SHANNON E. TRUITT 7 Colony Boulevard Apartment 312 Wilmington, DE 19802 (302) 559-6362 s1truitt00@yahoo.com

CAREER PROFILE:

A hardworking, reliable and experienced janitor, warehouse worker, stock clerk, deliveryman and commercial truck driver who aims to provide clients and customers with optimal service and satisfaction.

EDUCATION: Smith & Solomon Trucking School, New Castle, DE

Class A Commercial Driver’s License (Endorsements for Tankers and Doubles-Triples)

March 2009

John Dickinson High School, Milltown, DE High School Diploma June 1988

RELATED EXPERIENCE:

ABM Janitorial Services, Fairfax, DE August 2010 - Present Job Title: Janitor Duties: Dust; vacuum; clean carpets; buff and wax tile floors and provide trash pick-up for commercial clients.

Stonegates Retirement Community, Greenville, DE October 2009 - Present Job Title: Houseman Duties: Clean carpets; buff and wax tile floors; set up for events; load and unload deliveries; conduct monthly inventory; pick up and transport supplies and provide light maintenance for both the residential facility and healthcare unit.

Insteel Wire Products, New Castle, DE January 2007 – September 2008 Job Title: Machine Helper & Forklift Driver Duties: Welded 8-gauge and 10-gauge mesh wire; banded and loaded 8-20 foot mesh wire; conducted quarterly inventory and maintained a clean, safe environment.

Allen Family Foods, Ridgely, MD June 2006 – December 2006 Job Title: Loader Duties: Loaded and shipped whole chickens to commercial clients; sanitized work area and maintained a clean, safe environment.

REFERENCES: Ed Williams, Supervisor, ABM Janitorial Services, (302) 886-8960

Bruce Hendricks, Director of Housekeeping, Stonegates Retirement Community, (302) 658-6200

Meegan Bradshaw, Nurse, Stonegates Retirement Community, (302) 442-8598

Renee H. Richmond 3414 20th Street, N.E. Washington, DC 20018 (202) 213-3727 rhrichmond14@gmail.com

Objective: To acquire an administrative position that will capitalize on my expertise in organization,

superior communication, attention to detail, interpersonal relations, team-building, multitasking, troubleshooting, and adaptability to demanding, fast-paced environments.

Education: Bachelor of Arts, Business Management, Notre Dame of Maryland University Related Experience:

Administrative Assistant, Florida Department of Business & Professional Regulation August 2009 – May 2010 Fort Lauderdale, FL ● Functioned as the principal support to the Interim Condominium Ombudsman ● Received, reviewed, logged, routed and tracked incoming phone calls ● Coordinated and routed the delivery of mail, packages and faxes ● Typed, edited and proofread documents for grammar and content ● Prepared correspondence, purchase orders, requisitions, travel documents and reimbursement requests ● Copied, collated and distributed forms and documents

Investigator, U.S. Postal Service Office of Inspector General May 2004 – July 2008 Arlington, VA & Miami, FL ● Functioned as a support to the Assistant Special Agent In Charge ● Received, reviewed, logged, and routed hotline allegation calls to appropriate parties ● Prepared internal communications detailing status and outcome of investigations ● Scheduled appointments and maintained busy office calendar ● Prepared other correspondence and emails as assigned Audit Evaluator, U.S. Postal Service Office of Inspector General May 2001 – March 2004 Arlington, VA ● Functioned as a support to the Audit Team Leader ● Researched applicable laws and regulations to ensure standard operating procedures ● Audited and evaluated programs, instructions and procedures to identify possible cases of fraud, waste, abuse and mismanagement ● Prepared reports detailing outcome of audit evaluations

Office Administrator, Agriculture & Livestock Industries Corporation January 2000 – May 2001 Bethesda, MD ● Functioned as the principal support to Japanese nationals at Washington Regional Office ● Researched industry trends in North American agriculture ● Established and maintained filing system ● Arranged travel and scheduled meetings ● Prepared correspondence and emails as assigned

