Arthur L. Petterway, PhD

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1 VITAE Arthur L. Petterway, PhD Wilhelmina Delco Building, Suite #203 Office: (936) Fax: (936) Cell: (832) EDUCATION Prairie View A & M University August 2007 Member of the Texas A & M University System Prairie View, Texas Doctor of Philosophy Educational Leadership Dissertation: A Mixed Method Analysis of the Impact of High Stakes Testing on English Language Learners in Major Urban High Schools in Texas Prairie View A & M University May 2003 Member of the Texas A & M University System Prairie View, Texas Principal Certification Prairie View A & M University August 1999 Member of the Texas A & M University System Prairie View, Texas Masters of Education Educational Administration Dillard University New Orleans, Louisiana Bachelor of Arts Biology Arthur L. Petterway, Ph.D. VITAE Page 1

2 CERTIFICATIONS Administrator Principal Certified Online Instructor Texas Certified Instructional Leadership Development (ILD) Trainer Texas Certified Professional Development & Appraisal System (PDAS) Trainer Teacher - Elementary Mathematics (Grades 1-8) Teacher - Elementary Self-Contained (Grades 1-8) EMPLOYMENT HISTORY Prairie View A&M University, Prairie View, TX Educational Leadership & Counseling 2007 Present Assistant Professor-Educational Administration Program Coordinator for Principals and Superintendents EDUL 7043 Organizational Development and Change Spring 2014 EDUL 7023 Organizational Theory Fall 2013 EDUL 7043 Organizational Development and Change Spring 2013 EDUL 7023 Organizational Theory Fall 2012 ADMIN 5023 Public School Law (Spring 2010) (2) ADMIN 5023 Public School Law (Fall 2010) (2) ADMIN 5023 Public School Law (Spring 2010) (2) ADMIN 5023 Public School Law (Fall 2009) (2) ADMIN 5023 Public School Law (Summer 2009) ADMIN 5023 Public School Law (Spring 2009) (2) ADMIN 5073 Public School Curriculum Leadership (Fall 2008) (2) ADMIN 5033 School Business Management (Summer 2008) ADMIN 5023 Public School Law (Spring 2008) ADMIN 5133 School Community Relations (Spring 2008) ADMIN 5533 Decision Making (Fall 2007) ADMIN 5003 Fundamentals of Supervision (Fall 2007) Houston Independent School District (HISD) Stephen F. Austin High School, HISD (Retired) (Retired) Principal, Twelfth Grade Academy-08/2010 to 2011 Professional Learning Communities, International Business Academy, Administrative Mentor, AP/GT/Honors, Appraisal Breakdown by domains by domains, At-Risk Students, Campus Arthur L. Petterway, Ph.D. VITAE Page 2

3 Improvement Plan, Credit Recovery, Data Analysis, Department Leaders, Grading Guidelines, Growth Plans, Hiring and Personnel Issues, Twelfth Grade Academy discipline and operations, Professional Development, Professional Learning Community, Instructional Team Leaders, Master Schedule, New Teachers, Student Teachers, TAKS Preparation, Teacher Evaluations for mathematics, Teacher Mentor Program, Testing, and senior graduation activities. Principal, Eleventh Grade Academy-08/2009 to 7/2010 Professional Learning Communities, International Business Academy, Administrative Mentor, AP/GT/Honors, Appraisal Breakdown, At-Risk Students, Campus Improvement Plan, Credit Recovery, Data Analysis, Department Leaders, Grading Guidelines, Growth Plans, Hiring and Personnel Issues, Eleventh Grade Academy discipline and operations, Professional Development, Professional Learning Community, Instructional Team Leaders, Master Schedule, New Teachers, Student Teachers, TAKS Preparation, Teacher Evaluations for mathematics, Teacher Mentor Program, and Testing. Principal, Tenth Grade Academy-08/2008 to 7/2009 Professional Learning Communities, International Business Academy, Administrative Mentor, AP/GT/Honors, Appraisal Breakdown, At-Risk Students, Campus Improvement Plan, Credit Recovery, Data Analysis, Department Leaders, Grading Guidelines, Growth Plans, Hiring and Personnel Issues, Tenth Grade Academy discipline and operations, Professional Development, Professional Learning Community, Instructional Team Leaders, Master Schedule, New Teachers, Student Teachers, TAKS Preparation, Teacher Evaluations for mathematics, Teacher Mentor Program, and Testing. Principal, Ninth Grade Academy - 08/2007 to 07/2008 Professional Learning Communities, Administrative Mentor, AP/GT/Honors, Appraisal Breakdown, At-Risk Students, Campus Improvement Plan, Credit Recovery, Data Analysis, Department Leaders, Grading Guidelines, Growth Plans, Hiring and Personnel Issues, Ninth Grade Academy discipline and operations, Professional Development, Professional Learning Community, Instructional Team Leaders, Master Schedule, New Teachers, Student Teachers, TAKS Preparation, Teacher Evaluations for mathematics, Teacher Mentor Program, and Testing. Arthur L. Petterway, Ph.D. VITAE Page 3

