Vita

Jason Adams

112 Crosscut Drive, Lufkin, TX 75901

(W) (936) 876-4150; (C) (936) 652-3612; jadams@huntingtonisd.com

Education/Certification

• M.Ed. - Education Administration, University of Phoenix, Phoenix, AZ, 2005
• BS - Kinesiology and History, Sam Houston State University, Huntsville, TX, 1997
• Superintendent Certificate – Texas (in progress)
• Principal Certificate - Texas
• Texas Teacher Certificates  - Social Studies Composite, Biology, Health, and Physical Education

Administrative and Leadership Experience

Principal, Huntington High School (January 2011 – Present)

·       Maintain a positive and safe learning environment for my students and staff.

·       Support, supervise, evaluate, interview, and hire staff in order to achieve success at the campus level and within the district.

·       Financial officer for the high school campus including developing, allocating, and managing budgetary funds.

·       Design and implement the Master Schedule for the campus.

·       Disaggregate data for student performance.

·       Supervise athletic, UIL, and sponsored activities on campus and serve as a community involvement representative.

Assistant Principal, Madisonville High School (August 2004 – December 2010)

·       Completed many tasks and procedural activities, such as teacher evaluations, coordination of student discipline and management, attendance and truancy officer for the district, and organized and maintained textbooks and teacher materials. 

·       Developed and maintained the bell schedule, lunch schedules, and emergency procedures.

·       Oversaw the drug testing program for the campus.

·       ARD meeting facilitator and administrator.

·       Supervised athletic, UIL, and sponsored activities on campus.

Principal, MCISD Summer School (2008-2010)

·       Scheduled and implemented all aspects of summer school, including teacher evaluations, student discipline, substitutes, and attendance.

·       Disseminated and maintained teacher and student materials.

Teaching Experience

Teacher, Madisonville High School (August 1998 – May 2004)

·       Engaged students in active learning while teaching World History, World Geography, Health, and Physical Education at the high school level.

·       Maintained an orderly classroom and followed district and campus policies and procedures.

Teacher, Madisonville Junior High School (December 1997 – May 1998)

·       Taught sixth grade Social Studies and Physical Education.

·       Engaged students and created a positive learning environment for students.

Coaching Experience

Coach, Madisonville High School (August 1998 – May 2004)

·       Participated in UIL athletic events and coaching experiences while being the Assistant Varsity Football coach, Assistant Athletic Director, Head Varsity baseball coach, Head Varsity golf coach, and Assistant track coach.

·       Instilled values such as sportsmanship, leadership, and being a team player to hundreds of athletes.

Coach, Madisonville Junior High School (December 1997 – May 1998)

·       Coached 7^th grade boys in basketball and track. 

·       Taught the athletes respect, responsibility, and good sportsmanship.

Additional Training/Professional Development

Texas Association of Secondary School Principals Conferences, Austin TX (2011 – present)

“Summer Principal Conference.” ESC Region VI, Huntsville, TX, June 2005 – June 2010.

“Instructional Leadership Development,” ESC Region VI, Huntsville, TX, July 2004.

“Professional Development and Appraisal System,” ESC Region VI, Huntsville, TX, July 2004.

“Lead4ward: STAAR Schoolhouse.” ESC Region V, Beaumont, TX, October 2011.

Professional Affiliations

Texas Association of Secondary School Principals (TASSP)

Texas High School Coaches Association (THSCA)

Community Service

Goodwill Mentor Program, Lufkin, TX, 2011-2012

References

References will be included on the following page, if requested.

Transfer of Learning Theory

The transfer of learning theory is a vital piece of the puzzle in education.  It is imperative that students take the information that they learn within the classroom and use those skills out in the real world.  This is also true of teachers, administrators, and central office staff.  Information and concepts learned in professional development activities must be taken and put into the context where it will be used.  The transfer of learning theory is a way of learning information and then transferring it to other situations or concepts.  It is a process which has been practiced and tweaked as it was being learned, and now it is being applied to new situations in a subconscious, yet effective manner. 

One example of the transfer of learning theory is the way students learn to problem-solve and work in collaborative groups.  Students are taught the rules and regulations of collaborative learning within the classroom.  However, when they reach a position in the real world, they are expected to take the knowledge of collaborative learning and transfer that knowledge to new situations and expectations.  Businesses around the nation and around the world are asking for students to have job ready skills that can be applied in the workforce.  The transfer theory of learning is a way to solve such an issue.  If students are being taught skills that can be used in the workforce, such as teamwork, collaboration, and problem-solving, then they will be able to transfer their knowledge and be a smarter and more efficient worker. 

 
Because so many skills are learned while being a campus level administrator, it is essential that leadership experience be required.  As new ideas are learned and new skills are formed at the campus level, those skills and ideas can be transferred to a higher administrative level.  Knowing the workings of a campus and how to deal with the many issues that arise will help make a central office level administrator more effective and have a better skill set to work within a new position.   

Action Research

Action research gives school administrators the opportunity to look within their schools to find a problem and suggest solutions.  The problem will be identified through the accumulation of many types of data.  Both qualitative and quantitative data can be used to gather information for basing such decisions.  After gathering and analyzing the data, the problem can be targeted.  Solutions can be integrated into the working of the school and can be monitored for a period of time.  After the implementation of an action research project, data can again be gathered to identify if the problem still exists or has been eliminated.  A good school leader can use action research projects in order to make the school a better overall learning environment and experience for those involved.  If the research data is used effectively, there are multiple outlets for dissemination.  The research can provide numerous opportunities for growth and development within the student body and staff.

In my personal dealings with action research projects, I have found that they are very effective when completed correctly and timely.  I have also noted that there are many steps for successful implementation.  Being able to identify the problem, getting support from the staff, and collecting nonbiased data are essential elements to creating a good action research project.

 

Blogs and Communication

Communication is essential to survival, both in and out of the workplace. Many forms of communication exist with all of today's new technologies. Blogs can be used as a form of communication or news on particular subjects. As an administrator, it can be used to keep my staff, students, parents, community, and other stakeholders informed and up-to-date on school issues.