Dr. Nakia Towns · in district ranking from 2017 to 2019 for overall student academic growth grades 3 -12, out of 146 districts. #1 ranked district in Tennessee for elementary grades

Dr. Nakia TownsEast Baton Rouge Parish Superintendent Application

Letter of Interest

T. Nakia Towns, Ed.D. | | [email protected] | linkedin.com/in/TNTEdD

February 16, 2020

Michael Gaudet, President Tramelle Howard, Vice President East Baton Rouge Parish School Board C/O JG Consulting 723 W. University Avenue, Suite 110-194 Georgetown, TX 78626

Dear Mr. Gaudet and Mr. Howard:

I would like to introduce myself and express my interest in becoming Superintendent of the East Baton Rouge Parish School System. I believe I come to you as a proven leader in education with a track record of improving outcomes for all students. I have a passion for ensuring that students from across diverse communities have equitable opportunities to attend a high-quality public school. I want to share not just my qualifications, but the personal story that led me to what I do.

I believe that public education is the cornerstone of strong communities, thriving economies, and an enduring democracy. This is the reason that I left a career in banking to work in public school districts. I have had the privilege to serve students and families across the state of Tennessee for the past decade. I grew up in a family of public service – as my mother spent her career as a social worker for the state of Georgia supporting children and adults with intellectual disabilities. Though I took a winding path, I was always looking for a way to invest in my community as many had invested in me, as I saw my mother doing the same for others in her work.

My early exposure to people with special needs planted the seed that drives my passion for excellence and equity in public education. I volunteered in college as a tutor for children in high poverty schools. After graduating from Duke and starting my career in Philadelphia, I volunteered as a tutor and mentor for disadvantaged students from the inner city who earned scholarships to prestigious private schools. When I returned to Georgia after business school, my mother and I co-founded an afterschool program in our rural hometown. Dooly County High School was deemed a “dropout factory” with just a 30% graduation rate. The Georgia High School Graduation Test was the primary barrier for many students. I taught Saturday school to remediate skills for students to pass this test and earn their diplomas. All the while, I was building a career in commercial banking but moonlighting as an educator. Finally, in 2010, I decided to pursue my lifelong passion as my full-time profession. So, I began my career in public education.

In my current role as Chief of Staff for Hamilton County Schools (HCS), I serve on the executive cabinet as a direct report to and designee for the Superintendent. I help ensure that all departments are aligned to achieve our district’s strategic plan goals. I lead our team to improve academic outcomes and post-secondary readiness for our 45,000 students in 79 schools. Before joining HCS, I was Assistant Commissioner for the Data & Research division at the Tennessee Department of Education, reporting to the Commissioner. My division oversaw research, strategy, assessment, and accountability. I was an integral part of the team that developed the state’s highly-regarded plan for the Every Student Succeeds Act. I also served as Chief Accountability Officer for the Knox County Schools (KCS). I was a member of the executive cabinet, reporting to the superintendent, serving 60,000 students enrolled in 90 schools. I led the offices of strategic planning, research and evaluation, federal programs, and the TAP system for teacher development. Additionally, over my 25-year career, I have amassed valuable experiences in both the public and private sector. I have demonstrated expertise in instructional leadership, policy and governance, finance, and data analysis. Through these experiences, I developed the key competencies that will help me succeed as the next Superintendent of EBRPSS.

mailto:[email protected]

http://www.linkedin.com/in/TNTEdD

• Accountability for results: Since I joined Hamilton County Schools in 2018, we have become the fastestimproving district in the state. Last year, HCS ranked #1 of 146 districts for student academic growth inelementary grades, improved our graduation rate to 86.9%, had 45 schools earn the highest studentgrowth rating, and 32 schools designated as Reward schools (A-graded schools). During my tenure at Knox County Schools, we increased the graduation rate to over 90% – the highest among large urban districtsin the state. In addition, we earned straight “A’s” in achievement on the state report card in 2013 – for thefirst time in district history – and then again in 2014. KCS was recognized as one of only 12 Exemplarydistricts in 2015 and is the only large urban district to ever earn this distinction in Tennessee. My corebeliefs and values are the foundation of my work in public education. I believe this clear commitmentmotivates teams under my leadership toward a shared vision to improve student outcomes.

• Strategic planning and visioning: As a member of executive leadership teams, I strengthenorganizational policies and define strategic priorities. At the state department, in Knox, and now inHamilton, I have been intimately involved in authoring strategic plans, formulating goals and developingaction steps, as well as progress monitoring implementation. I identify often overlooked areas of need. Iproactively plan and solve problems as a natural outgrowth of my leadership style. I help set a clear vision and focus the work of the leadership team on our “true north.” I know the power of public education totransform lives and communities. I am able translate that belief into a powerful vision, supported byactionable goals and concrete plans.

• Savvy communication and community engagement: Throughout my career, I have relied on mycommunication skills to inspire, influence, and persuade others. Stakeholders trust me because I take careto always be transparent, while regularly seeking their input and feedback. Particularly during times ofcrisis or change, my ability to communicate effectively has galvanized community support. I amcomfortable in diverse settings, having worked with government agencies, non-profits, and large privatecorporations over the course of my career. I empathize with people from all walks of life and relate tocommunity members representing a wide range of backgrounds and perspectives.

I believe that the East Baton Rouge context calls for a unique leader with a strong skill set. The district is facing a period of transition with complex facilities and financial challenges, as school choice options expand over the coming years. I have a breadth of experiences that are an excellent fit for the long-term needs of EBRPSS.

As detailed in my attached résumé, my credentials and qualifications clearly distinguish me as an ideal candidate to become your next Superintendent. I look forward to the opportunity to further discuss my willingness and ability to serve East Baton Rouge Parish. Thank you in advance for your time and consideration.

Sincerely,

T. Nakia Towns, Ed.D.


Resume


Professional Summary Senior Executive Educational Leader. Passionate advocate for students, promoting a culture of equity, innovation, continuous improvement, and community engagement in public schools. Seasoned manager adept at developing talent. Effective communicator with a proven ability to inspire and persuade. Demonstrated competency in instructional leadership, finance, data analysis, and operations. MBA, Duke University, and EdD, Vanderbilt University, with over 25 years complementary experience in public and private sector.

