Dan L. Miller, a suburban, Chicago resident, graduated from Northwestern University with a bachelor’s degree in English/Speech Education and from Northern Illinois University with a master’s degree in Curriculum/Supervision and a doctorate degree in School Administration. Dan has worked in public schools as an English/Speech teacher, a dean of students, a principal, and an assistant superintendent for curriculum/personnel. He edits educational materials and writes nonfiction, fiction, and poetry and has published books and numerous articles in various professional journals.
1982 Doctor of Education, Educational Administration, Northern Illinois University, DeKalb, Illinois.
1978 Certificate of Advanced Study, Educational Administration, Northern Illinois University, DeKalb, Illinois.
1972 Master of Science, Curriculum and Supervision, Northern Illinois University, DeKalb, Illinois.
1970 Bachelor of Science, Secondary Education, English Major, Speech Minor, Northwestern University, Evanston, Illinois.
1967 Diploma, German Language and Culture, University of Salzburg, Salzburg, Austria.
1966 Diploma, Oswego Community High School, Oswego, Illinois.
2008-Present—Retired. Editor and education consultant. Pursues interests related to family, reading, writing, music, movies, and physical fitness.
1990-2008—Assistant Superintendent; Curriculum, Personnel, Assessment; Berkeley School District #87, Berkeley Illinois.
1989-1990—Principal, Northlake Middle School, Northlake, Illinois, Berkeley School District #87.
1988-1989—Principal, Twin Groves School, Buffalo Grove, Illinois
1982-1988—Principal, Thomas Jefferson Junior High School, Waukegan, Illinois.
1979-1982—Dean of Students, Larkin High School, Elgin, Illinois.
1977-1979—Dean of Students, Niles East High School, Skokie, Illinois.
1970-1977 —English/Speech Teacher, Wheaton Central High School, Wheaton, Illinois.
2008-Present—Serve as an educational consultant on curriculum issues and write and edit curriculum materials.
1990-2008—Served as Assistant School Superintendent for School District #87 in Berkeley, Illinois. Developed and wrote the curriculum for all segments of the district’s learning and procedural programs for a district that had no structured or documented curriculum. Developed unique learning programs such as a computer-monitored, individualized reading program; a math program with technology-based accountability, a math lab program at the middle schools, an electronic piano music program for middle schools, a fitness- based physical education program; and a middle school speech and drama program. Developed and supervised the district technology program, created and maintained the district website, created and maintained the district curriculum server, and developed both a district-wide computer curriculum and a middle school computer math lab curriculum.
In the Assistant School Superintendent Tasks page I describe most tasks I routinely undertook during the course of a typical school year in the position. The page can also serve as a guide to the tasks undertaken by assistant superintendents in similar positions. (I have displayed the Assistant School Superintendent Tasks page below, after the Résumé.)
1989-1990—Revitalized a low-functioning middle school creating improved staff morale, improved academic achievement, and greater student and staff accountability.
1988-1989— At Twin Groves School I played a significant role in developing and supervising the Novels Studies Program and the teaching of composition in the computer lab. I also wrote the goals and objectives, hired the teacher, and developed a new oral communications program.
1982-1988—At Thomas Jefferson Junior High School I initiated the following programs: Advisor/Advisee Homeroom, Assertive Discipline, Computer Lab, In-School Suspension, P.T.O., Alternative Learning Center, a School-Wide Incentive Program, a Gifted Magnet School, and a Teacher Recognition program.
1988—Served as a recruiter for the Waukegan Public Schools.
1987—Honored with the Waukegan Public Schools’ Distinguished Service Award.
1987—Selected for inclusion in Who’s Who in American Education.
1986—Published numerous articles in professional journals.
1986—Conducted in-district workshops on effective teaching.
1983-1985—Determined long and short-range financial goals and formulated the budget for Waukegan District #60 as a member of the Budget and Finance Committee.
1982-1984—Developed Waukegan’s Competency Based Education program as a member of a district-wide committee.
1982-1988—Evaluated and revised curriculum proposals as a member of Waukegan’s Curriculum Council.
1982—Published a doctoral dissertation titled Effect of a Program of Therapeutic Discipline on the Attitude, Attendance, and Insight of Truant Adolescents.
