Resume

• 2014

  SCHOOL ADMINISTRATOR CAREER ACHIEVEMENTS\n•\tDesigned and piloted single gender and split level classes for middle school students.\n•\tCollaborated with UMDNJ School of Psychiatry Director to implement on site school based mental health services for students and their families.\n•\tCollaborated with Rutgers University

  Department of Psychology faculty to develop research protocols for research to be conducted in Newark School examining the impact of community violence on student achievement.\n•\tDesigned and implemented pilot before school and Saturday tutoring academies for middle school students.\n•\tDesigned and implemented token economy for middle school students

  resulting in a 55% decrease in student suspensions and student related incidents.\n•\tDeveloped and facilitated staff development workshops in the areas of: student data analysis and strategic planning

  Understanding by Design Backwards Lesson Planning

  Differentiated Instruction and Planning

  Tiered Lesson Planning

  Crafting Instructional and Behavior Objectives.\n•\tAuthored three Title I Restructuring Plans for schools in need of improvement (Year 5).\n•\tCoordinated and supervised two Community Schools.\n•\tWorked collaboratively with Principal and Board Attorneys to remove tenured ineffective instructional staff members.\n•\tSuccessfully established professional learning community in two schools \n•\tCo-Authored and awarded 21st Century Community Learning Centers Federal Grant for $18 Million Dollars (2nd highest in the US)\n•\tAuthored and awarded two grants from the Prudential Foundation to implement the district Principal for A Day Initiative.\n•\tRevised monitoring system for Whole School Reform consultant invoicing and payments—identified and researched over one million dollars of duplicate charges.

  Kriss

  Kemp-Graham

  PhD

  Phi Delta Kappa International

  Texas AM University Commerce

  Professor of Master and Doctoral Students

  Texas AM University Commerce

  Phi Delta Kappa International

• 1983

  Delta Sigma Theta

  Inc

  Member

  New York University

  Doctor of Philosophy (PhD)

  School District Administration

  City University of New York-Hunter College

  Masteer of Science

  Urban Affairs

  Bachelor of Arts (B.A.)

  Economics

  University of Pittsburgh

• Teaching

  Curriculum Development

  Student Affairs

  University Teaching

  Curriculum Design

  Student Development

  Staff Development

  Lecturing

  Science

  Qualitative Research

  Research

  Statistics

  Preparing for School Leadership in Texas: Mastering Principal Competencies and Challenges of 21st Century Leadership

  When practicing a symphony

  the conductor can have the orchestra slow down the tempo in order to practice certain sections. A medical student in residence has the opportunity to slow down and practice certain medical procedures and diagnoses. The Miami Heat spend most of their time in a practice field

  slowing down the tempo and practicing certain moves

  strategies

  and assumptions. All of these practice fields exist in an environment with opportunities for making mistakes

  in a “safe-failing space” to enhance learning. Aspiring new principals need the opportunity to slow down the tempo and practice certain moves and aspects of their jobs.\n\nAuthor and former school administrator Kriss Kemp-Graham has developed and created such a space with this new and welcome book

  Preparing for School Leadership in Texas: Mastering Principal Competencies and Challenges of 21st Century Leadership. Though targeted around the Texas Principal Competencies

  I will be encouraging her to consider a sequel that focuses on the national perspective as well. his is not a traditional graduate student textbook - it is not so much a book to read

  but provides students the opportunities to \"practice\" leadership with activies

  simulations

  and other more realistic ways to study effective school leadership. For more information\nhttp://www.ncpeapublications.org/2014-conference-guidelines.html

  Preparing for School Leadership in Texas: Mastering Principal Competencies and Challenges of 21st Century Leadership

  Public Schools in the United States have experienced over fifty years of failed school reforms designed to improve struggling schools. In 2011

  there were a reported 44

  000 schools that were failing in the United States. Reform initiatives have grown from stand alone programs to coordinated programs designed to meet the many needs of students. As we zealously embrace this most current wave of school reforms

  with its aggressive “no holds barred

  ” terms

  billions of dollars in federal funding

  threats of sanctions

  school closures and the dismissal of both teachers and Principals whom are deemed ineffective

  will the obvious barriers to success be publicly acknowledged and solutions vigorously demanded? The failure of our society to acknowledge the impact that poverty has on school success can no longer be ignored. Education's number one nemesis is poverty. Until issues surrounding race

  poverty and inequities in education are part of the school reform narrative no REAL success will be realized.\n

  The Elephant in The Room: Urban School Reform

  Dr. LaVelle Hendricks

  The concept of teaching and being in control of the classroom has taken on a new dimension.Educators find themselves daily being challenged to perform well in and out of the classroom.Though professional days provide a wealth of knowledge of educators

  school districts are nowconfronted with infusing information on drugs into the classroom instructional period. Thisarticle provides information on new drugs being used by students sitting in classroom seats and\nthe challenge for educators to understand what’s going on in the minds of stud\nents.

  For Educators A-B- C’s are The Fundamentals: DRUGS arenow the Challenges in the Classroom

  he interaction between capacity and reform has been discussed in two ways in the research literature: school capacity for reform and school capacity resulting from reform. The framework developed by Malen and Rice (2004) combines these two perspectives in a framework that examines the interactions between the two. They focus not only on how schools productively use and build capacity

  but also on the fragmentation that characterizes reform activity. In addition to focusing on human

  social

  cultural

  fiscal

  and information resources

  their inventory of school capital examines the alignment of resources with reform and if the resources are used productively. The purpose of this study was to examine the differential capacity for and effects of reform across two schools implementing the same Whole School Reform strategy using the framework suggested by Malen and Rice (2004). Two elementary schools in the same urban district were chosen that appeared to have similar student characteristics and identical resources

  yet displayed differing levels of student achievement. Data were collected using a mixed method strategy. A modified version of a survey developed by Howley (2002) was used to collect data on teachers' perceptions about school dimensions related capacity from 49 teachers across the two sites. In addition

  community demographic data

  system data on school resources

  and interview data collected from each principal were analyzed. The study found several potentially significant differences in school capacity with the potential to affect the success of the reform model.

  Freneticism

  fragmentation

  coherence

  or missed opportunity? A comparative analysis of the relationship between capacity and school reform in two contrasting urban schools

  Dr. JoHyun Kim

  This study examined the capacity of Texas public schools that have successfully turned around chronically low-performing schools into high performing schools by comparing these schools with schools that failed to turn around. Considering the importance of school capacity and human capacity based on literature reviews

  they were compared in terms of student characteristics

  teacher and administrator characteristics

  and school characteristics. Independent sample t-tests revealed differences in student

  teacher

  and school characteristics.

  CAPACITY RICH? OR CAPACITY POOR? AN EXPLORATORY EXAMINATION OF SCHOOL CAPACITY IN TEXAS PUBLIC SCHOOLS THAT HAVE SUCCESSFULLY TURNED AROUND CHRONICALLY LOW-PERFORMING SCHOOLS INTO HIGHER PERFORMING SCHOOLS.

  Kemp-Graham

  PhD