4 Associate Principal-08/2005 to 07/2007 Professional Learning Communities, Business Academy, Administrative Mentor, AP/GT/Honors, Appraisal Breakdown, At- Risk Students, Campus Improvement Plan, Credit Recovery, Data Analysis, Department Leaders, Grading Guidelines, Growth Plans, Hiring and Personnel Issues, Professional Development, Instructional Team Leaders, Master Schedule, New Teachers, Student Teachers, TAKS Preparation, Teacher Evaluations for mathematics, Teacher Mentor Program, and Testing. Dean of Instruction - 08/2004 to 07/2005 Counsel and discipline students. Supervise teacher instruction. Supervise general administrative tasks. Schedule students into classes. Withdraw students. Prepare four-year graduation plans. Monitor students attendance. Perform other job-related duties as assigned. Assistant Principal-08/2002 to 07/2004 Job responsibilities entailed: PDAS Appraisals, Supervision, and monitoring of hallways, restrooms, and cafeteria. Responsible for attending all Parent Teacher Organization (P.T.O.), faculty, School Decision Making Committee (S.D.M.C.), and staff meetings. Uphold and follow HISD Board Policy , article five-employee policies that encompass values, expectations, and responsibilities. Responsible for attending ALL designated games. Responsible for the disciplining of students whose last names begin with R- through Z. Responsible for the campus inventory to include, but not limited to, furniture, podiums, file cabinets, bookcases, computers, printers, disc drives, CD ROMs, VCRs, TVs, typewriters, photography equipment, any and all equipment over three hundred dollars, etc. Assist the Principal in developing and implementing plans to: Increase student achievement, increase attendance, and increase graduation rates. Strengthen instructional opportunities and provide a safe learning environment. Provide student services and comply with federal, state, and local laws and Board policies and procedures and other school district initiatives. Assist the principal in communicating, collaborating, and building strong relationships with key stakeholders including: Teachers, staff, students, parents, community, and business partners. Assist the principal in selecting and mentoring a high quality school staff. Assist the Arthur L. Petterway, Ph.D. VITAE Page 4

5 principal in teacher evaluation and development, student discipline management, supervision of extra-curricular activities, and the preparation of required reporting. Stonewall Jackson Middle School, HISD 08/1994 to 7/2002 Math Department Chair, HISD to 2002 Middle School Math Teacher, HISD to 1996 PEER REVIEWED PUBLICATIONS Petterway, A. L. (2010). Implementing Postmodernism in Changing the Role of School Administrators in America s Schools. John Ben Sheppard Journal of Practical Leadership, 4(1). Petterway, A. L. (2008). 25th Year Anniversary of National FORUM Journals Founded in 1983 Dr. William Allan Kritsonis Contribution to Education. The Lamar University Electronic Journal of Student Research, Volume 3. Petterway, A. L. (2006). Statewide Standardized Assessments and Their Impact on ESL Students. National Forum of Educational Administration and Supervision Journal, Volume 23. Petterway, A. L., Kritsonis, W. A., & Herrington, D. (2006). The Impact of High Stakes Testing on the Academic Achievement of English Language Learners in Texas Public Education: National Implications. The Lamar University Electronic Journal of Student Research, Volume 3. Arthur L. Petterway, Ph.D. VITAE Page 5