1982—Lectured at a conference cosponsored by Northern Illinois University’s departments of Curriculum and Supervision and Library Science on the topic “Contributing to Personal and Social Growth of Children and Youth Through Literature.”
1979-1982—As Dean of Students at Larkin High School I administered discipline, supervised the attendance program, directed the school’s pupil services team, managed building supervision and security, directed student activities, scheduled use of the building and chaired the library department.
1980—Developed at Larkin High School an experimental program of discipline based on cognitive input and a variety of therapeutic techniques that significantly reduced truancy and suspensions.
1980-1982—Conducted seminars on discipline as part of the Department of Counselor Education’s program of discipline workshops at Northern Illinois University.
1977-1979—As Dean of Students at Niles East High School I administered discipline, supervised the attendance program, and served as the district’s truant officer.
1975-1977—Lectured undergraduate classes at Wheaton College on teaching methods and test development.
1974—Developed a curriculum for gifted students as part of a district- wide committee in Wheaton.
1970-1988—Officiated wrestling for eighteen years as a member of the Illinois High School Association.
1970-1977—Taught English and Speech at Wheaton Central High School. I also coached wrestling, sponsored the school’s literary magazine, and developed and taught the African American Literature course.
1969—Selected as a member of the Outstanding Juniors at Northwestern University.
1969—Elected President of the School of Education Student Advisory Board, Northwestern University; Member 1967-1970. I played a significant role in establishing pass/fail grading and in evaluating and refining Northwestern’s experimental Tutorial and Clinical program of teacher education. I also organized and administered Orientation Week for incoming freshmen.
1968—Toured Mexico as a part of a Sigma Nu Fraternity-sponsored summer experience.
1967—Studied and traveled abroad. Toured Europe and studied German language and culture at the University of Salzburg, Salzburg, Austria.
1966-1970—Held fraternity offices as a member of the Gamma Beta chapter of Sigma Nu Fraternity at Northwestern University.
ASSISTANT SCHOOL SUPERINTENDENT TASKS
• Carry out all aspects of the Curriculum Review process.
• Update information as needed on district web site pages.
• Monitor curriculum area budgets, staff development accounts, and grant funding.
• Conduct Macintosh technology team meetings to review curriculum-related technology issues.
• Work with the principals and the Curriculum Supervisor to monitor the effectiveness of all teachers.
• Work with the principals and the Curriculum Supervisor on interventions with ineffective teachers.
• Work with the principals and the Curriculum Supervisor to monitor the effectiveness of all programs.
• Work with the principals and the Curriculum Supervisor on observations and/or interventions with programs that need attention.
• Review on-line Accelerated Reader and Accelerated Math reports to monitor reading and math progress throughout the district.
• Work with the Curriculum Supervisor to oversee all staff development programs and the University 87 program.
• Oversee implementation of the District Improvement Plans.
• Chair or attend and participate in all assistant principal meetings throughout the school year.
• Prepare agendas and content for all principal meetings throughout the school year.
• Regularly report on the progress of Curriculum Committees at principal meetings and discuss issues of concern or issues that call for principal input.
• Regularly deliver oral reports at School Board meetings on the progress of Curriculum Committees, current curricular issues, and assessment progress.
• Work with the District Library Coordinator to oversee implementation of the district library services program.
• Meet with Lead Teachers for feedback on the Lead Teacher program and to discuss needs and priorities.
• Review the digital video collection and the support materials on the Curriculum Server and update as needed.
• Review with the Technology Team the need for and the purchase of software for the academic environment. Rule on requests for school or classroom-based academic software purchases.
• Work with college and university representatives to place student teachers and clinical observation students.
• Oversee curricular pilot programs.
• Identify needs for, structure, and oversee all summer curriculum projects.
• Manage the interview/hiring process.
• Assign mentors to newly hired teachers.
• Oversee materials order completion.
• Review year-end reports from principals. Prepare memos to review with principals regarding reading growth, math growth, and curriculum logs.
• Update/write curriculum guides to reflect program changes and new programs.
• Update the Curriculum Server with new and revised materials.
