Welcome to My Professional Portfolio
Welcome to My Educational Portfolio!
My name is Anthony Stamm and I have the privilege to serve as the Math and Science Coordinator for Elementary in the Ann Arbor Public Schools.
I have completed my Education Specialist (Ed.S) degree in Educational Leadership at Oakland University in the Spring of 2019.
As curriculum coordinator for math and science, I am responsible for securing materials and supporting the core curriculum while providing training for educators in PK-5th grade. My role also involves providing professional development sessions that support math and science and specifically supports all tiers of the MTSS system of support.
To support the new standards called for in the Michigan Science Standards, I am a trained NGSX (in-person and virtual) facilitator having successfully facilitated fifteen cohorts of teachers in Ann Arbor, Birmingham, Farmington and Oakland county; training over 250 educators in grades Kindergarten through 12th grade along with community partners.
This site was created to demonstrate and share my experiences as a teacher leader and a school administrator. Throughout this site, I have provided specific artifacts and examples that demonstrate my willingness to learn and ability to lead. This site also serves as a portfolio to document my learning as I completed my Masters in Educational Leadership as well as my Education Specialist in Educational Leadership at Oakland University.
In completing my education at Oakland University, I worked directly with my mentor principals on targeted tasks and goals as defined by the ISLLC / ELCC Standards. Additionally, you will find evidence of my on the job professional learning as a teacher leader and an elementary school administrator.
As an Instructional Specialist, I had the unique opportunity to continue to hone my leadership practice by supporting teachers within their classroom and having a direct impact on students learning. Another positive benefit of working as an Instructional Specialist is the ability to lead and learn alongside classroom teachers. This allows me to develop leadership skills while staying current in educational research and curricular updates.
The focus of my work was in a couple targeted areas, in addition to my core work as Instructional Specialist:
As a Building Principal, I led Angell Elementary through a variety of initiatives to support teachers and improve student learning. The primary goal area that was identified through our comprehensive School Improvement Plan was the need to demonstrate improvement within the area of mathematics. Through the systematic use of AimsWeb, we created a school-wide calendar and an assessment plan to benchmark all students three times a year. This data provided a structured intervention for students who were not making growth. Students were supported in mathematics with our Title I Interventionist and Learning Specialist. Through Title I, we purchased researched based interventions in both Mathematics and Reading to support these identified students.
At Angell, I worked closely with the Special Education staff to develop a protocol to use during our weekly meetings where we could meet with teachers with a purpose of discussing students who were not making adequate gains. This protocol was used to collect data and established a point person to support the classroom teacher through Tier I and II academic and behavioral supports. Through this process, we decreased the number of students who were brought up for Special Education evaluation and therefore did a better job of identifying Special Education students and serving them through increasing high quality classroom instruction.
My experiences as a Building Principal and Instructional Specialist have both afforded me the opportunity to lead at the district, building, and community levels. While the primary focus in Birmingham had been teaching and learning using 21st century skills, development of RtI an effective PLCs for my school building, initiating and providing professional development, and engaging in various conferences and in-services. My focus in Berkley revolved around establishing effective systems of supports for students, leveraging Title I support, and working to decrease the number of students who were referred to Special Education, demonstrating an increase in math proficiency to specifically address our identified achievement gaps.
My previous experiences as an educator include teaching in Elementary and Middle School in Southfield Public Schools in Southfield, MI. My five years of experiences in Southfield helped me prepare for the diversity and challenges that lay ahead in my educational journey.
My name is Anthony Stamm and I have the privilege to serve as the Math and Science Coordinator for Elementary in the Ann Arbor Public Schools.
I have completed my Education Specialist (Ed.S) degree in Educational Leadership at Oakland University in the Spring of 2019.
As curriculum coordinator for math and science, I am responsible for securing materials and supporting the core curriculum while providing training for educators in PK-5th grade. My role also involves providing professional development sessions that support math and science and specifically supports all tiers of the MTSS system of support.
To support the new standards called for in the Michigan Science Standards, I am a trained NGSX (in-person and virtual) facilitator having successfully facilitated fifteen cohorts of teachers in Ann Arbor, Birmingham, Farmington and Oakland county; training over 250 educators in grades Kindergarten through 12th grade along with community partners.
This site was created to demonstrate and share my experiences as a teacher leader and a school administrator. Throughout this site, I have provided specific artifacts and examples that demonstrate my willingness to learn and ability to lead. This site also serves as a portfolio to document my learning as I completed my Masters in Educational Leadership as well as my Education Specialist in Educational Leadership at Oakland University.
In completing my education at Oakland University, I worked directly with my mentor principals on targeted tasks and goals as defined by the ISLLC / ELCC Standards. Additionally, you will find evidence of my on the job professional learning as a teacher leader and an elementary school administrator.
As an Instructional Specialist, I had the unique opportunity to continue to hone my leadership practice by supporting teachers within their classroom and having a direct impact on students learning. Another positive benefit of working as an Instructional Specialist is the ability to lead and learn alongside classroom teachers. This allows me to develop leadership skills while staying current in educational research and curricular updates.
The focus of my work was in a couple targeted areas, in addition to my core work as Instructional Specialist:
- The first has been the continued implementation and support of our teacher evaluation system University of Washington's Center for Educational Leadership's (CEL) 5D+ Teacher Evaluation Framework. I served on the evaluation committee, participated in various training's with MASSP, and recently I continue to develop staffs proficiency in the domain of Assessment, specifically Formative Assessment, through the Michigan Department of Education's FAME (Formative Assessment for Michigan Educations) Project.
- The second area of focus has been to increase the use of Learning Targets and Success Criteria within the classrooms at Beverly Elementary School. I worked collaboratively with my Reading Specialist to provide "Just In Time" professional development within our structured PLC meetings to support classroom teachers in creating, evaluating, and using Learning Targets in their classroom.
As a Building Principal, I led Angell Elementary through a variety of initiatives to support teachers and improve student learning. The primary goal area that was identified through our comprehensive School Improvement Plan was the need to demonstrate improvement within the area of mathematics. Through the systematic use of AimsWeb, we created a school-wide calendar and an assessment plan to benchmark all students three times a year. This data provided a structured intervention for students who were not making growth. Students were supported in mathematics with our Title I Interventionist and Learning Specialist. Through Title I, we purchased researched based interventions in both Mathematics and Reading to support these identified students.
At Angell, I worked closely with the Special Education staff to develop a protocol to use during our weekly meetings where we could meet with teachers with a purpose of discussing students who were not making adequate gains. This protocol was used to collect data and established a point person to support the classroom teacher through Tier I and II academic and behavioral supports. Through this process, we decreased the number of students who were brought up for Special Education evaluation and therefore did a better job of identifying Special Education students and serving them through increasing high quality classroom instruction.
My experiences as a Building Principal and Instructional Specialist have both afforded me the opportunity to lead at the district, building, and community levels. While the primary focus in Birmingham had been teaching and learning using 21st century skills, development of RtI an effective PLCs for my school building, initiating and providing professional development, and engaging in various conferences and in-services. My focus in Berkley revolved around establishing effective systems of supports for students, leveraging Title I support, and working to decrease the number of students who were referred to Special Education, demonstrating an increase in math proficiency to specifically address our identified achievement gaps.
My previous experiences as an educator include teaching in Elementary and Middle School in Southfield Public Schools in Southfield, MI. My five years of experiences in Southfield helped me prepare for the diversity and challenges that lay ahead in my educational journey.