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I am really enjoying the opportunity of working with Freed-Hardman University and interacting with students who are getting their Master of Education in Curriculum & Instruction, Master of Education in Special Education, Master of Education in School Counseling, and/or Master of Education in Administration and Supervision. I also have the chance to interact with students who are getting the Education Specialist in School Leadership.  I was named Director of Quality Enhancement Program in June, 2010.

Working at FHU has given me the opportunity of serving on Quality Assurance Review Teams interacting with K-12 schools working on their accreditation with AdvancED SACS/CASI.

Working at Freed-Hardeman has also give me the chance of meeting individuals working with the TN State Board of Education and the TN Department of Education. This interaction has given me the opportunity of assisting the TN State Board of Education with the "Instructional Leadership Redesign" initiative.  I am also currently serving a three year term (2009 - 2012) with the TN State Board of Education's Advisory Council for Teacher Education and Certification.

Curriculum Vita

Education

Teaching Experience

Other Experience

Presentations

“iKnow & iPad Research”, Seton Hill University, Greensburg, PA, Monday, August 16, 2010

“Google Tools + Web 2.0 Tools = Differentiated Instruction”, “Utilizing Web 2.0 Tools to Enhance Instruction”, & “Am I Willing to Use Technology as My Friend in this Journey We Call Change”

TN Educational Technology Association Summer Institute, Jackson, TN

Friday, July 16, 2010, 8:30 AM – 3:10 PM

“Utilizing Google Tools to Enhance McNairy’s 1 to 1 Initiative”, “Utilizing Web 2.0 Tools to Enhance McNairy’s 1 to 1 Initiative”, & “Google Tools + Web 2.0 Tools = Differentiated Instruction for McNairy’s 1 to 1 Initiative”

McNairy County Public School System, June 28 – 30, 2010, 8:30 AM – 3:30 PM

Served as Chairperson

West TN Educational Technology Association – Administrators’ Technology Academy

Freed-Hardeman University, Henderson, TN, March 1, 2010, 7:30 AM – 4:30 PM

“Podcast 108 – Interview with Dr. M. Monte Tatom”

Middle School Matters with Troy Patterson & Shawn McGirr

February 13, 2010, 1 Hour Podcast

“Am I Willing to Use Technology as My Friend or Enemy in this Journey We Call Change?”

Life Lines for Educators 2010: Change: Clearing Hurdles And Noticing Gains in Education

Jackson State Community College, Jackson, TN, January 23, 2010, 10:05 AM – 11:20 AM

“Differentiated Instruction and Technology”

National Middle School Association (NMSA) 36^th Annual Conference

Indianapolis, IN, 9:15 AM – 10:30 AM, November 6, 2009

“Steps to Effective Collegiate Graduate On-line Teaching”

Harding University, Searcy, AR, 8:00 AM – 5:00 PM, October 16, 2009

“A model for school-university-corporate partnership: Demonstrating the heart of teaching for P-12 and Higher Education students”

Year long partnership and research with South Elementary, Jackson-Madison County School System, and Discovery Education (August 2008 – May 2009)

Presented by Dr. Elizabeth Saunders and Dr. M. Monte Tatom

Association of Christian Education Preparation Programs (ACEPP) National Conference

Harding University, Searcy, AR, September 25, 2009

“iKnow Initiative and its Impact on Student Learning”

Serving as Lead Qualitative Researcher

Freed-Hardeman University, Henderson, TN, (2008 – Present)

Advisory Council on Teacher Education & Certification, TN Dept. of Education

Andrew Johnson Towers, 9^th Floor Conference Room, Nashville, TN

7/21/09, 10/20/09, 02/23/10 (Re-elected for 3 year term – 09/12)

Served as Chairperson

West TN Educational Technology Association – Administrative Technology Academy

Freed-Hardeman University, Henderson, TN, March 2, 2009, 7:30 AM – 4:30 PM

“Differentiated Instruction and Technology”

South Haven Elementary, Henderson County, TN

Morning In-service, 8 AM – 11 AM, February 6, 2009

“Differentiated Instruction and Technology”

Scotts Hill Elementary, Henderson County, TN

Afternoon In-service, 1 PM – 4 PM, February 6, 2009

“Differentiated Instruction and Technology”

Life Lines for Educators 2009: Differentiated Instruction – Just Do It

Jackson State Community College, Jackson, TN, January 24, 2009, 8:40 AM – 10:05 AM

TN State Board of Examiners (BOE) for Teacher Education

Appointed to a 3 year term as a member of the TN BOE (2009 – 2012)

“Technology Integration Training”

Conducted by Dr. Eric Marvin and Dr. M. Monte Tatom

Selmer, McNairy County, TN, October 24, 2008, 8:00 AM – 3:00 PM

Advisory Council on Teacher Education & Certification, TN Dept. of Education

Andrew Johnson Towers, 9^th Floor Conference Room, Nashville, TN

5/13/08, 7/8/08, 9/23/08 (Selected for 1 year term – 08/09)

“Leadership's role in technology” also served as Chairperson

West TN Educational Technology Association – Administrative Technology Academy

Freed-Hardeman University, Henderson, TN, February 17, 2008, 7:30 AM – 4:30 PM

“Becoming an effective teacher: Learning how to utilize my natural abilities,”

Life Lines for Educators 2008: Empowering Teachers to Impact Students

Jackson State Community College, Jackson, TN, January 19, 2008, 8:40 AM – 10:05 AM

“Leaderships' role in technology,” “Technology and the principal,” & “Technology and the Counselor”