• Update all necessary areas of the district web site for accuracy and timeliness.
• Remind principals of the updates they need to make to their school web sites and the need to oversee the creation and updating of staff web pages.
• Review Terra Nova and ISAT test scores and prepare memos for principals outlining test areas for improvement.
• Review all Terra Nova scores and prepare Reading Retention Report for principals.
• Review all Terra Nova scores and prepare Gifted Student Roster for principals.
• Work with the Curriculum Supervisor and publishers’ consultants to determine new program and new procedures staff development needs for the year and set workshop dates.
• Plan with the Curriculum Supervisor all Teacher Institute Days, University 87 workshops and activities, and other staff development activities.
• Write the annual curriculum update memo detailing all changes in curricular programs and procedures.
• Plan and implement the new teacher orientation program.
• Plan and implement orientation and inservice for aides, substitute teachers, and new mentors.
• Conduct workshops for all new programs and procedures involving appropriate groups of staff.
• Review feedback from principals on the Reading Retention Report and revise the report for each school.
• Review feedback from principals on the Gifted Student Roster and revise the roster for each school.
• Review each teacher’s schedule to ensure that they have scheduled their classes according to the Allocated Time Chart in the Curriculum Handbook.
• Work with principals and building staff to restaff the Instructional Planning Committee.
• Initiate regular Instructional Planning Committee meetings by the beginning of October.
• Commence meetings for all Curriculum Committees by the beginning of October.
• Chair or attend and participate in all Curriculum Committees.
• Research and develop background information for all Curriculum Committees.
• Order materials for the curriculum review process. Arrange with publishers’ consultants for pilot curricular materials or sample curricular materials for review and evaluation.
• Evaluate curricular needs and purchase from the Curriculum Development account those supplies/materials that may be needed that were not ordered during the ordering process.
• Work with the Textbook Inventory and principal input to supply textbooks and materials that were mistakenly not ordered or that need to be ordered for increased enrollment.
• Review with principals the District Improvement Plans so everyone knows their responsibilities and knows what data to collect.
• Research, outline, and prepare for the Annual Testing Report.
• Write the Annual Testing Report, prepare handouts for the School Board, post the report on the Curriculum Server, and prepare memos for the principals and staff. Deliver a formal presentation of the Annual Testing Report results to the School Board.
• Oversee implementation of November ISAT practice tests to ensure effective and thorough implementation.
• Work with the district library coordinator to utilize funds from the annual Library Grant.
• Process the Illinois Textbook Loan Program requests.
• Store all old application files. Shred stored application files.
• Set up the district web site for the new application/hiring cycle.
• Monitor and take notes on applications as they are submitted. Review and make note of Ventures Profiles for all applicants.
• Memo building administrators and set up a recruiting schedule for March/April.
• Register administrators for spring recruiting.
• Complete evaluations of those needing to be evaluated.
• Prepare School Board presentations for curriculum adoption proposals.
• Oversee implementation of January ISAT practice tests to ensure effective and thorough implementation.
• Update the Textbook Inventory, Bilingual Textbook Inventory, and the Testing Inventory.
• Work with administrators and consider needs created by Curriculum Committees to develop the curriculum department budget.
• Create budgets and ordering information for newly adopted materials.
• Work with principals to create budgets and ordering information for Start-Up classrooms. Consider using materials from other schools that may be closing a section.
• Work with the library services coordinator to develop the annual library budget.
• Work with the Macintosh technology team to determine curricular- related technology needs for the coming school year.
• Manage the recruiting process and cover several recruiting assignments.
• Update or rewrite District Technology Plans as needed.
• Post jobs as openings occur.
• Review candidate application files and Ventures Profiles to set up interviews for principals.
• Review videotaped candidate interviews prior to scheduling a second interview.
• Conduct second interviews and manage the hiring process.
• Memo principals regarding year-end reports and procedures.
• Ensure that physical fitness testing is completed district-wide as noted in the Physical Fitness curriculum guide. Review results and provide feedback to principals.
• Work with the Curriculum Supervisor to ensure that requested year-end reports are submitted and are accurate and complete.
• Oversee implementation of annual library services survey, review results, and follow up as needed.
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