References: ● Bill Raphan, Senior Management Analyst, Florida Department of Business & Professional Regulation, (954) 724 4929 ● Rhonda Holmes, Assistant Special Agent In Charge, U.S. Postal Service Office of Inspector General, (301) 213-5736 ● Adrienne Simms, Audit Team Leader, U.S. Postal Service Office of Inspector General, (240) 460-2831

Glennis Powell Gill Page 1

GLENNIS POWELL GILL

11208 Homestead Drive ● Upper Marlboro, MD 20774 ● (301) 336-7309 ● glennisgill@aol.com

EDUCATION

Administration / Training / Consulting Highly experienced, nationally- and regionally-recognized education professional with the proven ability to

conceptualize and integrate comprehensive, progressive academic advancement levels. Adept at creating and monitoring

policies and practices that promote a nurturing learning environment and that foster an encouraging culture of continuous improvement for faculty, students and community. Equally skilled at providing innovative leadership that

spurs forward thinking and progressive problem-solving. Lastly, a published author, respected mentor, frequent

presenter and successful consultant who is instrumental in developing a diverse pool of educational professionals.

KEY ABILITIES & KNOWLEDGE □ Master Trainer □ Master Facilitator □ Curriculum Developer □ Project Manager □ Grant Reviewer □ Coach EDUCATION & CERTIFICATION

Certification, National Leadership Coach - 2000 National Center on Education and the Economy, Washington, D.C.

Master of Arts, Secondary School Administration - 1976 Minor/Education Psychology Howard University, Washington, D.C.

Bachelor of Science, Secondary English Education - 1974 Minor/Speech Education D.C. Teacher’s College, Washington, D.C.

PROFESSIONAL EXPERIENCE Founder/Principal, 2011 - Present Heritage Christian Academy, Lanham, MD

Create, share and implement the vision and mission of Heritage Christian Academy.

Recruit professional faculty who are willing to implement and support said mission and vision.

Manage all aspects of school operations ensuring fulfillment of the school’s mission to include fiscal organization and maintenance, student discipline, program development, team-building, culture promotion and the creation of a safe, respectful, progressive and fair learning environment.

Provide leadership in planning and implementing school curriculum and develop Performance Assessments that monitor day-to-day teaching and learning that attain or exceed mandated MD state criterion.

Principal, 2009 - 2011 Princeton Day Academy, Lanham, MD

Provided leadership in developing, planning and implementing school curriculum, professional development and training.

Glennis Powell Gill Page 2

Developed Performance Assessments that monitored day-to-day teaching and learning in order to attain or exceed mandated MD state criterion.

Facilitated staff management, administration recruitment and evaluation.

Principal, 2007 - 2009 Jericho Christian Academy, Landover, MD

Managed all aspects of school operations ensuring fulfillment of the school’s mission to include fiscal

organization and maintenance, student discipline, program development, team-building, culture promotion

and the creation of a safe, respectful, progressive and fair learning environment. Provided leadership in planning and implementing school curriculum and performed assessments that

monitored the expectation of meeting and exceeding defined performance levels. Facilitated staff recruitment, development and evaluation; fiscal management.

Establishing Principal, 2005 - 2006 Washington Academy Public Charter School

Partnered with and reported directly to the Washington Academy Public Charter School board on the development and management of the Academy.

Defined and implemented an action plan for recruitment of student body, staff and faculty for inaugural school year resulting in acceptance of 204 students within three weeks and fully confirmed instructional and administrative staff by opening day.

Outlined day-to-day policies and procedures to include safety and security plans for faculty and staff to ensure high quality school operations.

Created comprehensive academic and programs schedule for the school calendar year. Organized targeted professional development training for faculty and staff to support current skill sets. Received comprehensive training in literacy and math models in ECRI and Every Day Math and transferred

that knowledge to faculty and staff through comprehensive training sessions.

Conceptualized and successfully established a “Parent Community” Board to lend support to school initiatives.

