Terri Sparks Dudley
ACADEMIC BACKGROUND
Educational Leadership Add-On Endorsement, GPA 4.0, University of Georgia. Endorsement awarded May, 2008.
Master of Science, Education with an Emphasis on Curriculum, Instruction, and Assessment, with honors, GPA 4.0, Walden University. Degree awarded December, 2005. Research Topic: Analysis of the Use of Graphic Organizers on Student Achievement Scores on the Writing Portion of the Georgia High School Graduation Test. Advisor: Dr. Candace Adams.
Gifted In Field Endorsement, GPA 4.0, University of Georgia. Endorsement awarded August, 2005.
Bachelor of Science, Elementary Education, Auburn University. Degree awarded March, 1992.
Associate of Science, Walker College. Degree Awarded May, 1989.
AREAS OF EXPERTISE AND TEACHING COMPETENCIES
Developing Curriculum, Instruction, and Assessment
Elementary Education
Teacher Support Specialist
Gifted Education
Middle School Education
English Education
DISTINCTIONS
Presidential Scholarship-Walker College
Candidate National Board Certification
Selected Member of Design Team Georgia Teacher Center
Wrens Elementary Language Arts Model Classroom for the Georgia's Choice Program
Wrens Elementary Teacher of the Year 2002-2003
Jefferson County Teacher of the Year 2004
Glascock County Consolidated One-Act Play Region 7A Runner Up 2004 (Coach of the Team)
Glascock County Consolidated One-Act Play Region 7A Champion 2005 (Coach of the Team)
Glascock County Consolidated School Council, 2005-2008
Glascock County Consolidated Leadership Team, 2007-2008
Teaching and Research Interests
- Areas of research specialization include the use of graphic organizers to improve writing skills and comprehension both in literature and in the content areas.
- Area of research interest includes utilizing writing to build for transfer of knowledge.
- Teaching interests include literacy, reading and writing across the curriculum, and utilizing graphic organizers and visualizations to increase analysis skills, and using a manipulative approach to teaching mathematics.
Teaching Experience
English Teacher, High School Department, Glascock County Consolidated School , Glascock County School District, June 2008-Present., British Literature, Journalism, 10th Grade Literature, 9th Grade Advanced Literature, and Using the Bible as Literature Course. Designed curriculum, presented lectures using instructional strategies, facilitated learning experiences, created assessments, utilized technology into interactive lessons, and evaluated student performance. Advisor for the Glascock County Panther yearbook staff.
Elementary Teacher, Glascock County Consolidated School, Glascock County School District, June 2007-May 2008. Third Grade Teacher. Designed curriculum, presented appropriate instructional practices, provided a communication line for parental involvement, created assessments, utilized technological tools such as an ACTIVboard, and evaluated student performance. Advisor for the Panther yearbook staff.
English Teacher, High School Department, Glascock County Consolidated School , Glascock County School District, August 2004-May 2007. American Literature, British Literature, and Journalism. Designed curriculum, presented lectures using instructional strategies, facilitated learning experiences, created assessments, and evaluated student performance. Coach of the Glascock County Literary Team and One-Act Play. Advisor for the Glascock County Panther yearbook staff.
Elementary Teacher, Wrens Elementary and Carver Elementary, Jefferson County School District, August 1999-June 2004. Second, Third, and Fourth Grades Teacher. Designed curriculum, presented appropriate instructional practices, provided a communication line for parental involvement, created assessments, and evaluated student performance.
Middle Grades Teacher, Louisville Middle and Louisville Academy, Jefferson County School System, August 1992-June 1999. Career Connections and Sixth Grade Teacher. Designed curriculum, presented appropriate instructional practices, provided a communication line for parental involvement, created assessments, and evaluated student performance
Research Experience
Current Research: Analysis of the effects of writer’s workshop on literacy skills.
Previous Research: Analysis of the Use of Graphic Organizers on Student Achievement Scores on the Writing Portion of the Georgia High School Graduation Test.
Presentations
Georgia Performance Standards Redelivery, September 2004-present. Presented at Glascock County Consolidated School.
How to Create a Science Fair Project, January 2002 and January 2003. Created by Terri Dudley and presented at Wrens Elementary School.
Certificates and Licensure
State of Georgia: T-5. Areas of Certification: Early Childhood Education, Middle Grades Mathematics Education, Middle Grades Language Arts Education, Middle Grades Science Education, Middle Grades Social Science Education, English (6-12) Education, Gifted In-field Education, Teacher Support Specialist (S-5), and Educational Leadership (L-5) Renewal Date: June 30, 2012.
Professional Affiliations
Association of Supervision and Curriculum Development, member
International Reading Association, member
Professional Association of Georgia Educators, member
Professional Development Experiences
Georgia Performance Standards Training, Fall 2004-Present. Varied locations, State Department of Education.
Gifted Endorsement Courses, August 2004-July 2005. University of Georgia, Athens.
Teacher Support Specialist Endorsement Courses, June 2002-July 2003. CSRA RESA
Math and the Mind’s Eye, June-July 1994. Continuing Education, Augusta State University.
Several Elementary Science Courses, June-July 1994. The National Science Center at Ft. Gordon.
Professional Examinations Passed
Praxis II, Educational Leadership, August 2007.
Praxis II, English Education, January 2005.
Computer Competency, March 2004.
TCT, Middle Grades Education, December 1992.
Teaching Philosophy Statement
I believe that all children can learn. Students come from a variety of cultures and learning experiences. With this in mind, I must provide interesting and relevant lessons to challenge and engage them in learning. Assessment should be on-going and provide a basis for students to improve their skills and understanding. Furthermore, I believe that educators should reflect on a daily basis on the success of their students. Educators need to participate in professional development to develop their skills in curriculum, instruction, and assessment techniques in order to hone their skills, perfect their craft, and to provide the best instructional and learning environments for the students they teach.
Philosophy of Educational Leadership
I believe that leadership involves the empowerment of others. A leader should be an effective communicator, both in speaking and listening.
Effective communication empowers an educational leader with the respect of those around them. I believe in the rights of all groups being
heard. While I might not always agree with others, I should value their viewpoints and treat them with fairness and respect. I realize that I
will be a catalyst for the equity among groups and individuals. I must ensure that all have a voice that is heard. Justice must be valued to
ensure order among the school community. It is imperative that all members of the school community, including parents, students, and
teachers, are treated in a respectful way.
I believe that the leadership in the schools of today and the future should use the ISSLC Standards as a basis for their direction. I have
discovered that much of the knowledge, dispositions, and performances of the standards often overlap in the activities performed by
administrators. Thus, I believe and practice the use of these standards in my own leadership opportunities and feel they need to be the
driving force for the direction of my leadership as I pursue a career in this field.
Furthermore, we are a community of learners and can benefit from listening to others' experiences and views. I believe that all people can
learn and that learning is a lifelong process. I believe that we all learn in different ways and that we must reflect on what works and what
needs to be improved upon. I believe that a safe and clean school environment is necessary for optimal student learning to take place. As a
leader, it will be my charge to ensure that teachers are effectively utilizing best practices in their classroom and that a professional dialogue
takes place among teachers so that we learn from each other and our experiences as educators.
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