Professional Experience HAMILTON COUNTY DEPARTMENT OF EDUCATION 2018 – Present Chief of Staff Chattanooga, TN Superintendent designee in district of 45,000 students with 6,000 employees in 79 schools and $410M budget. Oversee communications, engagement, external relations, accountability, strategic planning, and federal programs. Coordinate across all departments to improve student academic achievement and increase post-secondary opportunities. Secure public and private resources to align with highest instructional needs. Engage families and community to increase responsiveness to student needs, better understand priorities, and improve overall quality of educational experience.

Highlighted Results at Hamilton County Schools: Fastest improving district in overall student academic growth, climbing 128 spots from 130th to 2nd in

district ranking from 2017 to 2019 for overall student academic growth grades 3-12, out of 146 districts. #1 ranked district in Tennessee for elementary grades in student academic growth in 2019. 45 schools earned highest rating for student academic growth (level 5) in 2019 – most in district history. 32 Reward schools (“A” graded) in 2019 – highest proportion in the state and most in district history. 47% increase in students completing advanced courses, with $95 million in scholarships for class of 2019. Achieved highest rating for student growth (level 5) in 20 of 25 grade/subject areas and met/exceeded

student growth expectations in 100% of grade/subject areas in state accountability framework. Increased proficiency in high school subjects by more than 5% across all grades and subjects. Increased graduation rate to 86.9% in 2019, achieving highest graduation rate since 2013. Met 8 of 11 key performance indicator (KPI) 2019 targets for student achievement in strategic plan,

including historically underserved student group metrics. Improved first-year teacher retention to 86% (up from 74% in 2018), exceeding 2023 five-year KPI target. Exceeded 2023 five-year KPI target for percentage of teachers meeting/exceeding student growth

standard (80%) and number of schools meeting/exceeding growth standard (66 of 74) in 2019.

TENNESSEE DEPARTMENT OF EDUCATION 2015 – 2018 Assistant Commissioner Data and Research Division, Nashville, TN Executive Cabinet member, reporting to Commissioner, supporting 146 districts and 1,700+ schools serving over 80,000 teachers and one million Tennessee students. Oversaw the offices of accountability, assessment, research & strategy, and data management & reporting. Led collection, reporting and analysis of strategic data to inform policymaking. Monitored Tennessee Succeeds strategic plan implementation. Founded Tennessee Education Research Alliance (TERA) in partnership with Vanderbilt University. Redesigned accountability framework, as a part of state plan submission for Every Student Succeeds Act. Revamped design and managed launch of next generation state assessments.

Highlighted Results at Tennessee Department of Education: Earned “A” rating from Education Next for rigor of new state assessment versus NAEP (the Nation’s Report

Card) 2017 mapping study, ranked 11 out of 50 states for alignment to high academic expectations. Improved national state ranking to 19th and 21st on 4th and 8th grade science, respectively—the highest

ever on the Nation’s Report Card in 2016, eliminating achievement gap between boys and girls. Improved to 25th in state ranking for 4th grade math in 2015 NAEP results – first time ever in top 25. Raised student proficiency in 8th grade reading and 4th grade math to above NAEP national average in 2015. Passed key legislation for Read to be Ready literacy initiative, school improvement interventions, school

report card grading, and district accountability framework.



T. Nakia Towns, Ed.D. [email protected] (page 2 of 4)

Professional Experience

KNOX COUNTY SCHOOLS 2010 – 2015 Chief Accountability Officer Office of Accountability, Knoxville, TN Executive Cabinet member, reporting to Superintendent, with oversight of over 8,000 employees, 60,000 students, and a $425 million budget. Oversaw strategic planning, research, accountability, school improvement, federal programs, and grants. Coordinated collection and reporting of school, educator, and student data to drive resource allocation. Managed organizational performance and educational return on investment. Evaluated $15 million in instructional program investments. Restructured district-wide intervention programs based on program evaluation results. Designed and launched STAR (School Teams Achieve Results) planning tool. Developed theory of action and support protocol for schools performing in the bottom five percent of the state (Priority schools). Initiated Innovation Zone (iZone) district-within-a-district for Priority school improvement.

Director, Human Capital Strategy; Acting HR Executive Director Human Resources, Knoxville, TN Senior leadership team member, implementing transformational change initiatives in human resource management, focused on teaching effectiveness, strategic compensation, and efficient hiring processes. Coordinated activities to attract, select, develop, reward, and retain effective educators. Steered development of instructional coaching model. Co-taught human resources class as practitioner partner in Leadership Academy for aspiring principals. Supported 16 departments to create and launch performance management process for over 200 professional staff. Secured and managed $18 million Teacher Incentive Fund grant and state Race to the Top funds to implement differentiated compensation plan for 4,000 certified staff. Led project team in design of strategic compensation system. Expanded TAP model for school-wide reform from 4 to 18 schools and filled 91% of 131 newly created teacher leader roles in three months.

Highlighted Results at Knox County Schools: Earned Exemplary designation – highest district accountability rating – among 12 of 144 districts in the

state in 2015 and only large urban district to ever attain highest rating. Met 11 of 11 annual measurable objectives for improving student achievement in 2015. Narrowed 11 of 16 achievement gaps for historically underserved student subgroups in 2015. Earned highest rating for student academic growth (level 5) in 2013, 2014 and 2015. All four iZone schools exceeded state growth expectations in 2015. Improved graduation rate to 90% in 2015, compared to 79% in 2008. Earned straight A’s on state report card for first time in district history in 2013 and again in 2014.

WELLS FARGO & COMPANY (formerly WACHOVIA BANK, N.A) 2007 – 2010 Vice President / Senior Relationship Manager Business Banking, Atlanta, GA Deepened relationships with over 100 businesses generating revenue of up to $75 million annually. Managed nearly $200 million portfolio of deposit and credit accounts. Sustained profitability using risk management and pricing strategies. Networked through existing customers to generate referrals. Completed commercial real estate, treasury management, and payment processing transactions. Integrated treasury solutions into client accounting systems to maximize efficiency and reduce costs. Conducted economic sensitivity analysis for financial projections and business plans. Evaluated client financial performance to determine appropriate credit structure. Reviewed credit documentation and monitored compliance. Consulted with clients regarding operations and strategic planning. Guided prospects and clients in uncertain times as a credible, trusted advisor.