Provided leadership, modeling and training for new administrators on new charter school campuses. Interviewed and assisted in the selection of current director of Washington Academy Public Charter School.

Interim Regional Director, 2002 - 2004 National Center on Education and the Economy, Mid-Atlantic Region, Washington, D.C.

Provided day-to-day oversight and supervision of cluster leaders and support staff of the Mid-Atlantic Region who serve fifty-two schools in Washington, D.C., New Jersey, Pennsylvania and North Carolina.

Supported and continued to advance the goals set forth by the Regional Director. Redesigned training and monitoring calendar for calendar school year and compiled annual budget that met

diverse needs of the Mid-Atlantic Region. Provided training for superintendents, central administrative officers, principals and teachers in the

National Standards for reading, writing, mathematics, sciences and applied learning standards. Developed, implemented, monitored and modeled effective instructional training in leadership, reading,

writing, mathematics and science and applied learning standards resulting in improved academic achievement in three-fourths of the schools serviced for the two and a half year period.

Monitored the use of test data from state and district high stakes exams and the New Standards Reference Exam to assist school districts and individual schools plan for high academic results.

Assessed cluster leaders seeking national certification in school leadership and strategic thinking. Delivered workshops to school districts on how “America’s Choice School Design” meets the requirements of

the “No Child Left Behind” Act of 2001 and assisted schools in writing “No Child Left Behind” plans. Received Performance Bonuses for exceeding the standard in goal expectation for 1999 - 2005 school years.

Glennis Powell Gill Page 3

Cluster Leader/Senior Associate, 1999 - Present National Center on Education and the Economy, Washington, DC

Complied with directives, guidelines and requests of Mid-Atlantic Regional Director. Remained consistently available for collegial consultation and support of junior cluster leaders nationally;

specifically the Mid-Atlantic Region. Instructed principals, local school design and literacy coaches in the implementation of the National Standards

and America’s Choice School Design. Taught and monitored school leadership teams regarding the disaggregation of local school high stakes test

data and how if effects teaching, learning and planning. Provided technical support to teacher’s literacy, math and science institutes and teachers by

modeling classroom strategies and eliminating barriers to academic progress. Served as liaison between school districts and local schools regarding support required for effective design

implementation. Presented highly effective workshops monthly to principals and local school coaches on topics such as Using

National Standards, Readers and Writers workshops, Foundations of Advanced Literacy I and II, Planning for Results, Formulating Your School Plan, The Testing Genre, No Child Left Behind, Reviewing Student Work and What Matters Most in Schools.

Principal, 1992 - 1998 Eliot Junior High School, Washington, DC District of Columbia Public Schools

Managed all aspects of school operations ensuring fulfillment of the school’s mission to include administration, student discipline, program development, team-building, culture promotion and the creation of a safe, respectful, progressive and fair learning environment.

Established first Eliot Academic Advisory Association, which consisted of faculty parents and community; the purpose of the committee was to align instruction, learning and assessment at the school.

Created the master schedule with input from the Eliot Association, redesigned the school into grade level teams and instituted standards of teacher performance and decorum.

Increased the overall student population 27% in six years.

Established and maintained the first Autistic Program for junior high school students in the District of Columbia Public School System and the first After School junior high school program in the city through a grant provided by ABC.

Implemented an Honors system consisting of three categories where diverse students could qualify and be recognized for academic improvement and achievement.

Increased academic achievement 1996 through 1998 in at least four of six categories tested on high stakes exam (Stanford 9).

Provided GED class for parents of Eliot students; 73 parents received GEDs between 1992 and 1998. Served as a member of the Superintendent’s Advisory Committee under three consecutive Superintendents and

on a city-wide committee for Special Needs students. Participated in national television special, “Kids in the Crossfire” hosted by Peter Jennings.

Principal, 1988 - 1993 Goding Elementary School, Washington, DC District of Columbia Public Schools

Developed the master schedule for the academic school year and managed the daily operations, faculty and staff of a progressive elementary school.

