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Originally published March 1, 2011 at 9:27 PM | Page modified March 1, 2011 at 9:27 PM

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Susan Enfield's resume

EDUCATION
______________________________________________________________________

Harvard University
Urban Superintendents Program
Ed.D. (concentration: Administration, Planning and Social Policy)
2008
M.Ed. (concentration: Administration, Planning and Social Policy)
2002

Stanford University
M.A., Education
1993

University of California, Berkeley
B.A., English Literature
1990


PROFESSIONAL EXPERIENCE
______________________________________________________________________

Chief Academic Officer
Seattle Public Schools, Seattle, WA
July 2009-present

Serve as the superinendent's lead on all instructional and professional development initiatives; provide leadership to all schools and principals; serve as liaison to the school board and community on all instructional issues.

Deputy Superintendent
Evergreen Public Schools, Vancouver, WA August 2006-June 2009

Provided systemic leadership for the fifth largest district in the state of Washington with an annual operating budget of over $236 million; worked collaboratively with the superintendent and school board to set district priorities and establish performance measures for central offices and schools; led the design and implementation of K-12 curriculum and instruction; led coordination of professional development for both teachers and principals; partnered with community leaders to expand programs for students and families.

During my tenure as Deputy Superintendent, Evergreen Public Schools:

* developed a five-year plan for math curriculum implementation and support, including a site-based professional development model for all principals and teachers;
* increased the number of students enrolled in Advanced Placement classes from 997 to 1679;
* convened ad hoc committees comprised of community members and district staff to develop proposals for enhancing technology, maintiaining and improving facilities and prioritizing potential budget reductions;
* established a Cultural Proficiency Work Team to address the needs of its increasingly diverse student population through both policy and professional development;
* implemented professional learning communities in all schools;
* hired bilingual parent/family liaisons to improve district outreach to its Russian and Spanish-speaking communities;
* significantly increased the number of teachers who are GLAD and SIOP trained;
* provided professional development for all kindergarten and first grade teachers and began implementing full-day kindergarten in its highest poverty schools;
* crafted an early intervention system aimed at reducing the number of students referred to special education;
* tripled the amount of Safety Net reimbursement dollars it receives from the state to support its highest needs special education students;
* redesigned its Title I program to expand support to both reading and math;
* supported more schools in moving to a school-wide Title I model;
* revised district boundaries to ensure better equity and access for students qualifying for talented and gifted programs;
* created a comprehensive counseling program for all middle and high schools;
* received a $750,000 federal grant to create a mentoring program for elementary students in partnership with Big Brothers/Big Sisters;
* partnered with the City of Vancouver to create public sector internships for at-risk high school students;
* created Evergreen Learning Spotlight, a weekly cable television series showcasing students, teachers and their work across core content areas and the arts;
* partnered with the King Car Foundation to build a cultural exchange program for Taiwanese and Evergreen students.

Director, Office of Teaching and Learning Portland Public Schools, Portland, OR November 2004-June 2006

Functioned as the district's Chief Academic Officer in establishing and leading the Office of Teaching and Learning, which included the departments of Special Education, Talented and Gifted, ESL/Bilingual, Early and Elementary Curriculum and Instruction, Secondary Curriculum and Instruction, and Professional Development. Provided curriculum and instruction leadership pre-K-12, including development of core curriculum and district-wide program adoptions; designed and implemented district-wide and site-based professional development; oversaw and administered budgets for federal title programs IIA, III and V and IDEA federal funds totaling over $12 million; served as the district coordinator for Reading First and Early Reading First; served as the district coordinator for the Wallace Foundation-funded State Action for Education Leadership (SAELP) grant focusing on K-12 literacy and cultural proficiency; served as facilitator on the superintendent's Academic Improvement Team; served on the State Leadership for Literacy Steering Committee.