Highlighted Results at Wells Fargo: Surpassed annual treasury sales goals, on average, by 30%. Attracted 51 new clients during tenure, acquiring customers even after banking crisis. Produced 80% customer loyalty scores and exceeded satisfaction benchmarks in service surveys. Grew portfolio revenue by 14% through increased credit transactions and securities investments.


http://www.knoxschools.org/site/default.aspx?PageType=3&DomainID=963&ModuleInstanceID=29663&ViewID=047E6BE3-6D87-4130-8424-D8E4E9ED6C2A&RenderLoc=0&FlexDataID=23299&PageID=5160


Education

VANDERBILT UNIVERSITY, Peabody College 2012 – 2015 Doctor of Education, Educational Leadership and Policy. Dean’s Merit Scholarship. Nashville, TN

THE BROAD CENTER FOR THE MANAGEMENT OF SCHOOL SYSTEMS 2010 – 2012 Master of Education, Educational Leadership. Broad Residency in Knox County Schools. Los Angeles, CA

DUKE UNIVERSITY, Fuqua School of Business 1999 – 2001 Master of Business Administration. Goldman Sachs Fellow (full-tuition scholarship). Durham, NC

DUKE UNIVERSITY 1991 – 1995 Bachelor of Science in Engineering, Biomedical Engineering. National Achievement Scholar. Durham, NC

Honors, Awards, and Distinctions

Panelist, Equity and School Choice, Grantmakers for Education 2019 National Conference Keynote Speaker, 2019 Education Doctorate Summer Seminar, Florida State University Expert Peer Reviewer, 2019 Promise to Practice, ESSA State Plan Reviews, Collaborative for Student

Success 2018 Future Chief Fellowship, Chiefs for Change, highly selective national talent identification and

leadership pipeline program Facilitator, Innovative Approaches to Alternate Assessment Design, Council of Chief State School

Officers, 2017 National Conference on Student Assessment Panelist, Promoting Equity through Accountability Systems, TN Educational Equity Coalition, 2017

Statewide Summit Facilitator, Smarter School Spending for Student Success, Council of Great City Schools, 2014 Chief

Financial Officer Conference 2014 Harvard University Public Education Leadership Project Summer Institute 2013 TAP Award of Distinction, National Institute for Excellence in Teaching, recognition for

district commitment to teacher leadership, teaching quality, and strategic compensation Dean’s Merit Scholarship Award, Peabody College of Education, Vanderbilt University 2012 PRism Award of Excellence, National School Public Relations Association (NSPRA) for Knox

County Schools APEX strategic compensation marketing materials 2010 Broad Residency Fellow, Broad Center for Urban Education, highly competitive national

leadership development program Selected as one of 40 Under 40 by The Business Report and Journal, as a premier business achiever

in 2005 for the Savannah-Hilton Head region Goldman Sachs Fellow Scholarship Award, Fuqua School of Business, Duke University

Selected Presentations, Workshops, and Publications Towns, T.N. (2018, May) Ensuring Equity for All Students. Workshop at Hamilton County Schools Equity Taskforce. Chattanooga, TN.

Towns, T.N. (2017, August) Every Student, Every Day. English Learners in ESSA. Presentation at Statewide Title III Conference. Franklin, TN.

Towns, T.N. (2017, May) ESSA Bootcamp: The Tennessee Plan & the Role of Advocates – School Improvement Continuum. Presentation to Conexión Américas workshop attendees in Nashville, TN.

Towns, T.N. (2017, May) English Learner & Early Post-secondary Opportunity Landscape in TN: Building a Bridge to Post-Secondary… for ALL! Presentation and panel discussion at Chattanooga State Community College, Bridges to Success 2.0, in Chattanooga, TN.

McQueen, C.; Towns, T.N.; Carney, E.; Batiwalla, M; Knudson, H. (2017, April) Every Student Succeeds Act: Building on Success in Tennessee. ESSA State Plan submitted to U.S. Department of Education.



Selected Presentations, Workshops, and Publications

Towns, T.N. and Batiwalla, M. (2016, December) A-F Grading for School Accountability. Presentation to State Board of Education in Nashville, TN.

Towns, T.N. (2016, April) Assessment and Accountability in Tennessee. Lecture in Education Law course to Ayers Leadership Fellows at Lipscomb University in Nashville, TN.

Towns, T.N. and Minihan, C. (2015, May) The Role of the Elementary Assistant Principal: A Program Evaluation for Jefferson County Public Schools (Louisville, KY). Doctoral capstone, Vanderbilt University, Nashville, TN.

Towns, T.N. and Abdelrazek, R. (2014, April) 2014 Educational Return on Investment Report: 2012-2013 Program Evaluation. Published by the Knox County Schools, Knoxville, TN.

Towns, T.N. (2012, November) Strategic Compensation and Teacher Evaluation in the Knox County Schools. Presentation at the 40th annual conference of the National Alliance of Black School Educators in Nashville, TN.

Towns, T.N. (2012, May) Accelerating Strategic Human Capital Management in the Knox County Schools. Master’s capstone, the Broad Center for Education Management, Los Angeles, CA.

Professional and Civic Organizations Urban League of Chattanooga, Inclusion by Design Fellowship Mentor Tennessee Education Research Alliance (TERA) Steering Committee Council of Chief State School Officers (CCSSO) State Collaborative on Assessment and Student Standards The Broad Center Alumni Advisory Board Delta Sigma Theta Sorority, Inc, a public service sorority, Diamond Life member University of Tennessee Center for Educational Leadership, Leadership Academy Practitioner Partner

Additional Professional Experience

BANK OF AMERICA CORPORATION 2001 – 2007 Vice President / Client Manager Commercial Banking, Atlanta, GA Vice President / Client Manager Business Banking, Savannah, GA Associate Banc of America Securities LLC, Syndicated Finance, Charlotte, NC Generated over $3 million in revenue in portfolio of 29 private colleges and civic organizations. Secured over $22 million in new short-term investment dollars. Closed $15 million in credit transactions, 131% of goal, in 2005. Generated nearly $9.0 million in loan production and $3.7 million in deposit production in first year in market. Executed and closed 11 sole- or joint-lead arranged transactions in 2002, generating $23.4 million in revenues, topping business plan by 9% and growing revenues 18%.

IBM CORPORATION 1996 – 1999 Technical Sales Specialist Sales & Distribution, Minneapolis, MN Senior Product Specialist Network Support Center, Research Triangle Park, NC Launched technical field sales initiative after selection for participation in national pilot program. Pilot success resulted in permanent position. Secured $16 million of new business. Surpassed quota at 106% of goal, earning Technical Excellence award and Extraordinary Results performance rating.

SEI CORPORATION 1995 – 1996 Corporate Associate Information Technology, Oaks, PA Helped build network infrastructure to transition internet/intranet technology platform. Identified software applications to reduce corporate-wide paper. Five of seven business units accepted subsequent recommendation, leading to a 25% decrease in storage space.



