Matthew I. Janger Education University of Michigan, School of Education Ann Arbor, Michigan PhD Educational Foundations and Policy, 2006, Dissertation Title: How does reform happen? ‘Organizational sensemaking and school reform: An interpretive case study. ‘MA Educational Administration and Policy, 1998, ‘© Rackham Honor Guard, 2006. Rearick Fellowship in Educational Administration, 2000 & 2001 ‘outhfield Partnerships for Education, Outstanding Higher-Education Partner, 2000. Yale School of Organization and Management New Haven, Connecticut ‘MBA Public and Private Management, 1992. ‘Teaching Assistantships in Individual Decision Making, Data Analysis and Statistis. Letters of Recognition in Economics, Policy Modeling, Management of Quality, Individual Decision ‘Making, Data Analysis and Statistics, Advisory Board Yale School of Management/New Haven Public Schools Partnership. Outreach Management Consulting Group, Internship Fund Fellowship for Project HOPE, Hungary. Williams College Williamstown, Massachusetts BA English, 1985, © Emergency Medical Technician-MA, 1983-1985. Employment Arlington High School Arlington, Massachusetts 2013-present Principal. Instructional leader for a high-performing high schoo! of 1400 students. Implemented data driven school improvement process focused on academic achievement, cultural proficiency, social-emotional learning, inclusive school climate, and tiered systems of suppor. ‘+ High performing school: MA Level 1, US News rankings inthe top 25 in MA over 7 years, top performing, MA high school in the Programme for International Student Assessment. ‘© Leadership Team for High School Building Project with Massachusetts School Building Authority through Eligibility, Educational Program, Schematic Design, Override, Detailed Design, and Phase 1 Construction + Led technology initiative focused on inquiry, engagement, and achievement including Maker Space, 1:1 ‘grants, Bring Your Own Device, Google Apps, MOOCs, and Interdisciplinary Design Thinking Certificate ‘© Led initiative focused on diversity, equity, and inclusion through data collection on bias, staff taining, student training on interrupting bias, Wellness Day, Inclusion Day, and Anti-racism Working Group. ‘© Developed tiered systems of support through staff training, data driven planning, transition and evaluation program, transition program, program for students with chronic or complex health issues. expanded programming for social emotional disabilities, and the adoption of Collaborative Problem Solving, + Promoted positive relationships and an inclusive community through advisory program, house structure, expanded Student Council, student leadership, expanded clubs, Captains Council, and Xblock. + Promoted global education through international travel programs, international partnerships, student exchange, Seal of Biliteracy, and Interdisciplinary Global Competency Certificate program.Mount Desert Island High School Bar Harbor, Maine 2009-2013 Principal. \nstructional leader for a regional high school of 530 students Engaged in a process of priority setting and self-study culminating in a five-year plan to adopt proficiency based assessment and differentiated instruction. As a consolidated school district, Principal works direcily with MDIHS school board. Developed and supervised all aspects of annual $9 million budget and capital planning Competed with public and independent schools for 20% of students under local school choice. Conducted successful self-study for NEASC Accreditation, Developed daily program of student advisory groups to build school relationships and culture. Initiated inquiry-based graduation requirement for senior projects and annual public exhibition. Initiated a systemic response-to-intervention model for student support. Focused professional development and evaluations on differentiated instruction. Ann Arbor Public Schools Ann Arbor, Michigan 2001-2009 English Teacher. Huron High School. Diverse, comprehensive school for 2400 students, 2003-2009 ‘Taught 150+ students in English 9, English 10, Short Readings, and British Literature. Developed Interdisciplinary Block Team with Asian Civilization and Law teacher. Faculty Advisory Committee: liaison between faculty and administration, District Strategic Planning: developed action plans for district-wide improvement. National Honor Society faculty sponsor. Won Ann Arbor Foundation Grants for Intergenerational Poetry Project, 2003-2008. Partnership with 826 Michigan, a non-profit tutoring and writing center. Supervised student teachers from the University of Michigan, Principal. Wines Elementary School. Instructional leader in K-5 school for 350 students. 2001-2003 Led school-level implementation of Balanced Literacy program, Developed life skills curriculum, Coordinated data-driven school improvement and planning, Raised achievement scores. Self-contained, hearing-impaired, dual-impaired, total-communication classroom. ‘Special emphases on parent involvement, student inclusion, and professional development. District Evaluation Improvement Committee University of Michigan Ann Arbor, Michigan 1995-2001 Graduate Research Assistant. Center for improvement of Early Reading Achievement (CIERA). 