Angela Mansfield’s professional objective is to be an integral part of making schools into the social equalizers they can be. She believes that leadership sets the tone for student achievement. Effective leadership is able to bring educators together toward a learner-centered philosophy, thereby creating a common goal of learning and achievement for everyone involved. Strong, culturally responsive leadership will guide educators to effective, research-based instruction and assessment practices. With this type of commitment, Angela believes that it is completely possible to mitigate existing opportunity gaps created by an historically traceable education debt.
Angela has had the unique opportunity to enjoy a range of positions across the entire education system, including classroom teacher, traditional district and school leadership, founding executive director of a charter school, contracted education consultation, higher education, and currently in state government. Her leadership and professional experiences, combined with a graduate school focus on education policy, leadership, and literacy, have also developed Angela’s voice and passion to influence and guide equity and reform in education.
I believe that literacy is the key to unlocking the “Achievement Gap” and that guiding teachers to effective, research based literacy and assessment practices will make this happen. My classroom and leadership experience combined with my graduate school focus in literacy education has prepared me to pursue advanced leadership positions in my field, as well as influence and guide reform in education. My professional objective is to demonstrate my strength and success in literacy instruction, classroom management, and leadership skills, by effectively promoting reflection, change, and continuous improvement in literacy instruction at the classroom, school and district levels. • Experience in conducting, interpreting, and analyzing a variety of literacy assessments • Knowledge and application of current theories and research in literacy and instruction with connections to comprehension, writing, and technology • Success working with diverse adult and child learners • Excellent repertoire of classroom management strategies and skills as well as effective literacy instruction strategies and skills • Ability to break down difficult concepts and differentiate instruction to meet each learner’s individual needs. • Demonstrated leadership, collaboration, and coaching skills at the school, district, and out of district levels. Specialties: Lesson design, professional development, literacy instruction, reading
2007 M.Ed., Literacy Education, University of Minnesota
1997 Elementary Ed. 1-6, University of St. Thomas
1995 B.A., Afrikan Studies, Franklin & Marshall College
1995 B.A., French, Franklin & Marshall College
