Who am I?
I am an administrator with the Klein Independent School District, Klein,
Texas, located in northwest Harris County near Houston.
My working career has afforded me many opportunities. As an educator,
I have worked in public and private schools as an administrator, teacher,
and university residence hall counselor.
In the oil and gas industry, I was an editor/ photographer for two employee
and investor relations publications and a records analyst. I also worked
as a staff reporter for a daily newspaper and as the editor for a monthly
magazine for a non-profit organization.
I earned an Associate of Arts degree from Kilgore College, Kilgore,
Texas, a Bachelor of Arts degree in English and Journalism from Texas Tech University, Lubbock, Texas, and a
Master in Secondary Education degree from Stephen
F. Austin University, Nacogdoches, Texas. I hold secondary teaching
certification in Missouri and Texas as well as mid-management certification
I enjoy photography, travel, gardening, reading, sailing, and painting.
My e-mail addresses are firstname.lastname@example.org and email@example.com.
Experience in Education
I taught high school-level English as a graduate assistant at Central
Missouri State University in Warrensburg, Missouri.
In 1981, I was employed by the Klein Independent School District as
an intermediate-level reading, English language arts, and French teacher
at Wunderlich Intermediate.
In 1984, I became a department chairperson for English language arts,
foreign language, and English as a Second Language at Klein Intermediate.
In 1988, I became an instructional officer. In this assignment, I worked
with teachers to develop curricula for courses in grades 6 - 12 for several
content areas including English language arts, journalism, public speaking,
oral interpretation, debate, art, theatre arts, business, foreign language,
and computer literacy.
In 1990 - 91, I was assigned the district's K -12 library services program
with responsibility for the annual Summer Library Reading Program and the
revision, development, and evaluation of the annual library book bid, the
magazine bid, and the audio-visual bid.
As an instructional officer, I also assisted with the development of
the secondary Gifted and Talented (GT) program and for two years administered
two co-curricular GT assignments: The Future Problem Solving and Community
Problem Solving programs for intermediate- level students.
My curriculum projects included implementation of the following College Board
language arts Advanced Placement - Literature, Advanced
Placement - Studio Art, and
Placement - Spanish/ Language.Additionally, I facilitated implementation
of: (1) three high school journalism Macintosh labs and (2) a pilot for
two English language arts Macintosh writing labs.
In 1993 - 94, I also planned and coordinated the district-wide technology
summer staff development for teachers, administered the instructional technology
budget, and managed the installation of six computer literacy Macintosh
labs, of three high school mathematics Macintosh labs, inventoried the
software installed in each elementary and secondary lab, and assisted with
the addition of system protection software for approximately 900 Macintosh
Today, I am a student services officer with two content area assignments
and one student services assignment. I have responsibility for the curriculum
for the foreign language courses (Spanish and French: 7 - 12; German, 9
-12; Latin, 9 - 12; Exploratory Language, 7 - 8) and for the technology
applications courses (K - 12). My student services assignment is the library
Beginning with the 1995 - 96 school year, I have facilitated the installation
of three computer science high school Compaq labs and coordinated curriculum
development and implementation of the Computer
Science I, Computer Science - Advanced Placement A, and Computer Science
- Advanced Placement AB courses.
Since 1990 - 91, one of my library services assignments has been the
automation of the district's 27 libraries including the retrospective conversion
of 330,000 records.
The district began this project by designating a team of 9 librarians
who served as a selection committee. Together, we visited 11 public and
academic library sites, researched and wrote a system Request for Proposal,
a system bid, a records conversion bid, evaluated the proposal and bid
responses, and recommended the bid awards during the 1994 - 95 school year.
I also had the opportunity to assist with the development of the site preparation
bids for electrical improvements and casework design and installation.
CARL, the system selected, uses parallel processing technology to manage
complex union catalog data searches across a wide-area network/local-area
network configuration using T-1 lines and Ethernet topology. X.25 communication
is utilized between the system vendor's Tandem computers and that of the
At completion, the system will be comprised of approximately 295 campus-level
Compaq workstations supported by a Himalaya-model Tandem computer located
at the central library services area. Students, faculty, and staff at each
campus will have search access from each workstation to the entire district
collection of 330,000+ volumes, all holdings of the Houston Public Library
system, and to remote public and academic libraries.
