Anthony Shotwell

• Presenting district-wide mathematics initiatives to align math curriculum across schools and networks, ensuring consistency, rigor, and equity in math instruction, and empowering school leaders to implement new curricula with integrity.
• Designing and facilitating targeted professional development for school leaders to enhance their instructional leadership in mathematics, aligning practices with research-based strategies for math achievement.
• Coaching school leaders in developing systems for effectively leading school-wide efforts to enhance math instruction, focusing on data-informed practices, curriculum alignment, and effective use of formative assessments.
• Supporting school leaders in analyzing data from school walkthroughs, guiding leadership teams to identify trends, set goals, and create action plans for improving student outcomes in mathematics.
• Facilitating, modeling, and co-designing professional learning communities (PLCs) for math educators, highlighting the eight effective teaching practices as outlined by NCTM to focus on continuous improvement in teaching and student achievement in mathematics.
• Designing and implementing a comprehensive process for school leaders to examine their current beliefs, shared practices, and school culture and identity, and seek input from all stakeholder groups to create a mathematics vision for their school community
• Supporting school leaders and teachers in developing strategies to foster family and community engagement around math education, developing strategies to communicate the role of math mindsets and belonging, and involving families in student learning through parent education
• Co-planning and coordinating district-wide mathematics events in partnership with district offices and community partners for families to engage in math learning together and provide parents with resources to support continued learning at home.

• Vertically aligned instructional priorities in mathematics in the lower school (grades K-2) and developed professional learning experiences around the priorities
• Facilitated LEAP sessions for teachers based on needs identified in data provided by the math curriculum diagnostic and progress monitoring tools, and the weekly analysis of student work
• Engaged in proactive mathematics coaching practices such as examining student work (weekly data meetings), rehearsing aspects of practice (planning meetings), co-teaching, modeling lessons, and more
• Collaborated with science teachers and PBL consultants to create project-based units aligned with the principles of guided inquiry
• Collaborated with ELA and ESOL coaches to select, model, and implement instructional strategies across content areas to make learning accessible for multilingual learners
• Conducted school-wide walkthroughs with the Instructional Superintendent, principal, and assistant principal to ensure the implementation and vertical alignment of mathematics instruction across grade levels under the district’s guidelines for effective mathematics teaching and learning
• Committees and School Contributions: LSAT Committee Member, School Personnel Committee Member, Math Events Committee Co-Leader, In-School PBL Design Team Member, ILT Member

• Aligned curriculum, instruction, and assessments across all grade levels and subject areas, ensuring a consistent and cohesive educational experience for students from ECC-12th grade
• Led teams of instructional coaches, new teacher mentors, and department heads to establish a system of teacher support by providing individualized coaching and mentoring support to teachers, promoting reflective practice, improving instructional strategies, and supporting professional growth
• Developed yearly professional development calendars and delivered high-quality professional learning workshops, including new and all staff orientations, implementing effective instructional strategies, technology integration, and inquiry-based pedagogical approaches
• Collaborated with school leaders, conducting bi-weekly learning walkthroughs, providing timely and actionable feedback to teachers, and supporting their professional development to ensure alignment and coherence in instructional practices
• Designed and implemented a schoolwide framework for conducting professional learning communities (PLCs) from ECC-12th grade, complete with protocols, PLC coaches, and feedback systems to facilitate teacher collaboration across grade bands
• Cultivated a culture of data-informed decision-making among teachers and leaders, utilizing student assessment data and triangulating using other relevant data sources to drive instructional improvement and inform strategic planning
• Collaborated with the Strategic Planning Committee to align the school’s Top 10 Strategic Goals with instructional practices and co-created a three-year plan with benchmarks centered around the identified strategic priorities
• Co-led the COGNIA School Accreditation Committee in ensuring compliance with accreditation standards, and in evaluating and improving school practices and which led to an above-average rating for international schools in the Central and South American regions
• Co-created a universal screening process for AP students and revised the Advanced Placement program qualifications and weighting system aligned to College Board recommendations
• Established partnerships with universities to integrate student interns into high needs classrooms and enhance professional development opportunities for staff on delivering targeted interventions to students with diverse learning needs
• Committees and School Contributions: Senior Leadership Team Member, Learning Design Team Member, Teaching and Learning Team Coordinator, Strategic Planning Committee Member, COGNIA School Accreditation Committee Co-Leader, Student Voice Organization Faculty Advisor