1999-2001 Design team member in three-year study of school improvement in 11 schools, Co-facilitated case study in ‘one elementary school. The CIERA school change model provided financial support fora facilitator and access to web-based professional development materials on school improvement and effective literacy instruction Facilitator, University of Michigan Challenge Program 1999-2001 Facilitated corporate and nonprofit groups in experiential eambuilding program using adventure learning techniques such as problem solving initiatives and high ropes course Graduate Student Instructor. University of Michigan School of Education Teaching and Using Literacy Across the Content Areas. Undergraduate course. Winter 2000 Research and Educational Practice. Graduate course, Fall 1999 Graduate Research Assistant. Study of Instructional Improvement. 1996-1999 Design team member in six-year multi-method study of leading school-level reform models in 150 schools.‘Analyzed research on over 50 whole-school instructional interventions. Contributed to the conceptual framework for the study of intervention designs. Conducted pilot fieldwork and instrument development. Senior Research Associate. Consortium for Policy Research in Education (CPRE). 1995-1996 ‘Coontinated a federal study of responses tothe 1994 reauthorization ofthe Elementary and Secondary Education Act. Responsible for design of data collection, management of fieldwork, reporting, analysis, and the final report. The study examined compensatory education in four states through state-level interviews: ‘ease studies in three districts and six schools in each state; and observations of Title 1 instruction, Policy Studies Associates Washington, District of Columbia 1992-1995 Research Associate. Education policy research firm. Responsible for research, analysis, and management of studies in education. Oversaw qualitative and ‘quantitative research. Contributed to fieldwork, case studies, presentations, and reports. Supervised ‘quantitative data collection and analysis including surveys, assessments, database design, and multivariate analysis. Major research areas include: ‘School reform: topics include multi-age and ungraded instruction, experiential education, mentoring. education ofthe disadvantaged, residential schools, public school choice, staf development, altemative assessment, educational standards, and continuous School improvement, ‘Technical assistance: (1) review of technical assistance programs supported by the U.S. Department of Education; 2) three-year evaluation of direct assistance provided by the Chapter I Technical Assistance Centers and Rural Technical Assistance Centers to schools identified for Chapter | program improvement in nine experimental sites. School-college-community collaboration: (1) Student Literacy Corps, three-year evaluation of federal program supporting service-learning courses in colleges and universities; (2) The Pew Charitable Trusts, Community Compacts for Student Success, three-year evaluation of national program aiming to improve the college enrollment and completion rates of disadvantaged youth through consocia of publi schools, higher education, and community organizations; (3) Knight Foundation, Excellence in Education, one-yeat evaluation of national program encouraging K-16 education reform through higher education and public school collaborative project. Title Chapter 1: (1) synthesis of findings on Chapter 1 program services forthe National Assessment of Chapter I; (2) analysis of Chapter 1 school improvement plans; (3) study of the interaction of state systemic reforms and Chapter 1. Homeless education: two repors evaluating state plans forthe education of homeless children and youth in response to the federal McKinney Act. City College of New York New York, New York 1993-1997 Independent Consultant. Conducted 2 three-year quantitative evaluation of student outcomes associated ‘with an experimental introductory writing course designed to replace CCNY"s traditional remedial and introductory program. New Haven Public Schools New Haven, Connecticut 1991-1992, Consultant. Facilitated development for the Social Development Project of organizational strategy, program structure, and materials for implementation of a mentoring program in the system of 43 schools. Project Hope Budapest, Hungary Summer 1991 Summer Intern, International healthcare development organization Represented Project Hope in Hungary. Opened the Hungarian office in the Ministry of Welfare. Created orientation materials for visiting doctors and consultants on the Hungarian healthcare system.High Mowing School Wilton, New Hampshire 1988-1990 ‘Standards Chair and English Teacher. Independent secondary School. Chair of Standards Commitee: similar to Dean of Students, oversaw school discipline. ‘Taught Freshman English and Senior Seminar in Romantic Poetry Head Dormitory Counselor in the boys’ residence, Advised 6 students. ‘Ad Hoe Committee on Residential