CHWilhoyte Resume Educ Consultingpdf
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The document provides a resume for Cheryl H. Wilhoyte that outlines her extensive educational and professional experiences in the field of K-12 education, including positions as a superintendent, principal, and education consultant focused on improving student outcomes. It details her educational credentials and areas of expertise, leadership roles in various school districts and organizations, and record of achieving results in boosting academic performance, particularly for disadvantaged students.
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CHWilhoyte Resume Educ Consultingpdf
- 1. 1 Cheryl H. Wilhoyte 2022 Mayfair McLean Court, Falls Church VA 22043-1759 chwilhoyte@verizon.net 703-627-3764 mobile EDUCATION COMPETENCIES • Educational Assessment for Learning Disabled Students, Trinity Univ. DC, Fall 2016 • Methods and Strategies for Inclusion, Trinity University DC, Spring, 2012 w Executive Certificate in Business Administration, Georgetown University, DC 1987 (Finance, Management, Communication, Marketing, Business Policy, Technology-exempted given CS coursework in 1982) w Coursework in Computer Science, University of Maryland-College Park-UMCP 1982 w Certificate in Special Education, George Washington University, 1979-80 w Ph.D. M.Ed., and B.S., Education – PK-12 Reading, Curriculum and Supervision University of MD-College Park, 1977 PROFESSIONAL DISTRICT, STATE, and NATIONAL EXPERIENCE • CHWilhoyte & Associates Consulting LLC, 1999-Present • Edison Schools, EVP (Public and Charter) School Operations, NYC, 1997-1998 • Superintendent of Schools, Madison WI Metropolitan School District 1992- 1997 • Anne Arundel County, MD Public Schools, Assistant Superintendent for Instruction, 1988-92 • Project Director: MD Governor’s Commission on School Performance & Accountability 1987 • Montgomery County, MD Public Schools, 1973-1987, 2004-05, 2011-12 o Assistant to Superintendent of Schools o Project and Program Director for 14 STEM, Gifted & Talented, Humanities, Arts, Language Immersion, and IB Specialty Schools, pK-12 o Principal of Gifted and Talented, Title I Primary School in Takoma Park o Area Supervisor of Instruction-Reading, 30 pK-12 Schools o Classroom Teacher & Reading Specialist/GT, 1973-1975, 2011-12 NATIONAL-STATE LEADERSHIP RESULTS Excellence in Educational Leadership (ExEL) focused on improving State and Urban District Leadership, Organizational Development and Student Results) Coach for Harvard Graduate Schools of Business, Education, and Government with The Wallace Foundation, 2005-2010 ; Focus on Canton, OH (Gates Grant) & Chelsea, MA-Transition from take-over to return of local school board governance
- 3. 3 Professional Development MNBQA Coach for Improving 1,000 Non-Traditional Achievers in AP English and U.S. History Exam Success: MD, OH, TX, and IL; MD went on to achieve #1 national recognition for data improvement for low income and minority student success DISTRICT LEADERSHIP RESULTS Superintendent of Schools-Madison Metropolitan School District, WI. 1992-1997 Honored with Danforth’s Forum for Association of Superintendent’s first Equity Award For Closing the Minority Achievement Gap Initiative Results; and with Board Approval and organized our first public charter school with Board approval. Assistant Superintendent of Instruction, Anne Arundel County Public Schools 1988-1992 Developed model programs for improving performance of underachieving student athletes to quality for admission to top tier colleges and reorganized student educational intervention services to begin as needed and prior to formal diagnosis and ‘labeling’ for IEP or BIP. Area Supervisor and Director of Magnet Schools, Montgomery County, MD 1980-1988: Convened business, government, and university partnerships for the design and transformation of Montgomery Blair HS to STEM Model HS and 14 magnet-choice schools in Montgomery County, MD. following inclusion of minority students 8 years earlier as principal of primary GT school to prepare them to quality for entry to application schools CONTINUOUS IMPROVEMENT OF SCHOOL-STUDENT RESULTS: CHWilhoyte & Associates Consulting 1999-Present • Consulting Head of School/Reading/Learning Specialist: The Academy @ Metropolitan School of the (Performing) Arts, Alexandria, VA. Grades 4- 12, 2013-2016. Began consulting mid-start-up year to lead significant improvement in reflecting a caring and compassionate climate, culture and improvement in students’ academic performance. • Directly supported teaching/coaching and monitored pacing and progress for each student’s personal success plan for performing arts and blended learning academics-Common Core curriculum. • Faculty observations and personalized RTI empowered all students to engage and thrive: Inclusive and resource room support for students with: ADHD, Dyslexia, Specific Learning Disabilities in reading, writing, foreign language, math, Processing Deficits and Executive Function challenges.
- 4. 4 • Reading Specialist: Montgomery Co MD, 1973-1975, 2011-12: provided aligned, personalized resource and inclusion co-teaching to maximize student and faculty success, collaboratively developed intervention strategies with all teachers, integrated all data sources to inform success plans and grouping, completed necessary paperwork and referrals, collaboratively led all GT and reading/literacy professional development for use of PARCC instructional tools and assessments and reading buddy training. • Organized reading-writing celebration nights for students and parents; and assured timely reports, updates, and daily to weekly progress recognitions for students, staff, and parents. • Principal, Brent Museum Magnet School, pK 3-4 yrs. K—5 District of Columbia Public Schools (consulting position with Michelle Rhee), 2008- 2011 With a incredibly nurturing and progressive re-constituted team of teachers, we significantly individualized and continuously improved pK-5 reading, math and writing achievement to meet AYP in year 2, to ensure equity of access to success everyday, for every child. • We included reading/literacy and math professional development according to teachers’, after-care leaders’ and students’ different strengths and goals for growth and higher levels of performance. • Met weekly to diagnostically and prescriptively group and regroup students according to targeted progress data and met weekly to quarterly to collaboratively engage families in the practice of successful strategies. • Our team increased Brent’s services to successfully include hearing and sight impaired and Asperger’s students, increased waiting list as a choice magnet school from 20 in 2008 to 370+ in 2011 and engaged U.S. Senate and War College leaders and their staff as weekly lunchtime Learning Buddies COLLEGE AND UNIVERSITY TEACHING University of Wisconsin: Madison, Doctoral Courses in School Reform and the Superintendency Johns Hopkins University: Annapolis, MD, Graduate Courses in Organization and Administration Hood College in Frederick, MD and Trinity College in Washington, DC: Graduate Courses in Reading; Curriculum and Supervision University of Maryland: College Park, Graduate and Undergraduate Special Education and Clinical Reading Practicum