Increased the number of Caucasian and Latino students by 15% and the overall student population by 50% in four years.

Implemented the modified Joplin Program in grades 3, 4, 5 and 6.

Glennis Powell Gill Page 4

Exceeded mandates set forth by the school district such as improved CTBS (high stakes test) scores over a four year period to the national norm in grades 3 and 6 (target grades for DCPS).

Implemented a model special education program consisting of students identified with multiple learning and emotional challenges.

Received National Cafeteria Award from National School Lunch

Program.

Implemented a 90-minute literacy block in grades K-3 Assistant Principal, 1986 - 1988 Capital Hill Cluster Schools, Washington, DC District of Columbia Public Schools

Efficiently and effectively monitored day-to-day operations of two academic campuses to include basic administration, student discipline and faculty oversight.

Created master schedule for the middle school component of Capitol Hill Cluster Schools. Completed Peer Assistance Leadership Training (PAL) presented by Far West Laboratory and mentored peers

who desired to enter the Principals Academy of Washington, D.C. Received comprehensive training in sensitivity and diversity and delivered training to administration, faculty,

staff, parents and willing members of Capitol Hill Cluster Schools. Promoted to serve in the role of principal.

Teacher, 1976 - 1986 District of Columbia Public Schools, Washington, DC (Langley Junior High School)

Instructed grades 7, 8, and 9 in English in a traditional classroom setting. Assisted in the development of curriculum for humanities in system-wide ELA (English Language Arts

Department). Fulfilled the role of Competency Based Curriculum (CBC) Chairperson, attended monthly educational

workshops on behalf of the department and returned to present learnings to Langley faculty. Served as student government sponsor and cheerleading coach.

(Fort Lincoln Education Center) Appointed by principal to serve as Middle School Academic

Coordinator.

Instructed grades 7 and 8 in English in an “open space” format. Designated to serve on school-wide leadership team to develop the middle school master schedule.

Served as Summer School Coordinator, sponsored the Poetry Club and school newspaper.

CONSULTATION EXPERIENCE

Independent Consultant, 2015 Living Health ( Dr. Stephanie J. Cheney) - www.MyLivingHealth.com

Provided training, facilitating and coaching of mature citizens interested in upgrading their quality of life and regaining their health.

Independent Consultant, 2013 – 2014 National Eye Institute - National Institutes of Health, Bethesda, MD

Developed program to promote healthy eye care for youth, adults and mature citizens.

Glennis Powell Gill Page 5

Independent Consultant, 2011 - 2013 International Community Fund (ICF), Fairfax, VA

Provided key research support and analysis for organizational missions, objectives and programs.

Developed prevention program for substance abuse in teens.

Developed program to promote high-quality mental health in youth.

AUXILIARY EXPERIENCE Educational Consultant, 2006 - Present Specializing in standards-based training and behavioral strategies that increase high quality teaching and learning. Associate Professor, 1989 - Present Trinity College, Graduate School of Education, Washington, DC. Presented courses to include “Juvenile Delinquency” and “Time and Stress Management.”. English Instructor, 1974 - 1980 Upward Bound Program, Washington, DC

PROFESSIONAL AFFILIATIONS National Association of Secondary School Principals Association of Supervision and Curriculum Development Phi Delta Kappa National Council for Teachers of English American Association of University Women Howard University Alumni Association

COMMUNITY AWARDS/RECOGNITION Received Performance Bonus, National Center on Education and the Economy, 1999 - 2005

Howard University Phi Delta Kappa “Educator of the Year Award” - 1999

Washington Post “Distinguished Leadership Award” - 1998 The McDonald’s Corporation “Black History Maker Award’ - 1998 National Association of Secondary School Principals “Principal of the Year Award” - 1998

“Proclamation of Glennis Powell Day” by the DC City Council and Mayor - June 17, 1998 PUBLICATIONS “It’s the Spirit of the Thing” Pot Likker: Stories for Teachers and Learners - 2001 The Pilgrim Press, Cleveland, OH

