (ELLs) with disabilities, are provided access and rights under
equal protection laws.
 Design curriculums for all subjects that support learning and social language
adaptation, i.e., peer assimilation, culture, and appropriate responses.
 Conduct annual World-class Instructional Design (WIDA) testing to assess
speaking, listening, reading, and writing competencies. Provide quarterly student
progress reports to parents and WIDA.
 Maintain comprehensive electronic student records, with data on scores and
services received, to effectively assess students’ status. Ensure compliance of
records with federal and state accountability and audit requirements.
 Ensure compliance with Common Core standards and provisions of the
Individuals with Disabilities Act (IDEA), Part B, for annual state assessments of
English proficiency for ELLs.
 Collaborate with General Ed teachers to ensure lessons are modified for ELLs.
 Monitor achievement of accountability standards to ensure at least 25% of
program participants become fully proficient, eliminating the need for ESL
intervention, based on test results. Exceeded 2015 standards; nearly 50% of ESL
students exited the program and 90% advanced a proficiency level.
 Member of the Science, Technology, Engineering, and Mathematics (STEM)
Committee. Utilize the process of identifying the end goal and subsequent steps,
exploration, and self-correction necessary to facilitate incorporation of STEM
components in curriculums and to encourage pursuit of the education track.
 Incorporate the annual Simulated Congressional Hearings (SCH) program into
Social Studies curriculum, based on current events. Integrate learning that
includes the three branches of government, scope of responsibilities, term limits,
and how to contact/engage with local, state, and federal representatives.
Classroom Teacher | Howard County Public School System | August 2003 – June 2008

3.  Communicated regularly with colleagues, administrators and other stakeholders to
maintain a positive team environment, when discussing and solving problems
involving student progress and improvement needs.
 Maintained cognizance of deadlines for meeting quarterly objectives. Ensured
student progress records, including grade books, files and supplementary
documentation, were compliant with federal and state accountability and audit
requirements.
 Utilized time management skills to complete tasks and ensure that time was
allocated to student success daily. Conducted mini-weekly conferences to inform
students of their progress, discuss their goals, plans to achieve them, and
assistance needed.
 Provided electronic, oral and formal written correspondence to document
students’ growth and improvement needs to stakeholders. Offered flexibilities to
parents for meetings. Collaborated with community organizations and businesses
to conduct fund-raising initiatives for the school District.
 Served as a mentor-teacher in all content areas, to provide guidance for future
educators on the daily scope of responsibilities, professional development,
classroom management, and instruction. Provided written and oral feedback.
 Met with Principals to discuss personal progress and receive feedback, through
teacher evaluations and assessments of competencies in instruction, classroom
management, and community relations.
Youth Counselor | Morgan State University Partnership | August 2000 – August 2002
 Collaborated with Coppin University and Baltimore City Public Library System,
as a liaison to at-risk adolescent youth in Baltimore City educational institution,
ranging from degree to certificate programs. interested in enrolling into post-
secondary education. Assisted students with the application process, college
readiness skills, and personal goals.
 Documented and tracked individual student progress for accountability and
statistical purposes.
 Utilized interpersonal skills and partnered with organizations to create on-campus
events and presentations for student participants.
 Communicated orally and in writing continuously, with attention to specific
details.
 Collaborated with a diverse team to provide consultative counseling and address
individual student’s concerns about the college enrollment process.
 Achieved a 100% success rate in students’ acceptance into post-high school.
Honors and Activities
 Staff Member of the Month (March 2019)
 Angel’s Network Sponsor (Present) (Civic activities included Breast Cancer
Awareness Month merchandise sales donations, Bain Center Thanksgiving dinner
delivery, and holiday care packaging and delivery.)

4.  English as a Second Language Leadership Team Member (Present) – Appointed
to “Think Tank” for ESOL, by Board of Education ESL Team Leader, to
restructure curriculums for Howard County and align goals with Common Core
and WIDA standards.
 University of Maryland, Baltimore County Alumni Association, Member
(Present)
 Morgan State University Alumni Association, Member (Present)
 Co-Chair, School Diversity Committee (2017-2018)
 Simulated Congressional Hearing, Gold Medal for Leadership Recipient (2007)
Technical Skills
Canvas and Exchange (Database Systems for County Schools), Microsoft Office Suite
(Excel, PowerPoint, and Word) and NVivo Qualitative and Mixed Methods Research
tools
References
Available Upon Request