Scott James Dodd, M.Ed. Résumé

3945 Halifax Road – Wilmington, NC 28403 (910) 620-4016

• GOAL: Experienced professional educator with a diverse background
working with a wide variety of learners, curricula, and technology
seeking a senior administration role

Shared Mission/Vision Leadership Supervision of Curriculum/ Instructional
Budget Management/Supervision Teacher Evaluation/ Mediation
Stakeholder Communication Professional Development leading
DSS Child Custody Mediation Learner-Centered Instruction
School Safety Procedures Program Management
Differentiated Instruction Accountabilities (MTSS, IEP, AIG)
Differentiated Instruction Strategies (Acceleration, Tiered)
Data-based Decisions using data points including:
mClass, iReady, EVAAS, PowerSch, state testing, Teacher Working Conditions Survey

Instructional System Design Technology in the Classroom with respect for SAMR
Gifted Education/ ESOL Education Assessment (Formative & Summative)
Differentiated Instruction Common Core State Standards (CCSS) Accountability
Problem Based Learning Planning using Hess’s Rigor Matrix
Classroom Management Field Trip Planning/ Bus Driving
General Thinking Skills Athletic Coaching (Wrestling, Track & Field)

Current North Carolina Educator’s Professional License Areas
School Administration Class Code P
Curriculum Instructional Specialist Class Code M
Gifted Education Class Code A
Elementary Education (K-6) Class Code A

Additional Graduate Coursework: School Administration, AIG, and ESOL at UNCW 2013-2016
Master of Education, Curriculum/ Instructional Supervision 2007
University of North Carolina Wilmington- Overall GPA- 3.73/4.0
Thesis: “The Seventh Perspective: Coaching Fifth Graders toward Independence in Preparation for Mid. Sch.”
Bachelor of Science, Elementary Education, Taylor University, Upland, IN 1989
Certificate, TechLeader Digital Media Workshop, NC School of Science and Mathematics 2003
Certificate, Principals’ Executive Program for Charter Schools, UNC at Chapel Hill, Friday Center 2002

Gifted Education Specialist Carolina Beach Elementary, North Carolina 2015-Present
• Lead the assessment and evaluation of individual giftedness according to identification specifications
• Adapt the NC Standard Course of Study (SCOS) to address a range of advanced abilities
• Deliver professional development to instructional staff centered on differentiation and responsiveness
• Coach/collaborate with teachers on behalf of gifted students
• Advocate for a positive overall academic/intellectual culture school culture
• Deliver comprehensive AIG programs and services to meet academic, intellectual, social, and emotion
needs of gifted learners in all classrooms, grade levels, and settings

Academic Dean, Johns Hopkins University, Center for Talented Youth (CTY) 2005-2015
• Supervised and supported advanced academic program, ensuring student growth and professional development
• Coordinated the academic program of 250 students, nineteen classes, and forty faculty members
• Reviewed and facilitated pre and posttest instruments for all courses
• Oversaw faculty
• Served as a senior member of the site administration team
• Coached and encourage expert and new, content-strong instructors in a highly academic setting
• Edited and approved individual student narrative evaluations
• Wrote instructor evaluations, and provided constructive feedback
• Determined relevant topics, then created and presented professional development workshops
• Initiated contact and respond to parent questions and concerns
• Negotiate academic space requirements with host institution
• Coordinated field trip logistics including scheduling, food, and transportation
• Managed academic budget and collaborated with senior site administration regarding site budget
• Spoke publicly on behalf of the program

School Improvement Team Chair, Carolina Beach Elementary, NC 2008-2010
• Developed School Improvement Plan by collaboration and clarification, consolidated information
in one accessible location
• Facilitated dialog with faculty to solicit changes in instruction based on data

Vestry Member/ Junior Warden; St. John’s Episcopal Church, Wilmington, NC 2005-2008
• Negotiated the vestry’s administrative voice to express the mission of the church
• Advocated for the pre-school as an outreach asset to the church
• Organized community events and managed facility security analysis for procedural and structural improvements

Assistant Chair & Founding Board Member, St. John’s Episcopal Pre-School, North Carolina 2005
• Developed school’s initial by-laws collaboratively with other board member team
• Advocated preschool accreditation with the National Association of the Education of Young People (NAEYP)