CRYSTAL M. ADAIR 5445 Whitfield Chapel Road • Lanham, Maryland 20706 240-389-7764 • motherteacherwriter@ymail.com

LANGUAGE ARTS/READING TEACHER

A dynamic, innovative and committed teaching professional, who regularly delivers high-quality instruction, high-impact trainings and breakthrough results. Proficient in designing thematic units, lesson plans, integrated activities and assessments that capture students’ interests and imaginations. Especially talented in developing project-based learning experiences that cross over grade-levels, content standards, curriculum and cultures. A zealous educator whose efficacy, effectiveness and broad content knowledge inspire team members to think more critically, more creatively and more purposefully about curriculum development and differentiated instruction.

EDUCATION

Bachelor of Arts (1997), Major: Mass Media Arts (Radio-TV-Film) Clark Atlanta University, Atlanta, Georgia

Cumulative G.P.A.: 3.92 (A=4.0)

Professional Development

Step Up To Writing • Project Read Report Form Curriculum • Circle Discussion • Edison Schools Professional Development Module (about high school literature standards) • Teach for America’s Teaching As Leadership Rubric (for purposeful lesson planning) • Teach for America’s Academic Improvement Model (for

understanding teacher impact on student achievement) • Time To Teach! Classroom Management Strategies • Life Space Crisis Intervention (for deescalating conflict with troubled youth)

EXPERIENCE TIME TO TEACH! - Charleston, SC 5/13 - PRESENT Position: Educational Consultant Trained on, certified in and contracted to teach educators how to minimize student referrals and maximize student achievement by using a classroom management system of “teach to’s”, “unconditional positive regard” and immediate consequences for recurring, low-level infractions. HERITAGE CHRISTIAN ACADEMY - Lanham, MD 9/11 - PRESENT Position: Teacher Subject(s): Middle/High School English, Oral Language, Debate, SAT Prep & Writing Seminar • Teach students in Grades 7-12 how to read critically, write purposefully, articulate confidently and decode contextually by using familiar vocabulary, roots and affixes. • Teach students in Grades 10 & 12 how to argue persuasively, debate strategically, expound extemporaneously, memorize easily and perform skillfully three to seven minute orations and dramatic monologues.

• Prepare high school juniors for the Critical Reading and Writing sections of the SAT through a battery of integrated exercises for passage-based reading, sentence completion, grammar review, vocabulary development, identifying sentence errors, improving paragraphs and SAT essay writing.

• Prepared high school seniors for written, college coursework through a battery of integrated expository and narrative writing activities that helped to improve their fluidity, use of detail and overall effectiveness.

• Helped students write and deliver sermons, prayers, speeches, monologues and other recitations for over 60 productions, programs, oratory contests, chapel services and school events.

• Wrote, produced and directed four, major, quarterly performances, including a stageplay tribute to the late Trayvon Martin--an event that was attended by his mother and family attorney.

SOJOURNER DOUGLASS COLLEGE - Baltimore, MD 4/10 - Present Position: Teacher Subject(s): Getting Your Point Across, Academic Writing, Creative Writing, Reading Comprehension, Listening, Pronunciation, Idiomatic Expressions & TOEFL Review • Facilitate weekend, ESL courses for Au Pairs who hope to continue their education or pursue other career fields in the United States. TEACH FOR AMERICA SUMMER INSTITUTE - Philadelphia, PA 3/10 - 6/10 Position: Corps Member Advisor (CMA) • Trained on how to develop beginning teachers into highly effective educators by equipping them with the foundational knowledge, skills and mindsets to maximize student achievement. PRINCETON DAY ACADEMY - Lanham, MD 8/09 - 6/11 Position: Teacher Subject(s): Middle School English, Oral English, Public Speaking & Media Awareness • Taught students in Grades 7-8 how to read critically, write purposefully, articulate confidently and decode contextually both narrative and expository text. • Taught high school, middle school, elementary and international training academy students how to argue persuasively, debate strategically, expound extemporaneously, memorize easily and perform skillfully three to seven minute orations and dramatic monologues. • Taught high school seniors how to identify biases, misrepresentations and negative attitudes toward minority groups that are perpetuated in television programming, radio, newspaper, magazine and advertising.