Life: redesigned the residential program. Student-Faculty Committee: liaison to student body. Organized new Senior Orientation Trip and all-school Projects Week. Created Ski Program, Outing Club, Newspaper, Snack Bur, and Music Room. Landmark School Prides Crossing, Massachusetts 1987-1988, Teacher. Independent secondary school for dyslexic students ‘Taught 6 periods of diagnostic-prescriptive language classes and tutorials. Residential duty. Taught adventure courses and rock-climbing, Massachusetts Public Interest Research Group Cambridge, Massachusetts 1986-1987 Assistant Director, Cambridge canvas office. ‘Trained and directed staff of 15 in fund-raising campaign for hazardous chemical clean-up and use reduction, Farm and Wilderness Foundation Plymouth, Vermont ‘Summers 1983-1989 Outdoor Program Director and Counselor. Summer camps. Directed overnight wilderness trips and outdoor education including hiking, rock climbing, canoeing, and natural science. Employed different summers at both the camp for boys, Timberlake, and the camp for girls, Indian Brook. Served as Carpentry Instructor, Song Leader, and Cabin Counselor. MacNeil-Lehrer NewsHour New York, New York 1985-1986 Public Relations Intern. National public television news program. Developed a network of contacts to promote the NewsHour through local media. Participated in all aspects of story development and production Personal Certifications. Superintendent Certification. Administrator Certification K-12. Teacher Certification in Secondary English and Social Studies. MEPID 53398261, Tier 2 Training, Collaborative Problem Solving. Think:Kids, Massachusetts General Hospital, 2020, Global Citizenship Development Program. Education First, Panama, 2019, President. Middlesex League Principals Association, 2017-2019, Performances. Acadia Community Theater, Mount Desert, Maine, Is a Wonderful Life, 2009. ‘The Big Read, Bar Harbor, Maine, Jack London and Beowulf 10 Buck: Beasts in Literature, 2009, ‘Bums Park Players, Ann Arbor, Michigan, Annie Get Your Gun, 2008-2008. Professional Management Committee. Maine Principal's Association, 2010-11 Board of Directors. Community Day Care, Ann Arbor, Michigan, 2008-2009. Associate Fellow. The Institute forthe Study of the African-American Child (ISAAC), Wayne State University, Detroit, Michigan, 2008-2009. Guitar, Songwriting, Hiking, Mountaineering, Rock Climbing, Sailing, Canoeing, Skiing, and Running, Columbus Marathon, 2000.Selected Reports, Publications, and Presentations Janger, MI. (2007). How Does Reform Happen?: Organizational Sensemaking and School Reform: An Interpretive Case Study. Doctoral Dissertation, University of Michigan, Ann Arbor, Ml. Janger, MI. (2000). Organizational Sensemaking and School Reform: A Case Study. New Orleans: Paper presented at the National Conference of the American Education Research Association, Janger, MJ. (1997). A Statistical Analysis of Student Progress and Achievement in the Pilot Writing Project at City College of New York. Ann Arbor, MI: Prepared for the City College Writing Program, Reisner, E., Pringle, B.,Janger, ML, and Wimberly, G. (1995). Community Compacts for Student Success: ‘Summary Report on Year One of the National Evaluation. Washington, DC: Policy Studies Associates. Janger, M. I, (1995). Sustaining Service Learning in Higher Education: Lessons from Continuing Student Literacy Corps Projects. Washington, DC: Policy Studies Associates. ‘Anderson, L., Janger, ML. and Panton, K. (1995). An Evaluation of State and Local Eiforts to Serve the Educational Needs of Homeless Children and Youth. Washington, DC: Policy Studies Associates. Pechman, E.M.,Janger, M1., OBrien, EM.,and Hoppe, M. (1994). National Science Foundation Directorate for Education and Human Resources: Notebook of Major Programs and Activities. Washington,DC: Policy Studies Associates ‘Haslam, M.B., Janger, M1, Laguarda, K.G., Panton, K., and Pringle, B. (1994). A Review of Technical Assistance Programs Supported by the US. Department of Education. Washington, DC: Policy Studies Associates, Anderson, L.,. Panton, K., Janger, M.L,et al. (1993). State Plans for the Education of Homeless Children and Youth: A Summary and Analysis Report. Washington, DC: Policy Studies Associates, 1993. Leighton, M.S., Laguarda, K.G., Janger, MI.,et al. (1993). Summer Staff Development Programs, Washington, DC: Policy Studies Associates. Leighton, M.S., Laguarda, K.G., Janger, MJ.,et al. (1993). Summer Programs for the Disadvantaged. Washington, DC: Policy Studies Associates. Pringle, B., Rubenstein, M.,and Janger, M.I. (1993). Chapter 1 Program Services. Washington, DC: Policy Studies Associates, ‘Tumbull, BJ, Russo, A.W.W.,.Pechman E.M., Chimerine, C:B., and Janger, MI. (1992). Analysis of Chapter I Program Improvement Plans. Washington, DC: Policy Studies Associates. Janger, ML, and Sadlon, E.A. (1992). Mentoring Program Handbook. New Haven, CT: Prepared for the New Haven Public Schools. Janger, M.L., Morduch, C., Morgan, H., and Nash, N. (1992). Eli Whimey Museum: Business Plan. New Haven, CT: Prepared for the Eli Whitney Museum,