Resume

Tremayne L. Clardy, Ed.D.

Aurora University, Ed.D. 2013 Aurora, IL

Doctorate, Educational Leadership

Aurora University, M.A.T. 2007 Aurora, IL

Master of Arts in Teaching/Leadership

University of Wisconsin – Whitewater, M.S. 1998 Whitewater, WI

Master of Science Curriculum and Instruction

University of Wisconsin -Whitewater, B.S.E. 1994 Whitewater, WI

Bachelor of Science in Education

WI Licensure:

• Superintendent

• Principal

• Director of Instruction

• Regular Education Middle Child to Early Adolescence IL

Licensure:

• Superintendent Endorsement

• Administrative Certification

• Teaching Certification

Superintendent, Verona Area School District - Verona, WI (2021-present)

• Worked in collaboration with the Board of Education to design and implement a coherent governance model to ensure effective and efficient governance of the Verona Area School District by the Board of Education. This transformation ensures that the VASD board is able to focus on governance of the district rather than district operations. Board retreats, workshops, and facilitated trainings helped to support the board during this important shift.

• Modeled and initiated an anti-racist, equitable approach to education using student voice, school systems, and culturally relevant practices to ensure that all students are respected, welcomed, and encouraged to thrive in VASD schools. Facilitated discussions and trainings to disrupt systems that have historically marginalized students in order to achieve more equitable outcomes.

• Implemented a coherent, renewed focus on schools’ continuous improvement processes so that each school developed a student-focused improvement strategy to shift to more equitable outcomes for students. Initiated a continuous improvement process (CIP) that guided schools as they used data to set goals, developed a theory of action, and implemented their plans to increase more equitable student outcomes.

• Collaborative leader in financial leadership. The VASD team researched and developed a sound financial strategy including a potential operating referendum that maintains financial responsibility to the community as well as adequate funding for the Verona Area School District.

• In response to the COVID pandemic, prioritized and modeled leading with humanity and healing. Prioritized the physical and mental health of VASD students and staff by providing mental health supports, additional funding for staff during the pandemic, and alignment with recommendations from Dane County Public Health.

• Centered student voice and experience with an emphasis on elevating student decision making and disrupting inequitable systems or ways of working. Established advisory councils to ensure distributed leadership. The student advisory council, parent advisory council, and staff advisory council meet monthly with the superintendent to share experiences and perspectives to influence district decision making.

• Support and encouragement of school and community initiatives that prioritize student voice. This approach resulted in an increase in student involvement in formal and informal leadership roles. Groups like the Black Student Union saw a significant increase in participation and enrollment.

• Provided structured, collaborative leadership for the more than 800 educators in the Verona Area School District as an advocate for equity and inclusion in alignment with the district’s Strategic Plan. In partnership with the VASD unions, (VAEA and VESPA) successfully renegotiated staff contracts in order to honor and fairly compensate educators' work during the pandemics and beyond.

Chief of Schools – Elementary Education, Madison Metropolitan School District -Madison, WI (2020 - 2021)

• As part of Madison Metropolitan School District’s re-organization and shift in priorities, the District shifted to a feeder pattern leadership model. I was asked to lead two of the four feeder patterns that in total, make up 32 Elementary Schools comprised of 12,300 students, 900 staff, and an approximate 2.9 million-dollar non personnel budget.

• Collaborative leader in the renewed focus on literacy in the primary grades with a strategy shift that focuses on the science of reading. This strategy shift is strengthened by the collaborative professional development of Central Office, Principals, and teaching staff to increase continuity and maintain a narrow focus. Additionally, the literacy focus is messaged and grounded in the belief of literacy as a key equity strategy in the ongoing prioritization of changing disproportionate outcomes.

• Collaborative leader in an instructional design for virtual instruction and learning that is grounded in disrupting inequitable systems that lead to disproportionate outcomes; assesses students’ current status to promote acceleration and prevent lost learning; and prioritizes the health and safety of staff, students, and families when determining whether instructional delivery is virtual, hybrid, or in-person.

• Initiating the re-design of elementary school instructional visits to support the implementation of a strong and focused instructional core by incorporating feedback walk-throughs that leverage frequent actionable feedback through the Danielson model of Educator Effectiveness, while intentionally uplifting the experiences of previously marginalized students.

• Engage principals in anti-racist leadership training and evaluation cycles that were redesigned and modified to maximize leadership in virtual settings while maintaining alignment to the Wisconsin Leadership Framework.