Charter School Coordinator, Cape Fear Center for Inquiry, Wilmington, North Carolina 2001-2002
• Oversaw daily function of school operations and reported state-of-the-school to the board of directors
• Coordinated the work of the board, faculty, and parents on behalf of student learning
• Initiated and documented individual coaching cycles with teachers to improve instruction
• Coordinated faculty meetings and school’s procedural decision-making process
• Supported faculty with classroom management and student discipline learning
• Administered school-wide NC End-of-Grade (EOG) testing
• Created approved school procedural handbook policies for daily operations and emergencies

Search Committee Member, St. John’s Episcopal Church, Wilmington, North Carolina 1999-2000
• Collaborated with other committee members in an 18-month process to present three names to vestry
• Wrote, distributed, tallied, and presented the St. John’s Episcopal Church Survey (295 returned out of 650 -45%)
• Reviewed and recommended candidate resumes and profiles, and made observational visits to semi-finalists

Conference Co-Coordinator, Shrine Mont Conference, Orkney Springs, Virginia 1994-1995
• Administered week-long, 350 adult retreat from the mailing of applications to the analysis of final evaluations
using MS Access to organize payment, lodging, and workshop selection while ensuring special needs

Curriculum Support Instructor, Carolina Beach Elementary, North Carolina 2012
• Review student formative quantitative and qualitative data to recommend modification of instruction
• Document strategies to apply the rigor and relevance required of the Common Core State Standards (CCSS)
while coordinating dialogue with and between instructional staff members
• Peer evaluator and teacher mentor within school community

Elementary School Teacher, New Hanover County Schools, North Carolina 2003-2015
• Provided instruction based on the North Carolina Standard Course of Study (NC-SCOS)
• Created community of classroom learners centered on the Common Core and NC Essential Standards
• Articulated information, media, and technology skills as a subset of the full framework for 21st Century Learning
• Promoted specific meta-cognitive and general thinking skills in the context of life-long-learning
• Created inviting learning environment for diverse sets of learners
• Maintained documentation of Response to Intervention strategies and communication with parents
• Coordinated academic field trips and drive bus to reduce costs
• Conducted formal research- designed, gathered, analyzed data, reported, modified instruction
• Advocated successfully for $10,000 STEM grant for local research-grade weather/ energy analysis
• Proposed and received grant funding for interactive white boards

Special Education Teacher, Pender County Schools, North Carolina 2002-2003
• Maintained Individual Education Plan (I.E.P.) case load
• Created and delivered life skill instruction in Occupational Preparation (Occu Prep) student population
• Coached track athletes in field and hurdle events and drove bus for away meets

Instructor of Talented Youth, Johns Hopkins University, CTY, Maryland 2000-2001, 2004
• Developed/delivered intense, engaging instruction in geometry, logic, and data & chance for highly gifted students
• Wrote individual, detailed narrative evaluation letters regarding each student’s academic experience

Test Item Writer, CTP-4, Educational Testing Service (ETS) 2000
• Created test questions, answers and distracters for nationally-normed math reasoning and achievement test
• Collaborated with other item writers in the development of some test items

Middle School Teacher, Cape Fear Academy, Wilmington, North Carolina 1995-2001
• Designed and delivered instruction for math and science courses emphasizing practical, hands-on applications
• Created eleven by six foot ponds in the science classroom for two-week ecosystem studies
• Coached Math Olympiad and Science Olympiad competitions
• Applied for and received two-thousand dollar grant to establish ongoing entomology units
• Applied for and received grant funds to teach geometry utilizing a software (Geometer’s Sketchpad)
• Operated bus for frequent and relevant field trips
• Negotiated faculty conflict resolution by chairing the Faculty Assistance Team

Lay Eucharistic Minister, Cape Fear Region Episcopal Churches 1996-Present
• St. John’s, Wilmington, St Andrew’s on the Sound, Wilmington, and All Souls, Northwest

Middle School Teacher, Virginia Beach City Public Schools, Virginia 1993-1995
• Delivered math and science instruction using the VA SCOS in an inclusive classroom setting

Parenting Class Facilitator, Systematic Training of Effective Parenting (S.T.E.P) 1994
• Lead parenting workshop including instruction of content and problem solving strategies
• Negotiated effective solutions to ongoing parenting issues within the groups