Since September 1995, ten libraries have been automated in this multi-year
project, 160,000 records have been converted, and 22 library staff members
have had Introductory PC/MS-DOS, Windows 3.1, and system software training.
Also, a new centralized library services area has been implemented to provide
cataloging, processing, and user/systems support to the campuses.
In 1996 -97, I began a K - 5 technology applications curriculum project.
I work with a committee of 22 elementary teachers who are receiving training
in the use of technology in the classroom and are writing technology applications
The committee's task is to develop lessons that link technology applications
identified in the Texas Essential Knowledge and Skills (TEKS) for grades
K - 5 to existing units written for the kindergarten, English language
arts, science, social studies, and mathematics content areas and keyboarding.The
deadline for completing this project is May,1998 with implementation scheduled
for September, 1998.
The elementary technology curriculum committee will meet eight times
during 1997 - 98. As they develop curricula, they will receive staff development
about the history of computing, the mechanical design of a computer, keyboarding
techniques, word processing, database, spreadsheet, graphics, Internet
applications, and multimedia. They will also field-test the technology
applications lessons written for each content area.
During the 1997 - 98 school year, my other projects will include:
- (1) facilitatiing the textbook selection process for the foreign language
teachers in the selection of French I - VI, Latin I - IV, and exploratory
language textbooks and the computer science teachers in the selection of
the Computer Science I and Computer Science II textbooks;
- (2) revising and coordinating the evaluation of the district's library
book, magazine, and audio-visual equipment bids;
- (3) serving as the project manager for the addition of four new library
automation sites, for the conversion of 75,000 records, coordinating systems
support for the ten existing sites, planning and conducting monthly users'
meetings, and training 11 library staff members;
- (4) coordinating the revision of the district's K-12 Library Organization
Manual and the Library Resource Manual; and,
- (5) coordinating the revision of the Spanish I - V and the German I
- V curricula.
The GirlTECH Project
Understanding why and how historical, social, and scientific events
happen has always intrigued me. I am interested in the future as it is
impacted by past and present events. I enjoy researching information to
predict trends and using the technologies that enable access to information
and its manipulation.
As an eighteen-year-old newspaper reporter, I was fascinated by the
technologies that the United Press International and Associated Press wire
services machines used to carry news stories world-wide, that made black
and white photographs press-ready by converting images to purple and white
dots on a plastic surface, that used melted lead to create galleys of type,
and that spun enormous presses all day to print millions of pages of newsprint.
Ten years later as an editor, I used newer, faster computerized typesetting
and offset printing to create employee publications.
In records management, I participated in discussions about the creation,
management, and retrieval of information generated within corporations.
I saw the edges blurring between those who created information, those who
used information, those who cataloged information, and those who stored
information. I saw the tsnami of Alvin Toffler's third wave and his predictions
of an information society appearing on the near horizon.
My interest in the future and technology began in the seventh grade.
My first research paper described the development of the V-2 rocket and
its impact on the global space race to put satellites in orbit and men
on the Moon. As a reader of science fiction, I discovered the imaginations
of Isaac Asimov, Robert Heinlein, and Andre Norton, who wrote about exploring
the universe with space ships that harnessed warp drives to travel at light
To me, these fictional adventures were more real than careers in space
exploration, engineering, and physics, which were remote and exotic to
young women in the1960's, but for two weeks this summer, I was privileged
to participate in the GirlTECH '97 project sponsored by the Center for
Research in Parallel Computation at Rice University. As a GirlTECH participant
- I heard university professors, community leaders, and corporate represetatives
describe opportunities for women and minorities in mathematics, the natural
sciences, engineering, and computational science,
- I learned to create and publish in the electronic environment of the
- I received Internet lessons to share with my collegues,
- I met many talented researchers, scientists, and students whose work
is our future, and
- at the University of Houston, I walked
among 3-D virtual reality images and saw geological structures used by
geologists to make the environ- ment safer, molecular structures used by
medical researchers, and stunning training materials and simulations created
by physicists and NASA personnel for astronauts to use in future space
I saw that if they so choose the careers for children in the 21st century
can include the playing fields of the universe and the Earth.
Their futures looked very exciting.