• Collaboratively leading the design and delivery of principal and assistant principal professional development as aligned to the MMSD strategic framework and grounded the learning in racial equity and restorative practices for principals, assistant principals, and school-based leadership teams.

• Engage in collaboration with a variety of stakeholder groups including Madison Teachers Inc. (MTI), National Equity Project, YWCA, 100 Black Men of Madison, Black Educators’ Network, The Foundation for Madison’s Public Schools, Centro Hispano, UW Partner School Network, and the Minority Student Achievement Network.

Chief of Schools – Middle Schools Madison Metropolitan School District -Madison, WI (2019 - 2020)

• • Promoted to lead the District’s 12 Middle Schools (grades 6-8) comprised of 5,500 students, 900 staff, and an approximate 37 million-dollar operations and facilities budget, including a 1.4 million-dollar central office budget.

  • Re-designed school visits to support the implementation of a strong and focused instructional core by incorporating instructional feedback walk-throughs that leverage frequent actionable feedback through the Danielson model of Educator Effectiveness, while intentionally lifting up African American student experiences.

  • Developed a Middle School coherence model to build the capacity of Central Office and school staff, to effectively use data that informs and drives the priority work of middle schools, and to support each school’s School Improvement Plan and instructional design.

  • Lead successful implementation of effective teaming structures to support student and adult learning, social/emotional learning standards, academic and career planning, and school-based instructional design by deepening our collective work to ensure coherence across Central Office Departments that productively contributes to the priority work of middle schools.

  • Re-purposed the Middle School budget to better align priority areas and resources to goals outlined in the strategic framework.

  • Engaged principals in evaluation cycles aligned to the Wisconsin Leadership Framework to bolster and support their educational outcomes and strategic leadership moves.

Deputy Chief of Schools: Madison Metropolitan School District-Madison, Wisconsin (2017- 2019)

• • Engaged principals in data driven coaching cycles to bolster and support their professional practice goal while leveraging key teams to operationalize strategies that narrow and eliminate student achievement gaps.

  • Improved the performance of our middle schools within a coherent set of change efforts at the secondary level based on academic, social emotional, and culture and climate data.

  • Built the capacity of principals by sharing and modeling best practices through a structured and planned set of professional development activities.

  • Collaborated with principals to create professional learning outcomes aligned to the focus areas established by School Improvement Plans.

  • Created a collaborative working relationship with key central office staff, specifically the Chiefs of Schools, School Improvement Partners, and the Executive Director of Professional Learning and Leadership Development, to support the strengths, growth areas and priorities of middle schools.

Principal: Sennett Middle School – Madison, Wisconsin (2012-2017)

• • Leader of systemic strategies that have shown significant data-based improvements in closing the achievement gap. These strategies were implemented through the promotion of an equitable, well rounded educational experience for all students, while utilizing a growth mindset and prioritizing social justice.

  • Leader of MMSD’s largest Spanish Dual Language Immersion program in the middle schools, and responsible for full oversight of the continuum of services for students with disabilities, including MMSD’s middle school hearing impaired programming, with an intentional focus on inclusivity.

  • Expanded opportunities for students in Advanced Learning while ensuring appropriate support for increased academic outcomes.

  • Responsibilities included: strategic planning and implementation of an annual school improvement plan, hiring and evaluating building personnel, monitoring curriculum alignment, overseeing professional development and staff collaboration in conjunction with the school based leadership team.

District Level Assignments

• Principal coach for new and/or interim Madison Metropolitan School District principals

• Leader of the Superintendent Advisory Council that provides guidance in aligning the priorities of the District strategic framework with school level implementation strategies

• Principal representative for Madison Metropolitan Strategic Planning Task Force

• Principal representative for ESL/ELL redesign initiative

• Madison Metropolitan School District handbook creation task force

• Principal representative for teacher recruiting initiative (Teach Madison)

• Principal representative for administrator recruiting initiative (Lead Madison)

Sennett Middle School Accomplishments

• Increased academic achievement in reading, language arts, and math for overall student population (650 students) based on Measures of Academic Progress (MAP) data.

• Increased academic achievement for demographic focus groups African-American 17%, English Language Learners 12%, and Special Education 12% based on MAP data.

• Madison Metropolitan School District Excellence and Equity Award winner for school based leadership teams, 2017 ● Principal of the Year for Educational Excellence 2017 (awarded by 100 Black Men of Madison)

• Led staff toward cohesive collaboration and was selected as one of the first among a group of pilot implementers of one to one technology integration and personalized learning implementation for Madison Metropolitan School District ● Collaborated with staff and community stakeholders to redesign an instructional delivery model which allowed for an equitable instructional classroom placement and grouping structure leading to equality in academic access.