10th Annual TETA Summer Institute

July 18, 2007 – July 20, 2007

“NETS-A (Standard 1): Leadership's role in technology” & “NETS-A & T (Standard 5): Assessment and evaluation”

West TN Educational Technology Association – Administrative Technology Academy, Jackson State Community College, Jackson, TN, March 5, 2007

"Instructional Leadership Redesign" initiative, TN State Board of Education

Serve on TN State Board Commission on Instructional Leadership Redesign

Andrew Johnson Towers, 9^th Floor Conference Room, Nashville, TN

4/9/07; 6/14-15/07; 7/16-17/07; 8/7-8/07; 8/31/07; 10/19/07; 12/11/07; 2/14/08; 2/27/08; 3/13/08; & 4/14/08

“Researched based strategies for increased student achievement”

Life Lines for Educators 2007: Empowering Teachers to Impact Students

Jackson State Community College, Jackson, TN, January 20, 2007, 8:40 AM – 10:05 AM

“The use of school based student support teams in AL, MS, & TN”

Alabama Association of School Psychologists Tri-State Conference

Orange Beach, AL, November 13 – 14, 2006

Philosophies

Philosophy of Schooling

The purpose of schooling is to help each student achieve his or her capacity intellectually, emotionally, physically, and socially. I, therefore, believe in providing a well-disciplined environment, which has a strong emphasis on, and balance among the cognitive, affective, and physical domains of learning. In recognition of the need for students to become self-disciplined, independent, and self-assured individuals, so that they may lead productive, responsible lives, the total school program should not only emphasize academic growth but also foster emotional growth, the development of decision-making skills and enhancement of the students' self-concept.

The elementary, middle, and high school has the responsibility of seeing that every child in pre-kindergarten through grade twelve has the opportunity to realize his or her highest potential. The school program should be well balanced, varied and broad in scope so as to meet the intellectual, physical, emotional and social needs of all children. The elementary, middle, and high school should stimulate in the students an intellectual capacity motivated by the love and their fellow peers.

I believe that the elementary, middle, and high school has the responsibility to facilitate learning through motivation, guidance, development of problem solving techniques, and acquisition of study skills, which provide a balance among the cognitive, affective, and psychomotor domains. The elementary, middle and high school should prepare the students for the demands of a changing and challenging future.

There should be a commitment to an instructional program that is sequential in nature, varied in approach, and reflective of the developmental levels of children. I view each child as unique with individual learning styles, which may require alteration of instruction within the teaching process.

Cognizant of uniqueness and varying needs of the learner and his or her learning style, the school should seek to provide facilitative programs to ensure remediation and enrichment to satisfy a need for greater student achievement and motivation in all disciplines. The elementary, middle, and high school should seek to prepare each child with the knowledge, self-respect, and responsibility to become well-rounded members of our society in both todays and tomorrow's complex world and instill a desire for academic excellence in preparation for lifelong learning.

I believe attitudes and values are more readily caught than taught and that expectations influence performance. For these reasons, I believe the process is as important as the end product. To foster positive attitudes and a worthy self-concept, a warm, friendly atmosphere is necessary within well-defined boundaries.

All teachers should strive to:

1. Develop a sense of self-respect through the use of self-concept building activities, 2. Recognize the needs of all students,
3. Encourage student responsibility through the use of group work and other assigned tasks,
4. Guide students in expressing their feelings in a socially acceptable manner, and
5. Provide parameters for behavior, which allow for safety and respect of others as well as oneself.

Philosophy of Leadership

For the last several years the educational arena has been stressing that the Principal needs to be the instructional leader of the school. This particular philosophy produces a leader, which views teaching in a "top-down" manner. The teachers of today are the instructional leaders within their classrooms and they need a leader who is transformational (or a servant leader). A transformational leader is one who helps the staff develop and maintain a collaborative, professional school culture; fosters teacher development; and helps teachers solve problems more effectively.

As a Transformational Leader I strive to visit each classroom at least once a week; assist in classrooms; and encourage teachers to visit one another's classes. I involve the whole staff in deliberating on school goals, beliefs, and visions at the beginning of each year. I also help teachers work to their greatest potential by actively seeking different interpretations and checking out assumptions and place individual problems in the larger perspective of the whole school. I avoid commitment to preconceived solutions; clarify and summarize at key points during meetings; and keep the group on task but do not impose my own perspective. I strive to use action research teams as a way of sharing power. I also give everyone responsibilities and involve staff in governance functions. To be the most effective Transformational Leader, I strive to find good things that are happening and publicly recognize the work of staff and students who have contributed to school improvement. I write private notes and e-mails to teachers expressing appreciation for special efforts. I believe there is a need to survey the staff often about their wants and needs and to be receptive to the teachers' attitudes and philosophies. I use active listening and show people I truly care about them. Teachers are allowed to experiment with new ideas. I share and discuss research with them and propose questions for them to think about. I always have high expectations for teachers and students, but don't expect 100% if I am not willing to give the same. As a Transformational Leader, I tell teachers I want them to be the best teachers they can be.

I encourage teachers to work collaboratively. Teachers and I work together routinely to promote effective teaching and learning. There are several practices that I encourage teachers to do in order to work collaboratively. I encourage teachers to engage in frequent, continuous, and increasingly concrete and precise talk about their teaching techniques. I frequently observe teachers and provide them with useful critiques of their teaching. I motivate teachers to plan, design, and research, evaluate, and prepare teaching materials together. I also allow teachers to continue to teach each other the practice of teaching.