References


Professional References

Dr. Bryan Johnson Superintendent, Hamilton County Schools [email protected]

Dr. James P. McIntyre Director, University of Tennessee Center for Educational Leadership Former Superintendent, Knox County Schools [email protected]

Dr. Candice McQueen Chief Executive Officer, National Institute for Excellence in Teaching Former Commissioner, Tennessee Department of Education [email protected]

Dr. Elizabeth Alves Executive Director, Curriculum & Instruction, Collier County Schools Former Deputy Commissioner, Tennessee Department of Education [email protected]

Kathy Lennon School Board Member, District 2 Hamilton County Board of Education [email protected]




University Transcripts

Vanderbilt University - Ed.D.The Broad Center for Education Management - M.Ed.

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This official transcript has been transmitted electronically to the recipient, and is intended solely for use by that recipient. IfThis official transcript has been transmitted electronically to the recipient, and is intended solely for use by that recipient. Ifyou are not the intended recipient, please notify the Office of the University Registrar at Vanderbilt University. It is notyou are not the intended recipient, please notify the Office of the University Registrar at Vanderbilt University. It is notpermissible to replicate this document or forward it to any person or organization other than the identified recipient.permissible to replicate this document or forward it to any person or organization other than the identified recipient.Release of this record or disclosure of its contents to any third party without written consent of the record owner isRelease of this record or disclosure of its contents to any third party without written consent of the record owner is

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Page 1 of 2

Degree: Doctor of Education Confer Date: 2015-05-08

Major: Educational Leadership and Policy

Duke UniversityB.S. in Engineering 1995-09-01

Duke UniversityMaster of Business Admin 2001-05-13

Peabody Doctor of EducationEducational Leadership and Policy Major

Applied Toward Peabody Doctor of Education Program

BA 300 3.00BA 311 3.00BA 320 3.00BA 340 3.00

MGMT 490 3.00

BA 312 3.00BA 341 3.00BA 370 3.00BA 491 3.00

MGMT 421 3.00

TOTAL: 30.00

EHLP 3110 3.00 12.00EHLP 3120 3.00 12.00

EHRS QHRS QPTS GPASEMESTER: 6.00 6.00 24.00 4.000

EHLP 3130 3.00 11.10ELP 3150 3.00 12.00


EHLP 3140 3.00 11.10EHLP 3800 3.00 12.00


EHLP 3810 3.00 12.00ELP 3210 3.00 12.00


EHLP 3820 3.00 9.90ELP 3220 3.00 11.10


ELP 3230 3.00 11.10ELP 3240 3.00 12.00


EHLP 3830 3.00 11.10ELP 3330 3.00 9.00


EHLP 3320 3.00 11.10EHLP 3900 3.00 0.00


Confer Date:Major: Educational Leadership and PolicyMajor: Educational Leadership and Policy

2001-05-132001-05-132001-05-132001-05-13

ELP3240

SEMESTER:

38303330333033303330

EHRS6.006.00

EHRSEHRS QHRSQHRSQHRS QPTS3.00 11.10

Page 2 of 2

EHLP 3900 3.00 0.00ELP 3500 1.00 0.00Course Topic: Diverse Learners I ELP 3500 1.00 0.00Course Topic: Diverse Learners II ELP 3500 1.00 0.00Course Topic: Diverse Learners III


CUMULATIVE: 84.00 45.00 169.50 3.766

---------- NO ENTRIES BELOW THIS LINE ----------

3500Course Topic:Course Topic:Course Topic: Diverse Learners IDiverse Learners I

3500Course Topic:Course Topic: Diverse Learners IIDiverse Learners II

3500Course Topic:Course Topic: Diverse Learners IIIDiverse Learners IIIDiverse Learners III

EHRSEHRS6.00

84.00

---------- NO ENTRIES BELOW THIS LINE ----------

Vanderbilt University Office of the University Registrar PMB 407701 110 21st Avenue South, Suite 110 Nashville, TN 37240-7701 615-322-7701university.registrar@vanderbilt.eduregistrar.vanderbilt.edu

Academic Calendar: The academic year consists of fall and spring semesters and a summer term. The Doctor of Medicine program is offered on a year term.

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College of Arts and Science (A&S), effective Fall 1982; Blair School of Music (BLR), effective Fall 1986; Divinity School (DIV), effective Fall 1983; Division of Unclassified Studies (DUS), effective Fall 1982; School of Engineering (ENG), effective Fall 1991; Graduate School (GS), effective Fall 1992; Law School (LAW), effective Fall 1988; School of Medicine (MED), Medical Masters and other Doctoral Programs, effective Fall 2010; School of Nursing (NURS), effective Fall 2007; Peabody College (PC) undergraduate, effective Fall 1990; Peabody College (PC) professional, effective Fall 1992.

A+ 4.3 LAW onlyA+ 4.0 Not in A&S, DIV (or BLR, PC as of Fall 2012) A 4.0A- 3.7B+ 3.3B 3.0B- 2.7C+ 2.3C 2.0C- 1.7D+ 1.3 Not in PC professional, NURS (or GS, MED as of Fall 2011)D 1.0 Not in PC professional, NURS (or GS, MED as of Fall 2011)D- 0.7 Not in PC professional, MED, NURS (or GS as of Fall 2011)F 0.0

Owen Graduate School of Management (OGSM) Master of Accountancy,effective Fall 2011.

All Management Programs, effective Fall 2007.

A 4.0 SP Superior Pass 4.0A- 3.5 HP High Pass 3.5B 3.0 PA Pass 3.0B- 2.5 LP Low Pass 2.5F 0.0 F Fail 0.0

School of Medicine (MED) Doctor of Medicine Program, effective 2003. H Honors Superior or outstanding work in all aspects. HP High Pass Completely satisfactory work with some

elements of superior work. P Pass Completely satisfactory work in all aspects.P* Marginal Pass Serious deficiencies requiring additional work

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Current and Cumulative Statistics: EHRS Earned HoursQHRS Quality HoursQPTS Quality PointsGPA Grade Point Average

(calculated as GPA = QPTS/QHRS)

Other Symbols: AB Absent from final examination (temporary grade)** AU/AD Audit**AW Audit Withdrawal**CE Credit by ExaminationCR Credit only (no grade due)E Condition, with permission to retake exam

(temporary grade)** H Incomplete in Arts and Science Honors course

(temporary grade)** Honors in Divinity School**

I Incomplete (temporary grade)** +IP In Progress (temporary grade)**M Absent from final examination (temporary grade)** MI Absent from final examination and incomplete

(temporary grade)** NC No credit toward current degree**NO EQ Transfer or study abroad coursework

with no Vanderbilt equivalent P Pass**PM Pass-Medical (GS only)R Repeat of previous courseRC Previous trial of repeated course**S Satisfactory (GS research only)**U Unsatisfactory (GS research only)**W Withdrawal**WF Withdrawal while failing**WP Withdrawal while passing**X Grade unknown, hours earned awarded**

** Does not affect grade point average. (Prior to Fall 2008, the AB, I, M, and MI grades were calculated as an F in A&S and PC.)