Advanced Elementary Teacher, St. John’s School (IB), Tumon, Guam 1990-1993
• Prepared advanced 4th, 5th, and 6th graders for International Baccalaureate high school math program
• Coordinated collective opinion as President of the Faculty/Staff Council

Houseparent/ Coach, Rabun Gap-Nacoochee School, Rabun Gap, Georgia 1985-1990
• Mentored twenty-four high school boarding students at the school where the Foxfire program began
• Established and coached wrestling program that has continued to flourish
• Assessed and scheduled campus grounds maintenance needs, and facilitated student-work program

• Visionary Leadership
• MS Office (Word, Excel, PowerPoint, Access, and Front Page)
• Education Software (Powerschool, mClass, Kahoot, Lego¬¬® Mindstorms,Google Classroom, BYOD)
• Social Networking (EduBlog, LinkedIn, Twitter, Instagram, Google+, Facebook, Skype[scott-dodd])
• Presentation Software (MS PowerPoint, Animoto, Voice Thread, YouTube, Prezi, Poll Everywhere,
Survey Monkey, Lego® Mindstorms, WeVideo)

• National Association for Gifted Children (NAGC) 2015-Present
• Association for Supervision and Curriculum Development (ASCD) 2000-Present
• Best Supporting Teacher, Carolina Beach Elementary, NHCS, North Carolina 2016
• School Leaders Licensure Assessment: SLLA (1010) 2009
• Praxis II Educational Leadership Administration & Supervision (0410) 2004
• Distinguished Service Award- Ten Years, Johns Hopkins University Center for Talented Youth 2013
• Gates-Howard Award recipient for Outstanding Athlete of the Year, Taylor University 1981
• Gaebelein Award recipient for best influence within the school, The Stony Brook School 1977
• Guam Olympic Wrestling Coach, Guam Amateur Wrestling Federation 1992
• Full Spouse member of the Carolina Yacht Club, Wrightsville Beach, North Carolina 1998-Present
• Class B North Carolina DMV Commercial Driver License with M-P-S endorsements 1996-Present
• Placed seventh in NAIA National Wrestling Championship, Edmond, OK 1981
• Raised as a faculty child on the boarding school campus of The Stony Brook School, L.I., New York
• Travel: Australia, Canada, Germany, Guam, Jamaica, Mexico, Saipan, Samoa, Okinawa, and 34 states of the USA

Keep Track of Student Independent Reading by Using the Three-Way-3-by-5 Card Method

3-by-5 cards are really fun, and a great resource for learning in many different creative ways. Have you thought about what can you do to learn using a 3-by-5 cards?

One use I have figured out to help students with their independent reading is what I call the Three-Way-3-By-5-Card Method.

I want my students to choose to read, and to show me their efforts.  I also want them to capture the new and interesting words they encounter, and I always want them to be able to get back to the page they left the last time they closed the book, so this method is an easy way for students to  document and administer their reading accurately and handily using a simple 3-by-5 card. It all makes reading easier, so students are more likely to choose to read more often.

First, I teach students to get into the habit of having a 3-by-5 card and pen in hand whenever they read.  On one side of the card the students make four columns along the five-inch width of the card. The columns are titled; Date/ Time/ Title/ Duration. That is, D/T/T/D, which is easy to remember. Eventually, the students will begin to put the title and author at the top of the card once along the three-inch edge to have room to document Date/ Time/ and Duration more times.

On the other side of the card, the students are ready to jot down challenging words they come across. It is important to include the page number to find the word again later. Often times the meaning of the words can be determined well enough from the context, so I do not have a rule forcing the students to stop and look up every new word. It is upon review of the list of new words, after the book is finished, that the students will determine whether they need to look up words.

All the while, the three-by-five card serves as a handy book mark, and ready straight edge for underlining, if underlining is permissible. There is the Three-Way-3-By-5 Card. When the book is finished, the students turn the cards in for credit, and eventually, the cards go back to the students. We discuss the words found. We discuss the story or information using the words as a jump-off point, and the books come more alive between us.

If you try this method with your students at school or your children at home, I would be interested in knowing how it worked. I would love to hear your feedback, so I encourage you to leave a comment.

We are at the beginning of the new school year. It ia a geat time to incorporate The Three-Way-3-by-5-Card independent reading method!