• Helped students write and/or deliver speeches, monologues and other recitations for nearly a dozen programs, oratory contests and school events.

JEFFERSON MIDDLE SCHOOL - Washington, DC 8/07 - 8/09 Position(s): Teacher/Mentor/Administrative Liaison Subject(s): English Language Arts Teacher • Taught students in Grades 7-8 how to read critically, write purposefully, articulate confidently and decode contextually both narrative and expository text. • Coached beginning teachers on best practices for teaching middle school reading and writing. • Helped to map the English curriculum, write the school mission statement and develop the bell schedule for the ’08-’09 school-year. • Helped to bridge the administrative gap between outgoing and incoming leadership teams by relaying previously proposed plans and staff recommendations for improving school culture. • Co-facilitated the ’09 end-of-the-year professional development workshop, “Shaping School Culture and Climate”.

OAKLAND MILITARY INSTITUTE COLLEGE PREPARATORY ACADEMY - Oakland, CA 12/04 - 9/06 Position: Academic Success Coordinator • Developed and managed an academic support program for 120 cadets who were failing core subjects. • Recruited and trained a staff of 20 teachers, college tutors, and peer tutors on how to assist with homework and test preparation. • Created class schedules. • Identified quarterly benchmarks and academic goals for each student. • Organized “academic coaching” workshops for parents. • Cultivated a thriving support network of administrators, staff and parents. • Reported quarterly progress to the Director of Instruction and School Superintendent. OAKLAND HILLS ACADEMY AT FRED FINCH YOUTH CENTER - Oakland, CA 10/03 - 12/04 Position(s): Level-12-14 Teacher/Curriculum & Instruction Focus Group Chairperson Subject(s): Special Education Multiple Subjects • Taught multiple, core subjects to severely emotionally-disturbed youth in grades 7-12 at a residential day treatment non-public school. • Wrote and implemented both academic and behavioral I.E.P.’s. • Researched best practices for instructing special education learners. • Mentored teachers and assessed student achievement. • Used both qualitative and quantitative data to drive and improve instruction and to determine professional development needs. • Facilitated Life Space Crisis Intervention Training (LSCI), which teaches educators how to manage chronic, self-defeating behaviors in the classroom and how to deescalate “blowouts” with troubled and at-risk youth. • Helped students write and deliver deeply personal and powerful monologues about their traumas, growth and journeys toward healing.

FRIENDSHIP-EDISON COLLEGIATE ACADEMY - Washington, DC 8/01 - 2/03 Position(s): Teacher/English Department Coordinator/Learning Environment Team Member Subject(s): World Literature & Public Speaking • Taught students in Grades 10-11 how to synthesize Asian, African, Latin American and Native American literature for themes, main ideas, characterization, plot development and text-to-world connections. • Taught students in Grades 11-12 how to argue persuasively, debate strategically, expound extemporaneously, memorize easily and perform skillfully three to seven minute orations and dramatic monologues. • Strategically mapped the curriculum for the English Department to increase student achievement. • Coached beginning teachers on best practices for teaching high school reading and writing. • Conducted classroom observations and assessed professional development needs. • Facilitated Project Read Professional Development Training, which teaches educators how to help students “break open” expository text through a process of fact collection, organization and synthesis. • Facilitated Step Up To Writing Professional Development Training, which teaches educators how to help students through the writing process by using colors to define paragraph components and structure. • Equipped teachers with concrete, creative and proven strategies for fostering safer, more supportive and higher-achieving learning environments.

• Organized, One Voice, the school’s first performing arts club, which participated in six, major school productions and competed in the citywide NAACP ACT-SO Competition during its first year of inception.

REFERENCES FURNISHED UPON REQUEST