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Educational Leadership Faculty
Denise C. Perritt, Ph.D.
Program Coordinator
CURRICULUM VITAE
P.O. Box 14 |
James Madison University |
ACADEMIC DEGREES
Doctor of Philosophy (Ph. D.), Educational Policy, Planning and Leadership (2001)
The College of William & Mary
Williamsburg, VA
The Impact of School and Contextual Factors on the Graduation Rates of Virginia Migrant Students
Educational Specialist (Ed. S.), Educational Administration (1997)
The College of William & Mary
Williamsburg, VA
Master of Education (M. Ed.), Reading Specialist (1988)
University of Richmond
Richmond, VA
Bachelor of Arts (B.A.), Elementary Education (1984)
Emory and Henry College
Emory, VA
HONORS & AWARDS
Alpha Delta Kappa (2002) Founding member of Gamma Gamma chapter, King William County, VA.
Phi Delta Kappa (1996). Williamsburg Area Chapter, Williamsburg, VA.
Kappa Delta Pi International Honor Society in Education (1996). School of Education, The College of William & Mary.
STATE ADMINISTRATIVE EXPERIENCE
While at the Virginia Department of Education, I supervised the Virginia Migrant Education Program, which served 2,200 students across the Commonwealth ranging from Lee County in rural southwest Virginia to Albemarle County in Charlottesville and including 36 different school divisions. I also supervised Title I reading and math programs in the Tidewater region of Virginia. This position allowed me to work closely with another 17 Superintendents; various Directors of Curriculum and Instruction; multiple Federal Program Coordinators; many Principals and Assistant Principals; large and small school divisions; 545 rural, suburban and urban schools across all grade levels, and with countless teachers and teaching assistants.
Title I and Migrant Education Specialist, Virginia Department of Education, Richmond, VA (1993-2000)
- Supervised Migrant Education Program for the state of Virginia
- Supervised Title I Programs in Superintendent’s Region II of the state, which involved 17 urban and rural school divisions.
- Planned and evaluated Title I Migrant programs
- Designed and implemented professional development programs that supported research-based, effective instruction and administration of these special programs.
K-12 ADMINISTRATIVE EXPERIENCE
Assistant Superintendent, Essex County Public Schools, VA (2002-2005)
- Act on behalf of the Superintendent in his absence.
- Responsible for curriculum development and instructional supervision for the school division.
- Direct the adoption of textbooks and instructional materials.
- Coordinate and assist principals with scheduling and instructional programs including summer school.
- Organize, supervise and direct a division-wide remediation program.
- Coordinate the implementation of the Standards of Quality and Standards of Learning for public schools in Virginia.
- Direct, plan, and administer the division’s program of staff development and evaluation.
- Recruit, interview, and recommend to the superintendent employment of administrators, teachers and support staff.
- Coordinate and supervise the professional licensure and license renewal of all employees requiring a license.
- File reports required by the Virginia Department of Education relating to curriculum, instruction and personnel.
- Develop an employee recognition program.
- Supervise and evaluate the General Supervisor, Directory of Technology, and Instructional Coordinator.
General Supervisor, Essex County Public Schools, VA (2000-2002)
- Served as the Division Director of Testing.
- Planned, directed and administered Federal Programs, including grant writing, budget preparation and administration, program evaluation, and completion of required reporting requirements.
- Supervised the school division Vocational Education Program.
- Planned, directed and administered the school division’s transportation program.
- Worked with principals, bus drivers, and parents to solve student discipline problems on buses.
- Notified media of school closings, delays, and/ or early release as directed by the superintendent.
- Planned, directed and administered the school division’s food service program.
- Attended school board meetings and prepared reports for the board as directed by the superintendent.
COLLEGIATE TEACHING EXPERIENCE
Assistant Professor, Educational Leadership, James Madison University, Harrisonburg, Virginia (2005-Present)
I am currently teaching Fundamentals of Educational Leadership and Supervision and Development of School Personnel. I am also supervising students who are completing their practica experiences.
Adjunct Professor, Career Switchers Program, Rappahannock Community College, Warsaw, Virginia (2004-Present)
I am currently teaching Education 200, Foundations of Education, for twenty students who are working full time in another career and seeking endorsement to enter the field of education. I am co-teaching this course and my specific responsibilities include issues pertaining to introduction to teaching and classroom management.
