Dr. Mark Knight Resume
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Transcript of Dr. Mark Knight Resume
Summary of
Qualifications
Professional
Preparation 15 years of successful
work in educational
administration;
24 years overall in the
field;
9 years of post-
baccalaureate studies
in curriculum and
educational leadership
Knowledge Strong skill base in the
following areas:
Curriculum/Instruction
Staff Development
Diverse Populations
Supervision/Evaluation
Technology
Budgeting Process
Facilities Management
Emergency Planning
Strengths Flexible
Calm Demeanor
Sense of Humor
Personable
Problem Solver
Forward Thinking
Change Agent
Listener
Team Builder
Goal Oriented
Strong Work Ethic
Technology Oriented
Personal
Information
Family Married for 27 years
with 3 children
Wife—Kim; Andrew—21;
Rachel—19; Melissa—13
Mark E. Knight Address: 7312 115th Street Court East, Puyallup, WA 98373
Home Phone: (253) 445-5154; Cell Phone: (253) 232-8897
Email: [email protected]
Where And What I Have Studied...
Jobs I Have Enjoyed...
Doctorate of Education Superintendent Certificate
University of Washington—2009
Leadership for Learning Program
Dissertation: “The Use of Student Voice to In-
form Communities of Practice in the Lesson Design
Process: Conclusions for System Leaders Seeking to
Increase Student Engagement”
Principal Certification Administrator Certificate
University of Washington—1999
Danforth Educational Leadership Program
Emphasis: Equity/Excellence, Leadership,
Organizational Change, Collaboration, Inquiry
and Reflective Practice, Teaching and Learning
Master of Education
Western WA University—1993
Curriculum & Instruction
Emphasis: Educational Research and Philos-
ophy, Assessment, Instructional Technology
Bachelor of Arts Teaching Certificate
University of Washington—1988
History Major/English Minor
Emphasis: Teacher Certification
Things I Bring to The Workplace...
Director of Instructional Leadership Puyallup School District—2012-Present
Principal Fife High School—2007-Present
Assistant Principal Fife High School—2001-2007
Puyallup High School—1998-2001
Teacher (Social Studies/English/Leadership) Puyallup High School—1997-98
Anacortes High School—1989-97
Athletic Coach Fife High School—Tennis—2009-10
Anacortes High School Basketball—1990-97
Soccer—1991-94
Golf—1996-97
Anacortes Middle School Golf—1995-96
Club Advisor Fife High School—Key Club—2002-2005
Anacortes High School ASB—1992-97
Key Club—1990-93
A proven track-record of building relationships within the school and greater community Weekly, monthly, and quarterly newsletters that go to staff and parents outlining the upcoming events and
good work taking place in the school—Example: https://shortlinks.fifeschools.com/tb&g
Focus groups involving students and community members or students and staff with the intent of bridging
the gap, solving an issue, or designing engaging instruction in the classroom.
Member of local Rotary International and Kiwanis groups
Regular participation in student leadership activities and meetings
Participant in educational program and technology levy campaigns
Key voice in local Booster Club and Scholarship Foundation groups
Collaboration with local governmental organizations such as city management, police department, and fire
department
Statement of
Beliefs Simply put, education is a
people business. People
are not data points or
equipment on an assembly
line. People are individu-
als that come to our
schools with a wide array
of talents and abilities that
need to be harnessed, nur-
tured and developed.
While assessments and the
corresponding results are
important measures of
progress, they are a snap-
shot in a moment in time.
They don’t measure the
ultimate goal of creating
well balanced individuals
that can function in our
democratic society.
The primary responsibility
of educators in this people
business is to build and
develop relationships.
These relationships help to
build trust with all mem-
bers of the greater commu-
nity. When trust is pre-
sent, parents and school
board members become
advocates and partners of
the schools. Trust allows
administrators at the dis-
trict level to provide the
capacity to meet the needs
of individual buildings.
Trust gives teachers and
principals the ability to be
leaders in the school and
classroom so they can be
free to design engaging
work for students. The
end result is a learning
organization that meets
the needs of the individu-
als—both students and
staff—in the system.
A big picture focus on the issues surrounding the K-12 system of education Successful experience hiring for teaching and administrative positions as well as handling staffing and per-
sonnel issues across multiple buildings
Experience administering state and national assessments and the stringent requirements associated with
these activities
Participant on district collective bargaining teams with the responsibility of negotiating district-wide initia-
tives in times of limited resources
Facilitated nutritional studies and classroom food policies across the district in response to parent and staff
inquiries
Contributor in a district initiative to implement a new student record system to accommodate the need for
accurate and timely student data
Generated conversation and action around the growing cultural diversity in the district, especially around
ELL populations
Implemented action regarding district awareness of the Common Core and the alignment of curriculum
and programs across buildings
Key player in community-wide conversations and decisions involving athletic configuration across second-
ary schools
Knowledge of the current trends involving instruction and student achievement Consistent focus and leadership toward increasing student achievement though the emphasis of power
standards and common assessments that are aligned to state benchmarks and common core standards
Expansion of Career and Technical Education offerings and budget including the integration of STEM pro-
grams, marketing programs for business students, third year math options for graduating 11th and 12th
grade students, and board polices to support cross crediting for graduation
Emphasis on increased options for students though the growth of both Advance Placement courses (to in-
crease rigor) and Fine Art courses (to enhance creativity)
Emphasis on differentiated instruction as a means to provide choice in the classroom
An appreciation and recognition of the diversity that resides within the school, district,
and community Partnership with local tribes to integrate tribal sovereignty, history, and current issues into social studies
curriculum
Use of student focus groups to identify issues and potential solutions to barriers that exist regarding
achievement for students of color
Experience with the management and growth of educational facilities Coordinated personnel and budgets to upgrade facilities including bleachers, scoreboards, outdoor elec-
tronic reader boards, minor classroom/library renovations, and computer lab additions
Successful background in fiscal accountability Strong understanding and management experience of school budgets – including instructional, operating,
and activity budgets with 100% clean audits
My Professional and Recreational Activities...
Professional Memberships and Activities
Washington Association of School Administrators
(WASA)
Association of Secondary School Principals (AWSP)
WA State Association for Supervision and Curricu-
lum Development (WSASCD)
Fife/Milton Kiwanis
Fife/Milton Rotary
Fife High School Booster Club & Scholarship Foun-
dation
Presenter—2010 WSASCD/OSPI/WAEYC Annual
Conference—Focus on the Learner: Acquiring and
Utilizing Student Voice
Community Activities
Puyallup Soccer Club—Youth Soccer Coach
Boy Scouts of America—Cub Scout Assistant
Scout Master
Camp Fire USA—Volunteer Outdoor Skill
Leader
YMCA of Pierce County—Youth Flag Football
Coach
Key Club Advisor and Community Liaison
(Anacortes/Fife)
Personal Interests
Sports (basketball, football, tennis, weight lifting, skiing, cycling), tech gadgets, reading, music