Summary of

Qualifications

Professional

Preparation 15 years of successful

work in educational

administration;

24 years overall in the

field;

9 years of post-

baccalaureate studies

in curriculum and

educational leadership

Knowledge Strong skill base in the

following areas:

Curriculum/Instruction

Staff Development

Diverse Populations

Supervision/Evaluation

Technology

Budgeting Process

Facilities Management

Emergency Planning

Strengths Flexible

Calm Demeanor

Sense of Humor

Personable

Problem Solver

Forward Thinking

Change Agent

Listener

Team Builder

Goal Oriented

Strong Work Ethic

Technology Oriented

Personal

Information

Family Married for 27 years

with 3 children

Wife—Kim; Andrew—21;

Rachel—19; Melissa—13

Mark E. Knight Address: 7312 115th Street Court East, Puyallup, WA 98373

Home Phone: (253) 445-5154; Cell Phone: (253) 232-8897

Email: drmeknight@gmail.com

Where And What I Have Studied...

Jobs I Have Enjoyed...

Doctorate of Education Superintendent Certificate

University of Washington—2009

Leadership for Learning Program

Dissertation: “The Use of Student Voice to In-

form Communities of Practice in the Lesson Design

Process: Conclusions for System Leaders Seeking to

Increase Student Engagement”

Principal Certification Administrator Certificate

University of Washington—1999

Danforth Educational Leadership Program

Emphasis: Equity/Excellence, Leadership,

Organizational Change, Collaboration, Inquiry

and Reflective Practice, Teaching and Learning

Master of Education

Western WA University—1993

Curriculum & Instruction

Emphasis: Educational Research and Philos-

ophy, Assessment, Instructional Technology

Bachelor of Arts Teaching Certificate

University of Washington—1988

History Major/English Minor

Emphasis: Teacher Certification

Things I Bring to The Workplace...

Director of Instructional Leadership Puyallup School District—2012-Present

Principal Fife High School—2007-Present

Assistant Principal Fife High School—2001-2007

Puyallup High School—1998-2001

Teacher (Social Studies/English/Leadership) Puyallup High School—1997-98

Anacortes High School—1989-97

Athletic Coach Fife High School—Tennis—2009-10

Anacortes High School Basketball—1990-97

Soccer—1991-94

Golf—1996-97

Anacortes Middle School Golf—1995-96

Club Advisor Fife High School—Key Club—2002-2005

Anacortes High School ASB—1992-97

Key Club—1990-93

A proven track-record of building relationships within the school and greater community Weekly, monthly, and quarterly newsletters that go to staff and parents outlining the upcoming events and

good work taking place in the school—Example: https://shortlinks.fifeschools.com/tb&g

Focus groups involving students and community members or students and staff with the intent of bridging

the gap, solving an issue, or designing engaging instruction in the classroom.

Member of local Rotary International and Kiwanis groups

Regular participation in student leadership activities and meetings

Participant in educational program and technology levy campaigns

Key voice in local Booster Club and Scholarship Foundation groups

Collaboration with local governmental organizations such as city management, police department, and fire

department

Statement of

Beliefs Simply put, education is a

people business. People

are not data points or

equipment on an assembly

line. People are individu-

als that come to our

schools with a wide array

of talents and abilities that

need to be harnessed, nur-

tured and developed.

While assessments and the

corresponding results are

important measures of

progress, they are a snap-

shot in a moment in time.

They don’t measure the

ultimate goal of creating

well balanced individuals

that can function in our

democratic society.

The primary responsibility

of educators in this people

business is to build and

develop relationships.

These relationships help to

build trust with all mem-

bers of the greater commu-

nity. When trust is pre-

sent, parents and school

board members become

advocates and partners of

the schools. Trust allows

administrators at the dis-

trict level to provide the

capacity to meet the needs

of individual buildings.

Trust gives teachers and

principals the ability to be

leaders in the school and

classroom so they can be

free to design engaging

work for students. The

end result is a learning

organization that meets

the needs of the individu-

als—both students and

staff—in the system.

A big picture focus on the issues surrounding the K-12 system of education Successful experience hiring for teaching and administrative positions as well as handling staffing and per-

sonnel issues across multiple buildings

Experience administering state and national assessments and the stringent requirements associated with

these activities

Participant on district collective bargaining teams with the responsibility of negotiating district-wide initia-

tives in times of limited resources

Facilitated nutritional studies and classroom food policies across the district in response to parent and staff

inquiries

Contributor in a district initiative to implement a new student record system to accommodate the need for

accurate and timely student data

Generated conversation and action around the growing cultural diversity in the district, especially around

ELL populations

Implemented action regarding district awareness of the Common Core and the alignment of curriculum

and programs across buildings

Key player in community-wide conversations and decisions involving athletic configuration across second-

ary schools

Knowledge of the current trends involving instruction and student achievement Consistent focus and leadership toward increasing student achievement though the emphasis of power

standards and common assessments that are aligned to state benchmarks and common core standards

Expansion of Career and Technical Education offerings and budget including the integration of STEM pro-

grams, marketing programs for business students, third year math options for graduating 11th and 12th

grade students, and board polices to support cross crediting for graduation

Emphasis on increased options for students though the growth of both Advance Placement courses (to in-

crease rigor) and Fine Art courses (to enhance creativity)

Emphasis on differentiated instruction as a means to provide choice in the classroom

An appreciation and recognition of the diversity that resides within the school, district,

and community Partnership with local tribes to integrate tribal sovereignty, history, and current issues into social studies

curriculum

Use of student focus groups to identify issues and potential solutions to barriers that exist regarding

achievement for students of color

Experience with the management and growth of educational facilities Coordinated personnel and budgets to upgrade facilities including bleachers, scoreboards, outdoor elec-

tronic reader boards, minor classroom/library renovations, and computer lab additions

Successful background in fiscal accountability Strong understanding and management experience of school budgets – including instructional, operating,

and activity budgets with 100% clean audits

My Professional and Recreational Activities...

Professional Memberships and Activities

Washington Association of School Administrators

(WASA)

Association of Secondary School Principals (AWSP)

WA State Association for Supervision and Curricu-

lum Development (WSASCD)

Fife/Milton Kiwanis

Fife/Milton Rotary

Fife High School Booster Club & Scholarship Foun-

dation

Presenter—2010 WSASCD/OSPI/WAEYC Annual

Conference—Focus on the Learner: Acquiring and

Utilizing Student Voice

Community Activities

Puyallup Soccer Club—Youth Soccer Coach

Boy Scouts of America—Cub Scout Assistant

Scout Master

Camp Fire USA—Volunteer Outdoor Skill

Leader

YMCA of Pierce County—Youth Flag Football

Coach

Key Club Advisor and Community Liaison

(Anacortes/Fife)

Personal Interests

Sports (basketball, football, tennis, weight lifting, skiing, cycling), tech gadgets, reading, music