Adjunct Professor, Center for Business and Workforce Development, Rappahannock Community College, Warsaw, Virginia (2002-2003)
Taught five sessions of Education 1083 for paraprofessionals seeking to meet the “highly qualified” status required in the No Child Left Behind legislation. I wrote the curriculum used to teach the class. Content included the following topics: work ethics; discipline; first aid; the teaching of reading, spelling, writing and math; individualized education programs; and, the Virginia Standards of Learning.
Adjunct Professor of Education, School of Education, Randolph-Macon College, Ashland, VA (2000)
Taught Education 426, which consisted of weekly observations and evaluations of student teachers to assess their teaching effectiveness. This position allowed me to utilize and model clinical supervision; recommend and monitor the use of instructional resources; and, keep abreast and share current trends in instructional methods and research related to multiple grade level and content areas (students had elementary; and, secondary placements, including; Latin; English; and History). I only taught one semester because the number of student teachers that semester exceeded the supervisory capacity of the full-time staff.
K-12 TEACHING EXPERIENCE
Reading Specialist, Lawson-Marriott Elementary School, St. Stephens Church, VA (1991 - 1993)
- Designed, implemented and evaluated remedial reading program for the entire school (grades K-7).
- Program design was based upon research and knowledge possessed by classroom teachers concerning best practice (i.e. what classroom instructional strategies had proven effective in developing independent, competent readers).
- Changed a thirty-year pull-our model into a collaborative in-class instructional model.
- Taught small groups of students in need of remedial reading and math instruction in grades K-7.
Reading Specialist, New Kent Elementary School, New Kent, VA (1988-1991)
- Taught remedial reading classes for students in grades 3-5.
- Designed, implemented and evaluated remedial reading program for the entire school (grades 3-6).
- Developed a modified in-class and tutorial model.
First Grade Teacher, Lawson-Marriott Elementary School (8/85-6/88)
- Taught all subjects for two years.
- Piloted a program to assist developmentally delayed kindergarten students transition into first grade.
PUBLICATIONS
Perritt, D.C. (accepted). The impact of school and contextual factors on the graduation rates of Virginia migrant students at http://www.escort.org.
Perritt, D.C. (accepted). The impact of school and contextual factors on the graduation rates of Virginia migrant students. In TheOffice of Migrant Education, U.S. Department of Education’s report, The Condition of Migrant Children.
Perritt, D.C. (2003). The impact of school and contextual factors on the graduation rates of Virginia migrant students: A mixed design study. ERS Spectrum Journal of Research and Information 21 (2), 40-54.
Perritt, D.C. (2002). The impact of school and contextual factors on the graduation rates of Virginia migrant students. ERIC CRESS Bulletin, 14, 5-6.
Perritt, D.C. (2002). Ability to assist curriculum for paraprofessionals. Rappahannock Community College.
Perritt, D. C. (2001). The impact of school and contextual factors on the graduation rates of Virginia migrant students. Doctoral dissertation, The College of William and Mary in Virginia, Williamsburg. Ann Arbor: UMI Dissertation Services.
Perritt, D.C. (1997). Can technology increase course opportunities for migrant students? National Association of Secondary School Principal’s Bulletin, 81, 15-18.
Perritt, D.C. (1995). Is the Title I in-class model effective? (School University Research Network: SURN-Research Brief #4). Williamsburg VA: School of Education, the College of William and Mary.
PRESENTATIONS
I have made instructional strategies-based presentations to teachers and administrators in over twenty-seven local school divisions across Virginia; twenty-seven conferences; and, for various institutions of higher education: Emory and Henry College, James Madison University, Longwood College, Randolph-Macon College, Shenandoah University, The College of William and Mary, University of Northern Colorado, University of Richmond, Utah State University, University of Wyoming, Virginia Polytechnic and State University and Virginia State University. Some of the conferences and associations I have presented for are included.
International:
International Association for Invitational Education (2000, Virginia Beach, VA)
International Migrant Education Council (2000, Washington, D.C.)
University Council for Educational Administration (2003, Portland, OR)
Oxford Round Table (2005, Oxford, England)
National:
National Title I Audit and Implementation Conference (1995, Scottsdale, AZ)
National Migrant Education Conference (1998, Albuquerque, NM; 1999, Louisville, KY)
U.S. Office of Migrant Education Migrant Education Formula Work Group
(2000, USDE, Washington, D.C.)