6 PROFESSIONAL PRESENTATIONS 68th Annual Summer Conference, California State University Channel Islands, Camarillo, California August 05-09, 2014 National Council of Professors of Educational Administration (NCPEA) TOPIC: A Multi Year Enhancement Plan for State Testing Scores at a Historically Black College/University (HBCU) in Texas African American students state-mandated test scores on the Texas Examination of Essential Skills (TExES) principal certification examinations have tended to lag behind their white counterparts. Although many Texas regional ESCs (Educational Service Centers) and participating post-secondary institutions offer programs that prepare future campus leaders for the principal exam, a high percentage of African American students do not successfully pass the exam Summer Conference, College Station, Texas June 26-27, 2014 John Holt Leadership: Education and Development TOPIC: Process for Increasing Candidate Passage Rates on the TExES Principal Examination Direct correlations exist on the instruction and curriculum of an educator preparation program and the passing rates on certification exams of the students enrolled in that program. Currently, shortcomings exist in the current passing rates of African American educator education students on the TExES (state educator certification) exam. Failure to properly address this issue, can lead to specific sanctions, up to and including a College of Education being placed on a probationary status. As such, this presentation will identify steps and processes that may be incorporated to increase students success on the TExES exam. Arthur L. Petterway, Ph.D. VITAE Page 6

7 29th Annual Conference, Garland, Texas February 06-09, 2014 Texas Alliance of Black School Educators (TABSE) TOPIC: A Mixed Method Analysis of the Impact of High Stakes Testing on English Language Learners in Major Urban High Schools in Texas One aspect that should be considered for this failure to reach grade level requirements is that language may be viewed as a factor of identity. It is possible that minority groups are insistent on retaining their ethnic language, as their first, and hold English proficiency more as an elective instead of an indispensable learning tool, which might render life in the adopted society only as slightly more convenient. If this is the case, schools are being held accountable for the consequences of a socio-cultural phenomenon that is beyond their limited powers to address. State Conference, Austin, Texas. October 20-22, 2013 Consortium Organizations for Texas Teacher Education (CSOTTE) TOPIC: Increasing Certification Passage Rates at a HBCU Realizing that education and most of life works exactly the same way we succeed and sometimes we fall short. Students who performed poorly on certification tests needed to be encouraged and to understand that practice does not necessarily make the skill better. Faculty had to make the success of our students a personal challenge and understand that our educator preparation programs had to believe that our students can perform better and begin to help our students believe and know, what works. For example, the hammer is an excellent tool, but it does a very poor job of driving screws; and, when examined for precision, it is lacking. A deliberate attempt was made to place the responsibility for this Warning on the shoulders of those involved in the preparation process administrators, faculty and students. Arthur L. Petterway, Ph.D. VITAE Page 7

8 31 st Annual Meeting, LA. February 6-9, 2008 Southwest Educational Research Association (SERA) TOPIC: Impact of High Stakes Testing on ELLs in Major Urban High Schools in Texas There is concern over the classification and measurement of English Language Learners (ELLs). My study was designed to determine the impact of high-stakes testing on ELLs, and to explore what ELL stakeholders viewed as the impact that high stakes standardized assessments had on ELLs, ESL curriculum, and instruction in ESL classrooms. 20 th Annual Staff Development Conference, Orlando, FL. Leading Change to Make Rigor, Relevance, and Relationships a Reality Southern Regional Education Board (SREB) July 12-15, 2006 TOPIC: Analyzing Data, Changing the Practice, Changing the Culture Analyzed data will help decide the type of bell schedule that is best for the students. Additionally, it will determine whether additional core classes will be needed. Finally, analyzed data will determine the necessity of credit recovery classes. Arthur L. Petterway, Ph.D. VITAE Page 8

9 Graduate Student Advising Doctoral Students (Committee Member) Hancock, William Tony (Anticipated Spring 2014). The Principal as a change agent in a turnaround school: A single site phenomenological case study (Doctoral dissertation, Prairie View A&M University). Simmons, Gene (Anticipated Spring 2014). The performance of African American students in high and low achieving elementary schools in a Texas School District (Doctoral dissertation, Prairie View A&M University) Slack, Gabriel O., (Anticipated Spring 2014). The Intersectionality Between Short Grit-Scale and Four Measures of Academic Self-Efficacy on African American Male Education Majors Enrolled Through a Remedial Program at an Historically Black College and University (Doctoral dissertation, Prairie View A&M University). Terry-Williams, Classie (Anticipated Spring 2015). The Impact of a turnaround intervention program on dropout and graduation rates of African American and Hispanic students attending an urban school district in Texas (Doctoral dissertation, Prairie View A&M University). Master of Education Students (Committee Chair) McKensie, Regina (Summer 2014). Using hands-on manipulatives within the classroom as a way to increase academic achievements across the campus (Master thesis, Prairie View A&M University). Arthur L. Petterway, Ph.D. VITAE Page 9

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