• Designing various aspects of mathematics curricula in grades K-4, including vertical and horizontal trajectories, scopes and sequences, unit plans, lesson plans, and daily exit tickets
• Coordinating curriculum development workshops on the implementation of Cognitively Guided Instruction (CGI) and aligning other math curriculum used in the school to the Common Core State Standards and the pedagogy of CGI for teachers and leaders
• Creating, revising and implementing student achievement assessment systems, including interim assessments, unit exams, pre-tests, quizzes, and more.
• Facilitating content meetings, including unit previews, student work analysis, and data meetings, for both teachers and leaders centered around daily student work, unit exams, interim assessments, and state assessments
• Supporting leaders through content-specific co-observations and and modeling real-time coaching of teachers
• Collaborating with principals, deans, and coaches to train teachers to use data to improve instruction
• Collaborating with the COO and Principals to plan and implement summer and school year training and professional development institutes for leaders and teachers.
• Building investment in our academic approach and curriculum amongst leaders and teachers
• Committees and School Contributions: Curriculum Team Member, Math Events Committee Member

• Facilitated professional development sessions on a variety of topics in mathematics including the Common Core State Standards, differentiated instruction, inquiry-based learning, and problem solving strategies
• Modeled, co-taught, observed and provided corrective feedback to teachers on instructional delivery methods on a weekly basis
• Organized data analysis sessions with 1st – 5th grade-level teams and school administrators to discuss formative and summative assessment results and developing action plans
• Consulted with teachers throughout the creation of Understanding by Design (UbD) units and pacing calendars using Atlas Rubicon
• Worked closely with the curriculum coordinator in order to align the mathematics curriculum in grades 1-5
• Created and maintained a professional development framework which includes cultivating teacher leaders by scheduling teacher-led workshops sessions for elementary staff
• Assisted in the development of the school’s next four-year strategic plan with the instructional coaches, curriculum coordinator, and leadership team
• Coordinated math-related events for the school community (e.g. Family Math Night, Knowledge Bowl, and more)
• Attended and presented in various professional development conferences held for the school community, the country of Honduras, and the regions of Central and South America
• Committees and School Contributions: School Improvement Committee, Professional Development Coordinator (elementary division), Crisis Team, Math Events Committee

• Wrote unit and daily plans and implemented Georgia Performance Standards-based lessons in the four core areas that included differentiation strategies using student readiness data in learner profiles
• Analyzed formative and summative data on a weekly basis and utilized the results to drive instruction through differentiated methods
• Incorporated 1:1 technology-based instruction into the curriculum using mobile computer labs
• For two years, co-taught a full-time inclusion class with a Special Education teacher for students with varying disabilities (autism, specific learning disabilities, emotional disturbances, and more)
• Cultivated a positive community of learners focused equally on academic and social-emotional needs using Kagan Cooperative Learning techniques
• Departmentalization experience in grades 4 and 5 with a concentration in Math, Science and Health
• Grade Level Chairperson – Fourth Grade Team (2010-2012), Teacher of the Year nominee and finalist (2008-2012), Excellence in Teaching award recipient (2011)
• Committees and School Contributions: School Leadership Team, Schoolwide Discipline Committee, Safety Patrols Sponsor, Student Council Faculty Advisor, Boys to Men Mentoring Program Mentor

Arcola Lake Elementary School

• Planned and implemented customized remediation lessons for small groups of students in grades K-5 in mathematics based on bi-weekly assessment data
• Worked closely with Technology Director to create technology-based lessons to meet the needs of diverse learners
• Organized school-wide after school tutorial sessions with the Supplemental Education Services provider

Madison Middle School

• Assisted teachers in implementing individualized education plans for students with diverse learning needs.
• Supported classroom management by reinforcing behavioral expectations and fostering a positive learning environment.
• Supported special needs students in their classrooms in the four core subject areas in grades 6-8 with a wide range of disabilities (specific learning disabilities, emotional disturbances, intellectual disabilities, visual impairments, and more)
• Managed a special education classroom for one year alongside rotating substitutes and other Special Education teachers during a teacher position vacancy (created lesson plans, taught lessons, kept attendance, managed the classroom, attended team meetings, etc.)
• Shadowed a student with a traumatic brain injury for one year
• Assisted with the creation and management of the Project Victory Career Lab for students with disabilities in grade 8 transitioning into high school
• Committees and School Contributions: Supplemental Education Services Facilitator, Saturday School Teacher
• Committees and School Contributions: 5,000 Role Models of Excellence Mentor, Exceptional Student Education Committee, South Florida After School All-Stars Activities Facilitator 2003-2005 (program leader – summer 2004)