State:
New Title I Coordinators’ Meeting (Annually1993 – 2000, Richmond, VA)
Title I Regional Meetings (Annually 1993 – 2000, Richmond and Williamsburg, VA)
Virginia Association of Federal Education Program Administrators
(Annually 1993 – 2000, Hot Springs, Roanoke and Williamsburg, VA)
Northern Neck Reading Council (1997, Warsaw, VA)
Ohio Chapter I Consortium (1996, Zanesville, OH)
Virginia State Reading Association (1997, Richmond, VA)
Virginia Governor’s Conference (1999, Richmond, VA)
Virginia Education Association (1998, Richmond, VA)
Migrant Education Program Directors’ Meeting
(Annually 1993 – 2000, Afton, Richmond and Winchester, VA)
Virginia State Migrant Education Conference (Annually1993 – 2000, Accomac, VA)
Migrant Education Program Student Leadership Institute (1997, Harrisonburg, VA)
English as a Second Language Convention (1998, Williamsburg, VA)
Successful Education for At-Risk Children Conference (1997, Winchester, VA)
Resource/Collaborating Teaching Symposium (1998, Williamsburg, VA)
Virginia Council of Learning Disabilities (1999, Williamsburg, VA)
Virginia Educational Research Association (2002, Richmond, VA)
GRANT WRITING AND ADMINISTRATIVE EXPERIENCE
I have managed $32 million in state and federal funds at the state level and almost 1 million in the three years I have been with Essex, including over 300,000 in new grants written and administrated by me.
I have participated in various review panels for both state and federally funded programs. These grant reviews varied from simple verification of program criteria to evaluating the quality of the proposed programs using a competitive rating scale.
I have also written grants on behalf of the Commonwealth of Virginia to request funds from the U.S. Department of Education (totaling $32 million annually for seven years) and on behalf of Essex County for two years with a total of $1 million (which includes $700,000 in new money for the division). In-depth knowledge of specific program components; effective instructional programming; comprehensive budget-building; and strong writing skills were required in order for me to obtain these funds. Please refer to the following list for a complete summary of my grant writing and reviewing experiences.
Grants Reviewed:
Federally funded
Title I, Part A – Basic Programs (reading and math)
Title I, Part A – Consolidated Programs
Title I, Part B – Even Start (family literacy)
Title I, Part C – Migrant Education (ESL)
Title I, Part D – Neglected and Delinquent Youth (transition programs)
English Literacy and Civics Education Program
Title IV – Safe and Drug Free Schools and Communities
State funded
Homework Assistance
Virginia Preschool Initiative
Virginia Refugee Program
Grants Written:
Federally funded
Migrant Education Even Start
Migrant Education Program
Migrant Education Consortium Grant
Reading Excellence Act
State funded
Migrant Education Program
Safe and Drug -Free Schools Growing Healthy Grant
Title I, Part A – Basic Programs (reading and math)
Title I, Part B – Even Start
Title II, Professional Development Program
Title IV, Part A, Safe and Drug-Free Schools
Title VI, Innovative Education Program Strategies
Virginia Business Education Partnership Grant
Vocational Education
Workforce Consortium Grant
PROFESSIONAL AFFILIATIONS
National Association of Federal Program Administrators (member since 1993)
Virginia Association of Federal Program Administrators
(current board member and member since 1993)
Virginia State Reading Association (member since 1988)
Richmond Area Reading Council (member since 1988)
CIVIC AND COMMUNITY AFFILIATIONS
Upper King William Library Board (founding member)
St. David’s Episcopal Church (former vestry member, Sunday and Vacation Bible School teacher; parishioner since 1989)
Mattaponi and Pamunkey Rivers Association (founding member in 1989)
Indian Rivers Humane Society (member since 2001)
Rodeo Clown Band (harmony vocalist and percussionist since 2000)
Good Sam RV Club
Girl Scouts of America (member since 1970)
Alpha Psi Omega (member since 1984)
Delta Omicron Pi (member since 1982)
PROFESSIONAL CREDENTIALS
Virginia Division Superintendent License
Virginia Postgraduate Professional License with endorsements as follows: Administration and Supervision PreK-12; Assistant Superintendent for Instruction; Reading Specialist; Early Education NK-4; and, Middle Education Grades 4-8