+ May be a permanent grade in DIV, GS, LAW, and MED.

For changes to this key since the last revision, please visit registrar.vanderbilt.edu/transcripts/transcript-key/.

At the end of Fall 2007, Vanderbilt University�s transcript changed from a landscape document with a blue background to a portrait document with a gold background. Revised 7/1/2015

: Translucent globe icons MUST be visible from both sides when held toward a light source. The face of this transcript is printed on gold SCRIP-SAFE® paper with the name of the institution appearing in white type over the face of the entire document.

VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY VANDERBILT UNIVERSITY

: The institutional name and the word COPY appear on alternate rows as a latent image. When this paper is touched by fresh liquid bleach, an authentic document will stain. A black and white or color copy of this document is not an original and should not be accepted as an official institutional document. If you have any questions about this document, please contact our office at (615) 322-7701. ALTERATION OF THIS DOCUMENT MAY BE A CRIMINAL OFFENSE! 15179815 SCRIP-SAFE® Security Products, Inc. Cincinnati, OH

110 21st Avenue South, Suite 110110 21st Avenue South, Suite 110Nashville, TN 37240-7701Nashville, TN 37240-7701615-322-7701university.registrar@vanderbilt.eduuniversity.registrar@vanderbilt.eduregistrar.vanderbilt.edu

The academic year consists of fall and springThe academic year consists of fall and springsemesters and a summer term. The Doctor of Medicine program issemesters and a summer term. The Doctor of Medicine program is

Credit hours are semester hours.Credit hours are semester hours.

Vanderbilt University is accredited by the Southern Vanderbilt University is accredited by the Southern

This document is released at the request ofThis document is released at the request ofthe student and in accordance with the Family Educational Rights and Privacy Act of 1974. It cannot be released to a third party

A+ 4.0 Not in A&S, DIV (or BLR, PC as of Fall 2012)A 4.0A 4.0A- 3.7A- 3.7B+ 3.3B+ 3.3B 3.0B 3.0B- 2.7B- 2.7C+ 2.3C+ 2.3C 2.0C 2.0C- 1.7D+ 1.3 Not in PC professional, NURS (or GS, MED as of Fall 2011)D+ 1.3 Not in PC professional, NURS (or GS, MED as of Fall 2011)D 1.0 Not in PC professional, NURS (or GS, MED as of Fall 2011)D 1.0 Not in PC professional, NURS (or GS, MED as of Fall 2011)D- 0.7 Not in PC professional, MED, NURS (or GS as of Fall 2011)D- 0.7 Not in PC professional, MED, NURS (or GS as of Fall 2011)

Owen Graduate School of Management (OGSM)Owen Graduate School of Management (OGSM)All Management Programs,All Management Programs,effective Fall 2007.

A 4.0 SP Superior Pass 4.0A 4.0 SP Superior Pass 4.0A- 3.5 HP High Pass 3.5A- 3.5 HP High Pass 3.5B 3.0 PA Pass 3.0B 3.0 PA Pass 3.0B- 2.5 LP Low Pass 2.5B- 2.5 LP Low Pass 2.5F 0.0 F Fail 0.0F 0.0 F Fail 0.0

, effective 2003.H Honors Superior or outstanding work in all aspects.

**** Does not affect grade point averagI, M, and MI grades were calculI, M, and MI grades were calcul

++ May be a permanent grade inMay be a permanent grade in

For changes to this For changes to this key since the last revision, please visitregistrar.vandregistrar.vanderbilt.edu/transcripts/transcript-key/.erbilt.edu/transcripts/transcript-key/.

th the name of the institution appearing in white type over the face of the entire document.

VANDERBILT UNIVERSITY VANDERBILT VANDERBILT UNIVERSITYVANDERBILT UNIVERSITY

color copy of this document is not an original and should ncolor copy of this document is not an original and should n

Security Products, Inc. Cincinnati, OH

the broad center

I TRANSCRIPT

Student name: Tiffanie Nakia Towns Student address: Date prepared:

841 Meadow Walk Lane Lenoir City, TN 37772 December 22, 2014

Program: Cohort:

The Broad Residency in Urban Education TBR 8: 2010-2012

Degree: Degree completion date:

Master of Education in Educational Leadership May 2012

Course Coursework Academic Course Dates # Credits

101A Foundations of Urban Education 3 credits Jul 201 0-Jun 2011 101B Residency Application of Learning 2 credits Jul 201 0-Jun 2011 201A Leadership Development 3 credits Jui2010-Mar 2012 201B Residency Application of Learning 2 credits Jui2010-Mar 2012 301A Oraanizational Chanae 3 credits Jui2010-Jun 2012 301B Residency Application of Learning 2 credits Jui2010-Jun 2012

Strategic Transformation of 401A Educational Systems 3 credits Nov 201 0-Jun 2012 401B Residency Application of Learning 2 credits Nov 201 0-Jun 2012 501A/B First Year Practicum 10 credits Jui2010-Jun 2011 601A/B Second Year Practicum 10 credits Jun 2011-Jun 2012 701A/B Master's Thesis 4 credits Jun 2011-Jun 2012

Total credits possible/required for degree Total credits earned to date

Status

Pass Pass Pass Pass Pass Pass Pass

Pass Pass Pass Pass

44 credits 44 credits

A minimum of 44 units is required for degree completion. This includes the requirement of a two year residency in a school district, charter management organization or state or federal education department in which residents are engaged in responsibilities related to participating in and leading school system improvement initiatives. Credit hours for practicum courses are calculated based on the recognition that 120 hours worked is equivalent to 1 credit hour, so the minimum of 1200 hours worked per year= 10 credit hours. Other course credits are calculated on the recognition that 15 clock hours of engagement in session activities and application of learning projects, or 60 clock hours of reading course-related materials is the equivalent of 1 semester credit hour. A grade of "Pass" is required to receive credit for each course, determined by The Broad Center staff and based on satisfactory ratings for attendance, engagement, course assignments and performance at and between sessions.