During my tenure as Director of the Office of Teaching and Learning, Portland Public Schools:

* increased the number of students meeting or exceeding standards in 2004-05 and 2005-06 with students scoring higher on state assessments at every grade level;
* had 17 of 84 schools improve their rankings on the state school report card with 54 being rated as strong or exceptional in 2004-05;
* had 19 schools improve their rankings on the state school report card in 2005-06 with all but one receiving a rating of satisfactory or higher;
* increased the number of full-day kindergarten classes by 15 percent, with more than 75 percent of all kindergarten students enrolled in full-day programs in 2005-06;
* created a district-wide professional development system focused on increasing site-based knowledge and expertise through large-scale trainings and teacher-led cohorts;
* worked with teams of teacher leaders to develop language arts, math, science and social studies standards and toolkits for grades 6-12.
* researched and implemented a new secondary math curriculum;
* received a $3.1 million Early Reading First grant to partner with Head Start and expand pre-kindergarten programs;
* was the first district in the nation to receive a United States Department of Defense grant to implement a K-16 Mandarin Chinese language and culture immersion curriculum in partnership with the University of Oregon;
* sent a delegation to Beijing and Shanghai at the invitation of the Chinese Government's Office for Teaching Chinese as a Foreign Language to visit schools and meet with education leaders to establish partnerships supporting the district's K-16 Chinese pipeline grant;
* collaborated with the Annenberg Institute for School Reform to develop and conduct a teaching and learning review of all middle and high schools;
* collaborated with the Center for Teaching Quality to design and implement a new teacher induction program.

Director, Bureau of Teaching and Learning Support Pennsylvania Department of Education, Harrisburg, PA August 2003-October 2004

Provided leadership for four key divisions within the Department: Early and Elementary Education, Middle and Secondary Education, Professional Development, and Federal Programs; managed both state and federal budget allocations to 501 school districts; served as State Director for Pennsylvania's $28 million Reading First grant serving 35 school districts; established state policies for English as a Second Language (ESL) programs and teacher certification; led the development of a series of online professional development courses in early childhood available to all teachers; expanded the state's summer professional development offerings to include week-long sessions focused on ESL, pre-kindergarten and parent involvement; collaborated with the Bureau of Assessment and Accountability to create curriculum and assessment alignment tools; assisted in creating and administering the Governor's $250 million Accountability Block grants to assist school districts in implementing full-day kindergarten, pre-kindergarten, class size reduction, math and literacy coaches, tutoring and professional development.

During my tenure as Director, the Bureau of Teaching and Learning Support:

* in collaboration with state and district leaders, raised the percentage of schools in the state making AYP from 62 percent to 81 percent between 2002-03 and 2003-04.
* developed state standards for ESL, pre-kindergarten and kindergarten;
* increased the number of summer professional development trainings in early childhood (PreK-3) from one to 16, serving over 2000 educators across the state;
* strengthened and expanded existing state-sponsored professional development opportunities for all districts to focus on capacity building and connecting research to classroom practice;
* headed implementation of the Governor's and Secretary's state-wide secondary initiative, Project 720, aimed at transforming high schools;
* developed job descriptions and guidelines for math and literacy coaches and assisted over 100 districts in implementing classroom coaches;
* expanded to include a Division for Early and Elementary Education and a Division of Middle and Secondary Education.

Special Assistant to the Secretary of Education Pennsylvania Department of Education, Harrisburg, PA January 2003-August 2003

Served as a member of the Secretary's leadership team and chief liaison for the Secretary's office:
* representing the Secretary at state-wide conferences and meetings;
* serving as the Secretary's liaison to all districts in the northwest region of the state;
* leading the state's $28 million federal Reading First grant initiative;
* providing policy recommendations on ESL certification and early childhood initiatives;
* screening, interviewing and hiring applicants for key positions on the Secretary's leadership team.

Special Assistant to the Superintendent
School District of Lancaster, Lancaster, PA August 2002-January 2003

Completed a six-month, full-time internship with the superintendent as part of my coursework and training for the Harvard Urban Superintendents Program:
* serving on the district's senior leadership team;
* creating a planning group of district leaders and university staff in creating a Professional Development School;
* chairing a subcommittee of school board members in reviewing and revising the district's student assignment and enrollment policies;
* providing leadership coaching to principals;
* facilitating, with the superintendent, a year-long series of monthly leadership workshops for teachers and principals;
* participating in the redesign of middle schools;
* supporting two comprehensive high schools' transition to small learning communities.

High School Support Provider (School Improvement Coach) UC Berkeley Teaching and Learning Alliance, Berkeley, CA July 1999-July 2001

Worked as a whole-school improvement coach assisting schools and districts in using student achievement data to drive decision-making and close the achievement gap; collaborated with the Bay Area School Reform Collaborative (BASRC), an organization funded by the Hewlett-Annenberg Challenge supporting districts engaged in whole-school, standards-based reform; assisted teachers in aligning curriculum and assessments with state standards; coached principals in leading school-wide reform strategies; helped district leadership teams prepare for state accreditation and annual BASRC reviews.