• Created and led African American parent group to create a culture of collaboration with stakeholders ● Implemented behavior response plan resulting in a decrease in behavior referrals by 60%

• Implemented and became a certified AVID/TOPS Middle School ● Established community partnership with DuPont Industries and Filament Games to support academic programming and increase family and community relationships

Assistant Principal: Harlem High School – Machesney Park, Illinois (2010-2012)

• • Utilized data to develop and implement school improvement planning in the areas of curriculum design, instructional strategies, the achievement gap, and student behavior.

  • Facilitated professional development to ensure quality educational opportunities for our student population as an integral member of the district strategic planning team.

  • Performed collaboratively with the human resources director in the recruitment and hiring of personnel.

  • Increased student participation in advanced placement and honors courses through promotion and academic support.

  • Coordinated the development and supervision of student organizations which increased the participation of family and community members in school activities based on survey results.

Coordinator of Student Engagement: La Follette High School – Madison, Wisconsin (2008)

• • Utilized achievement gap data to identify and construct supports for at-risk students through academic support, the promoting of self-efficacy, and increased parental involvement.

  • Collaborated with community and district stakeholders to provide support for students through programming and newly implemented initiatives.

  • Implemented interventions to establish and maintain positive relationships between students and staff.

Dean of Students: Aldrich Middle School – Beloit, Wisconsin (2006 - 2008)

• Administrator for diverse public school (population 740) providing support to students, staff, and parents that comprise the Beloit community.

• Implemented behavioral programming and increased parental involvement which led to a decrease in discipline referrals by twenty-two percent.

• Primary administrator of staff development for enrichment subject areas.

• School leader for the district’s Equality Committee responsible for the implementation of programming to support our multicultural population.

Summer School Principal: Aldrich Middle School – Beloit, Wisconsin (Summer 2007)

• Implemented and coordinated Aldrich Middle School’s inaugural summer program.

• Responsibilities included designing curriculum, hiring personnel, recruiting students, and implementing innovative technological strategies.

District Athletic Director: School District of Beloit (2003-2006)

• Administrator for athletic department consisting of 21 varsity sports and 47 teams at the high school level and 42 middle school teams as well as 35 non-athletic organizations.

• Responsible for all personnel issues regarding the 128 extra-curricular staff including hiring, supervision, evaluation, and disciplinary actions.

• Developed and maintained department budget including fundraising projects.

• Chaired site level action committees designed to improve student programming and increase program development.

• Liaison for all contract labor sources, such as officials, police, medical staff, and conference affiliates.

Dean of Students: Beloit Memorial High School (1997-2002)

• • Administered counseling to students, including college and career advising, provided discipline, conducted parental consultations, and facilitated teacher conferences at extremely diverse high school (population 1900).

  • Coordinator and liaison for several pre-college programs with local colleges and universities, such as Upward Bound, Equal Opportunity Program, and Educational Talent Search.

  • Led professional development and curriculum implementation for certified and non-certified staff.

  • Lead administrator for Paraprofessional employees which included hiring, assigning, and evaluation of personnel.

Culturally responsive positive behavioral interventions and supports: A process–oriented framework for systemic transformation (Bal, Afacan, and Clardy, 2017).

The Shared Experiences of Academically Successful African American Males: Overcoming the Achievement Gap in Education (Clardy, 2013).

Multicultural Heritage Lecture Series (African American Heritage) (Presenter 2015 and 2016)

National Black Student Union Conference (NBSU) (Presenter 2011- 2018)

AERA Conference (Re-mediating school cultures with local stakeholders: A Formative Intervention Study for Systemic Transformation at a Middle School) (Co-presenter 2015 and 2018)

Aurora University (Test Bias, and the Minority Achievement) (Presenter 2012)

Cardinal Stritch University (Dissertation review committee 2015, Presenter 2016)

AASA-USC Urban Superintendent’s Academy (USC/Rossier) (2020 Cohort 6)

New York City Leadership Academy (NYCLA) (2018 Cohort)

Harvard University Public Education Leadership Project (PELP) (2014 Cohort)

Association for Supervision and Curriculum Development (ASCD)

Superintendent Training Academy (SUPES) (Graduate 2011-12 Cohort)

National Association of Secondary School Principals Attendee (March 2001, March 2006)

Association of Wisconsin School Administrators Attendee (1999-2002; 2006-2007)