2121 Avenue of the Stars

Su ite 3000

Los An geles, Ca lifornia 90067

www.broadcenter.org 310-954-5080

SP SP HP

3.00 SP 3.00 HP 2.00 SP 3.00 CR 2.00 HP

25.00

~ ~ 3.00 SP 3.00 SP 3.00 SP 3.00 HP 3.00 p

2.00 HP 2.00 p

3.00 p

22.00

~ Grade 3.00 HP 3.00 SP 3.00 CR 3.00 HP

DUKE UNIVERSITY TRANSCRIPT GUIDE

CRRIHT, ALL SCHOOLS: The Graduate and Professional Schools except for the Divinity School list credit in semester hours. Prior to 1969, credit for Trinity Co.llcgc, the School of Engineering and the Divinity School was recorded in semester hours. A semester hour unit represents one lecture or recitation period of tifty minutes per week, or 2 to 4 clock hours oflaboratory per week for a fourteen-week semester or its equivalent.

Beginning S<!ptember 1969, credit for Trinity College, the Pratt School of Engineering and the Divinity School has been listed in semester-courses. One semester-course credit unit is equivalent tofiJur semester hours.

L'\IlRRGRADUA TE LOAD AND COURSE NUMBERING SYSTEM: Since 1969, the normal undergraduate load has been four semester-course credits per semester. Full-time status requires three or more semester-course credits. For undergraduate matriculants from Fall 1969-Summer 1988, the graduation requirement was 32 semester course credits; for matriculants in Fall 1988 and after, it is 34. Since 1930, introductory level courses arc numbered below I 00; advanced level courses arc numbered l 00 and above. Courses numbered 1-49 arc primarily fhr first-year students; courses numbered 200-299 are primarily l(lr seniors and graduate students.

GRADING SYSTEMS

UNDERGRADUATE Trinity College qi'Arts & Sciences, The Pratt School o/Engineering, The School t~lNursinp;,. and The Women';, College:

Quality Points 1967 -prescn~ 1930-19~5 per sem~h9\JI A+ 4.0 C+ 2.3 A Exceptional 3 A 4.0 c 2.0 B Superior 2 A- 3.7 C- 1.7 c Satisfactory I B1 3.3 D· 1.3 D Low Pass 0 B 3.0 !) 1.0 F Failure B- 2.7 D- 1.0 ( 1955-l '167, quality pts. per scm. hr. carried

F 0.0 one more point per sem. hr.)

GRADUATE AND PROFESSIONAL

The Graduare Sdwol, r:ngineering Management. and The Nicholas School '!l the Environment and Eurth Sciences:

G s F p

Good Satisfactory Failure Passing (Pass/Fail Course)

Summer 2004-prcscnt A~ 4.0 B- 2.7 A 4.0 C+ 2.3 A- C 2.0 B~ C- 1.7 B 3.0 F 0.0 P Passing (Pass/Fail Course)

Notes: From Fall 1967, plus and minus signs have been possible. Through Spring 2004, the Undergraduate grading system applies when a graduate student takes a course at the l 00-kvel. All stud..:nts admitted to The Graduate School and the Engineering Management program in Summer 2004 and later will have a grade point average calculated, based on the scale noted above. No GPA is calculated for students admitted to those schools prior to Summer 2004. The Nicholas School of the Environment and Earth Sciences does not calculate a GPA.

The Fuqua School o(Business:

Sept. l9SO-prescnl Sept. l '177 -Sept. 1980 SP 4.0 Superior A Excellent HP 3.5 High Pass B Superior P 3.0 Pass C Average Ll' 2.5 Low Pass D Low Pass

0.0 Failure F Failure

Prior to Sept. 1977, the School of Business Administration used the same grading system as the Graduate School.

The Divinitv School.

Fall 1971-prcsent: the Divinity School has employed the same grading scale as the undergraduate schools.

1951-Fall 127.1 Bef()re 12~~ A l:xcellent E '15-100 B Superior (; 85-94 c Average s 70-S4 ]) Inferior F 69& below F Failure

The Graduate School of' Nursing:

H- 2.7 3.7 C+ 2.3

B+ 3.3 c 2.0 B 3.0 F 0.0

From 1974-1992, plus and minus signs were not used.

The Law School: Fall 2004-prescnt 4.1-4.3 Exceptional 5% of any course with 40 or more students) 1.6-4.0 Passing in ascending order of prollcicncy l.l-1.5 Failing

f'alll989-Fall 2004 4.1-4.5 Exceptional(<= 5% of any course with 40 or more students) 1.6-4.0 Passing in ascending order of proJidency l.l-1.5 Failing

Fall 1971-Fall 1989 Numerical 3.5-4.0 H 2.7-3.4 liP 1.8-2.6 p 1.3-1.7 LP 1.0-1.2 F

Honors High Pass Pass Low Pass Failure

For more information regarding the above grading scales or pre-1971 grading scales, please contact the Law School's Office of Student Records at 919-613-7027.

OTHER SY:v!BOLS (all sGhools): AD Audited AP Advanced Placement Program Cr~dit CR Credit Only l Incomplete IPC lntcrnatibnal Placement Credit N No grade reported at this time ti·om instructor NC No credit P Pass - in Pass/Fail course ( aflcr l '166) TR Transfer Credit TR* Transfer (No Credit) lJ Failure- in Pass/Fail course (after 1'166) W Withdrew trom course, No standing record W A Withdrew ti·om an Audited .:ourse WE Withdrew, Student Registration Error WF Withdrew, Failing(atter 1974) WI Withdrew, Illness WP Withdrew, Passing (after 1974) X Absent ll·om Examination (with excuse) Z Year-long course, grade given next semester

COURSE TYPE SYMBOI.S: Course type symbols either refer to class tbrmat, e.g.: D GRP f()r discussion group, SEM tor seminar, or the school where an lnterJnstitutional Program course was taught. e.g.: UNC f(Jr Univ. North Carolina, Chapel Hill. For more information, please call our office.

ACCREDrTATIOlX: Duke University is accredited by the Southern As~ociation of Colleges and Schools, Atlanta, GA 30365.