Back attack: A new card game I invented using a standard set of playing cards

Here are the directions to a new card game I invented. It is fun, and I would like your feedback. Try it out! Let me know. I think it can teach students how to create strategies in new and novel ways.

Back Attack

A new trick-winning game for three to six players using a standard deck of cards


  • Setting up the game
    • Dealer deals out cards, face down, to players evenly.
      • Left-over cards serve as a blind, additional hand until exhausted.
    • Each player must privately arrange cards accordingly:
      • Descending order, left to right, from Aces to threes,
      • Descending suites within each similarly valued cards,
        • left to right spade, heart, diamond, club,
      • Twos distributed according to arranging player’s choice.
    • Each player passes the arranged hand of cards to the player to the right face down.
    • Each player never sees cards in-hand until each card is played.
      • Each player fans cards out- face out- looking at the backs of the cards.
      • Each player can see the cards of all the other players, but not the cards in hand.
  • Play begins
    • The player to the right of the dealer goes first by choosing a card in hand, but not seen, knowing the higher cards are to the right, and the lower cards are to the left.
    • The next player to the right plays a blind, in-hand card knowing values increase to the right, and knowing all the other players’ cards.
    • Each player plays one blind card each round.
    • Any left-over card due to the number of players playing, is played blind last with the potential to win the round.
    • The player with the highest valued card wins the trick.
      • If the left-over card wins, the trick is discarded.
    • In subsequent rounds, the dealer is the player to the right of the last dealer.
  • How tricks are won
    • With aces and spades high, all the cards have a unique sequential value.
    • The highest-valued card wins the trick. Any card may be played any round.
    • The twos are all distributed throughout the unplayed cards in-hand.
    • The lowest of all cards, the two of clubs, is wild, and is therefore the highest card.
  • Sample strategies of play
    • Each player may attempt to win tricks using the lowest cards possible.
    • After playing a blind card, a player knows that the all the cards to the right are higher than the played card, and that all the cards to the left are lower- except for possible twos.
    • Each player can figure the number of twos in-hand by counting the other, exposed twos.
    • In the first few rounds, players can sample their hand by choosing cards according to position.

I wrote a Poem based on a borrowed Sentence. Thank you David Scheinker.

Cats Cats Fight Fight.

I had a cat.

She fought a cat.

The cat she fought

Fought her back.

Cats cats fight fight.

But  it is not just that cats cats fight fight…

My neighbor’s dog

Bit a dog

That bit him back,

And so now I know- Dogs dogs bite must bite.

I look around and learn:

Countries countries cheat cheat,

And- People people hurt hurt,

Leading children children hate to hate.

But, so- Lovers lovers love love.

And-  Friends friends befriend befriend.

Certainly- Believers believers believe believe.

So then- Experience experience wields wields.

And in the end- Hope true hope heals heals for Good.

                                               Scott Dodd

                                               March 10, 2012

Teaching Moments

I teach moments, and I float papers to students to do so.

From day-one of the school year, whenever I distribute paper to individual students in class, the students reach out to receive the pages and I give the paper a slight, early push. The paper glides for a moment into each student’s hand. For a while those floating moments go unnoticed, until one day, one of the students will glance up in recognition and delight in the moment we just shared between the giving and the taking of the paper. Other students soon notice, too. Eventually one of the students will say, “Why do you do that, Mr. Dodd?” and at that point I have earned the opportunity to explain.

I tell my students about my high school classmate, Bert Raddock, who taught me the notion, “If you can’t think big, think fast,” which I get them to agree is good advice-especially the “think fast” part. Then I go on to explain to my inquiring students that I float the papers to them to give them a concrete example of hidden moments they really need to use. “In fact,” I tell them, “even if I did not float the papers, there would still be a moment between the giving and the taking of the paper, and the same moment is there when you talk.”

Now here is the point. The students need to identify and learn to exploit that moment between the instant they think of something to say and instant they decide to say it or not. There is always time in there to think and make a decision. Using that “floating”moment of thought takes practice because it is an elusive moment for young minds to recognize, but the paper makes it real. Even some of my second graders get the idea. My fifth graders begin to perfect it.

Once we have had the floating moment discussion in class, I tell them that I do not need to float papers any more, but they usually convince me to continue the float, and I am glad, because it is fun to do, and it reinforces the point they need to remember: Think before you speak.