During my tenure as Support Provider, all of the schools I worked with:

* created a comprehensive school-wide strategy for closing their identified achievement gaps along with measurable indicators of progress;
* developed school-wide professional development strategies for training teachers in standards-based lesson development;
* trained teachers and administrators in using student achievement data to drive instruction;
* established norms and procedures for staff meetings and reconfigured schedules to allow for weekly common planning time.

High School Teacher
Tamalpais Union High School District, San Anselmo, CA August 1997-June 1999

Taught freshman and sophomore English, Beginning and Advanced Journalism; advised the student newspaper and student justice council; served on the site-based leadership team; served as a teacher leader for professional development focused on researching and implementing instructional improvement strategies across disciplines.

Summer School Coordinator
Fremont Union High School District, Cupertino, CA June-July 1995, June-July 1996

Designed and taught in the Summer Empowerment Program, an eight-week curriculum for at-risk, incoming high school freshmen focused on improving math, literacy and study skills.

High School Teacher
Fremont Union High School District, Cupertino, CA August 1993-June 1997

Taught grades 9-12; co-founded and taught in the Media Academy; served on the site-based leadership council and assisted in developing school-wide reform strategies; designed and implemented an after-school peer tutoring program; served as a cooperating teacher for the Stanford Teacher Education Program; coordinated commencement and baccalaureate ceremonies for staff and students; advised the student newspaper and the class of 1997 from its freshman through senior year.

Editorial Assistant, Higher and Adult Education Series Jossey-Bass, Inc., Publishers, San Francisco, CA August 1990-May 1992

Corresponded with authors and editors; reviewed and edited manuscripts; represented the company at national education conferences.


RELATED PROFESSIONAL ACTIVITIES
______________________________________________________________________

Visiting Faculty Member, Harvard Institute for School Leadership Cambridge, MA, July 2010

Member, Investments in Education Task Force, Alliance for Excellence in Education Seatte, WA, November, 2009-present

Advisory Committee Member, Preparing New Principals Program, Seattle University Seattle, WA, November 2009-present

Chief Academic Officer Network, Aspen Institute Boston, MA, September 2009-present

Board of Directors, Junior Achievement
Seattle, WA, December 2009-present
Portland, OR, December 2007-July 2009

Member, State Leadership for Literacy Steering Committee Salem, OR, January 2005-June 2006

Guest Lecturer, Harvard University Graduate School of Education Cambridge, MA, May 2003, May 2004 and October 2007

Participant, Invitational Symposium for the Fred M. Rogers Center for Early Learning and Children's Media at Saint Vincent College Latrobe, PA, May 2004

PRESENTATIONS
______________________________________________________________________

Front and Center: How to Make the Central Office Drive Teaching and Learming Improvemement Thought Leaders Session at the American Association of School Administrators National Confernce on Education Denver, CO, February 2011

Administrators Are Human Capital Too
Presentation at the American Association of School Administrators National Conference on Education Denver, CO, February 2011

The Impact of Leadership Professional Development on Urban School Instruction Presentation at the Council of Great City Schools Annual Conference Tampa, FL, October 2010

Early Learning Models
Presentation at the National Staff Development Council Annual Conference Seattle, WA, July 2010

English Language Learner Reform in Urban Schools Presentation at the Council of Great City Schools Annual Conference Portland, OR, October 2009



PUBLICATIONS
______________________________________________________________________

In Pursuit of Equity: A Case Study of One School District's Efforts to Ensure Academic Achievement for All Students Through Equitable Resource Distribution Dissertation, Harvard University Graduation School of Education, Cambridge, MA, 2008.

Pursuing Equity Under No Child Left Behind: The Perception and Reality of Equitable Resource Distribution Across Schools in an Urban School District Qualifying Paper, Harvard University Graduate School of Education Cambridge, MA, 2005.


AWARDS and RECOGNITIONS
______________________________________________________________________

Community Partner Award, Educational Opportunities for Children and Families, Vancouver, WA, 2008

Who's Who in American Education, 1995-present

Who's Who Among America's Teachers, 2004, 2000, 1998, 1996

John E. Stevens Fellowship, Harvard University, 2001-2002

Most Influential Teacher recognition from the University of California Santa Barbara (2000, 1997), University of Arizona (1997), College of Wooster (1996), Carleton College (1995) and Tufts University (1994) based on nomination by former students

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