Office of the University Registrar, Box 90754 Ilnrham, NC 27708-0754 (919) 684-2813

regist ra r(iild uke.ed u

TO TEST FOR AUTHENTICITY: 'I ranslucent glob!: icons ,'vfUST be visible from both sides when

held tO\\ard light source. !'he Htcc of this tran:-.cript is printed on blue SCRIP-SAl·Fx paper \\ith the name of the in-;.titution appearing in white t:-pe over the face of the entire document.

DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY•DUKE UNIVERSITY •DUKE UNIVERSITY•DUKE UNIVERSITY•DUKE UNIVERSITY DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE

ADDITlONAL TESTS: 'When photocopied, a latent security statement containing the institutional naml.' and the words COPY COPY COPY appear over lhe face ol the l!ntirc document. When this paper is touched hy fresh li4uid blcat.:h. an authi.."lltic docum.;;-nt ,..,ill stain. A bluck and white or color ~:opy of this document not an original should not be accepted a'l an ntlicial institutional document This document cannot be n.~Jeased tn a third party \vlthout th~ written consent nf the student l'his is in accordance with the Family Educational Rlghts and Act of 1974, lf you havt: any questions about this document. please contact our ot11ce at 684-2813. ALTERATION OF THIS DOCUMEt\'T MAY BE A CRIMINAL OFFEN SF!

08258608 SCRIP-SAFL' Security Products. Inc. Cincinnati. OH•U.S. Patent 5,171.040

1.00 1.00 1.00 1.00

6+ 1.00 II+ 1.00 B 1.00 B- 1.00

c;- 1.00 c; l.OO B 1.00 B 1.00

F 1.00 c 1.00 B 1.00 D 1.00

1.00 1.00 1.00 1.00 1.00

DUKE UNIVERSITY TRANSCRIPT GUIDE

CRRIHT, ALL SCHOOLS: The Graduate and Professional Schools except for the Divinity School list credit in semester hours. Prior to 1969, credit for Trinity Co.llcgc, the School of Engineering and the Divinity School was recorded in semester hours. A semester hour unit represents one lecture or recitation period of tifty minutes per week, or 2 to 4 clock hours oflaboratory per week for a fourteen-week semester or its equivalent.

Beginning S<!ptember 1969, credit for Trinity College, the Pratt School of Engineering and the Divinity School has been listed in semester-courses. One semester-course credit unit is equivalent tofiJur semester hours.

L'\IlRRGRADUA TE LOAD AND COURSE NUMBERING SYSTEM: Since 1969, the normal undergraduate load has been four semester-course credits per semester. Full-time status requires three or more semester-course credits. For undergraduate matriculants from Fall 1969-Summer 1988, the graduation requirement was 32 semester course credits; for matriculants in Fall 1988 and after, it is 34. Since 1930, introductory level courses arc numbered below I 00; advanced level courses arc numbered l 00 and above. Courses numbered 1-49 arc primarily fhr first-year students; courses numbered 200-299 are primarily l(lr seniors and graduate students.

GRADING SYSTEMS

UNDERGRADUATE Trinity College qi'Arts & Sciences, The Pratt School o/Engineering, The School t~lNursinp;,. and The Women';, College:

Quality Points 1967 -prescn~ 1930-19~5 per sem~h9\JI A+ 4.0 C+ 2.3 A Exceptional 3 A 4.0 c 2.0 B Superior 2 A- 3.7 C- 1.7 c Satisfactory I B1 3.3 D· 1.3 D Low Pass 0 B 3.0 !) 1.0 F Failure B- 2.7 D- 1.0 ( 1955-l '167, quality pts. per scm. hr. carried

F 0.0 one more point per sem. hr.)

GRADUATE AND PROFESSIONAL

The Graduare Sdwol, r:ngineering Management. and The Nicholas School '!l the Environment and Eurth Sciences:

G s F p

Good Satisfactory Failure Passing (Pass/Fail Course)

Summer 2004-prcscnt A~ 4.0 B- 2.7 A 4.0 C+ 2.3 A- C 2.0 B~ C- 1.7 B 3.0 F 0.0 P Passing (Pass/Fail Course)

Notes: From Fall 1967, plus and minus signs have been possible. Through Spring 2004, the Undergraduate grading system applies when a graduate student takes a course at the l 00-kvel. All stud..:nts admitted to The Graduate School and the Engineering Management program in Summer 2004 and later will have a grade point average calculated, based on the scale noted above. No GPA is calculated for students admitted to those schools prior to Summer 2004. The Nicholas School of the Environment and Earth Sciences does not calculate a GPA.

The Fuqua School o(Business:

Sept. l9SO-prescnl Sept. l '177 -Sept. 1980 SP 4.0 Superior A Excellent HP 3.5 High Pass B Superior P 3.0 Pass C Average Ll' 2.5 Low Pass D Low Pass

0.0 Failure F Failure

Prior to Sept. 1977, the School of Business Administration used the same grading system as the Graduate School.

The Divinitv School.

Fall 1971-prcsent: the Divinity School has employed the same grading scale as the undergraduate schools.

1951-Fall 127.1 Bef()re 12~~ A l:xcellent E '15-100 B Superior (; 85-94 c Average s 70-S4 ]) Inferior F 69& below F Failure

The Graduate School of' Nursing:

H- 2.7 3.7 C+ 2.3

B+ 3.3 c 2.0 B 3.0 F 0.0

From 1974-1992, plus and minus signs were not used.

The Law School: Fall 2004-prescnt 4.1-4.3 Exceptional 5% of any course with 40 or more students) 1.6-4.0 Passing in ascending order of prollcicncy l.l-1.5 Failing

f'alll989-Fall 2004 4.1-4.5 Exceptional(<= 5% of any course with 40 or more students) 1.6-4.0 Passing in ascending order of proJidency l.l-1.5 Failing

Fall 1971-Fall 1989 Numerical 3.5-4.0 H 2.7-3.4 liP 1.8-2.6 p 1.3-1.7 LP 1.0-1.2 F

Honors High Pass Pass Low Pass Failure

For more information regarding the above grading scales or pre-1971 grading scales, please contact the Law School's Office of Student Records at 919-613-7027.

OTHER SY:v!BOLS (all sGhools): AD Audited AP Advanced Placement Program Cr~dit CR Credit Only l Incomplete IPC lntcrnatibnal Placement Credit N No grade reported at this time ti·om instructor NC No credit P Pass - in Pass/Fail course ( aflcr l '166) TR Transfer Credit TR* Transfer (No Credit) lJ Failure- in Pass/Fail course (after 1'166) W Withdrew trom course, No standing record W A Withdrew ti·om an Audited .:ourse WE Withdrew, Student Registration Error WF Withdrew, Failing(atter 1974) WI Withdrew, Illness WP Withdrew, Passing (after 1974) X Absent ll·om Examination (with excuse) Z Year-long course, grade given next semester

COURSE TYPE SYMBOI.S: Course type symbols either refer to class tbrmat, e.g.: D GRP f()r discussion group, SEM tor seminar, or the school where an lnterJnstitutional Program course was taught. e.g.: UNC f(Jr Univ. North Carolina, Chapel Hill. For more information, please call our office.

ACCREDrTATIOlX: Duke University is accredited by the Southern As~ociation of Colleges and Schools, Atlanta, GA 30365.

Office of the University Registrar, Box 90754 Ilnrham, NC 27708-0754 (919) 684-2813

regist ra r(iild uke.ed u

TO TEST FOR AUTHENTICITY: 'I ranslucent glob!: icons ,'vfUST be visible from both sides when

held tO\\ard light source. !'he Htcc of this tran:-.cript is printed on blue SCRIP-SAl·Fx paper \\ith the name of the in-;.titution appearing in white t:-pe over the face of the entire document.

DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY•DUKE UNIVERSITY •DUKE UNIVERSITY•DUKE UNIVERSITY•DUKE UNIVERSITY DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE UNIVERSITY • DUKE

ADDITlONAL TESTS: 'When photocopied, a latent security statement containing the institutional naml.' and the words COPY COPY COPY appear over lhe face ol the l!ntirc document. When this paper is touched hy fresh li4uid blcat.:h. an authi.."lltic docum.;;-nt ,..,ill stain. A bluck and white or color ~:opy of this document not an original should not be accepted a'l an ntlicial institutional document This document cannot be n.~Jeased tn a third party \vlthout th~ written consent nf the student l'his is in accordance with the Family Educational Rlghts and Act of 1974, lf you havt: any questions about this document. please contact our ot11ce at 684-2813. ALTERATION OF THIS DOCUMEt\'T MAY BE A CRIMINAL OFFEN SF!

08258608 SCRIP-SAFL' Security Products. Inc. Cincinnati. OH•U.S. Patent 5,171.040


Verification Forms

Verifica'on for Superintendent

Please aYach a brief explanaBon for any circumstances arising from the quesBons below that you are unable to iniBal. I hereby cerBfy that none of the listed condiBons have occurred by iniBaling each of the following:

______ I have never lep any educaBonal school-related employment or other profession, voluntarily or involuntarily, while the subject of an inquiry, review, or invesBgaBon of alleged misconduct or alleged violaBon of professional standards of conduct or had reason to believe such invesBgaBon was imminent.

______ I have never been nor am I currently the subject of an inquiry, review or invesBgaBon for alleged misconduct or alleged violaBon of the professional standards of conduct.

______ I have never failed to complete a contract for educaBonal services in any educaBonal or school-related posiBon for any alleged misconduct or alleged violaBon of professional standards of conduct.

______ I have never had a professional cerBficate, credenBal or license (of any kind) revoked or suspended nor have I been placed on probaBonary status for any alleged misconduct or alleged violaBon of the professional standards of conduct.

______ I have never been denied a professional license for which I applied or was granted a professional license on a condiBonal or probaBonary basis for any alleged misconduct or alleged violaBon of professional standards of conduct.

______ I have never surrendered a professional license of any kind before its expiraBon.

______ I have never been disciplined by any public agency responsible for licensure of any kind, including but not limited to educaBonal licensure.

______ I have never been charged with any: (a) felony, (b) misdemeanor, or (c) major traffic violaBon, such as; driving under the influence of intoxicants or illegal drugs; reckless driving; fleeing from or aYempBng to elude a police officer; driving while my license was suspended, revoked or used in violaBon of any license restricBon; or failure to perform the duBes of a driver or witness at an accident.

JG Consul'ng | www.JGConsul'ng.us | A One-Fourth Consul/ng, LLC Company

http://www.JGConsulting.us

______ I have never entered a plea of guilty or no contest relaBve to any charge for an offense listed in the quesBon above.

______ I have never had any civil complaint, judgment or other court order entered against me resulBng from abuse, assault, baYery, harassment, inBmidaBon, neglect, stalking or other threatening behavior toward other persons.

______ I have never been the subject of a substanBated report of child abuse or sexual misconduct of any kind.

______ I have not previously nor am I currently the subject of an ongoing invesBgaBon related to a report of suspected child abuse or sexual conduct (involving a PreK-12 student or minor child).

______ I authorize you to make such invesBgaBons and inquiries of my personal, employment, educaBonal, financial, and other related maYers as may be necessary for an employment decision.

Confirma'on of Verifica'on

The informaBon that I have provided in this VerificaBon of Superintendent ApplicaBon is true and accurate to the best of my knowledge. I have answered all of the quesBons to the best of my ability and I have not knowingly withheld informaBon that would negaBvely affect my applicaBon. Any misrepresentaBons or omissions of fact in this applicaBon, any materials submiYed with this applicaBon, or during interviews may be cause for rejecBon of this applicaBon or subsequent dismissal from employment, if hired.

I hereby authorize all my current and former employers who are educaBon providers to disclose the (a) dates of my employment; (b) whether I was the subject of any substanBated reports of child abuse or sexual conduct related to my employment; (c) the dates of any substanBated reports; (d) the definiBons of child abuse and sexual conduct used by the educaBon provider when the determinaBon was made that any reports were substanBated; and (e) the definiBons of child abuse and sexual conduct used by my educaBon provider employer to determine whether any reports were substanBated.

I authorize my listed references, current and past employers and educaBonal insBtuBons, and anyone else who has informaBon about my work history, educaBon qualificaBons, or fitness to provide such informaBon to the school district for which I have completed an employment applicaBon. I release the school district and all persons providing this informaBon to the school district from any liability whatsoever for obtaining and providing that informaBon, regardless of the results.

I acknowledge that finalists in this superintendent search may be subject to criminal records check by the school district or any other relevant state-licensing agency related to my employment. I acknowledge that the school district may conduct an Internet search, reference checks, background invesBgaBons and confirmaBon of employment as a part of this applicaBon.



Signature of Applicant: ____________________________________

Printed Name of Applicant: ________________________________

Date: ___________________


Tiffanie Nakia Towns

02/16/2020


Documents

Dr. Nakia Towns · in district ranking from 2017 to 2019 for overall student academic growth grades 3 -12, out of 146 districts. #1 ranked district in Tennessee for elementary grades