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Resume - Christine Johns, JCPS Superintendent Finalist
Resume - Christine Johns, JCPS Superintendent Finalist
EDUCATION
Broad Urban Superintendents Academy, Fellow, November 2004
PROFESSIONAL EXPERIENCE
Superintendent
Utica Community Schools, Michigan 2006 – present
Executive leader of Michigan’s second largest public school district serving 29,400 students in 36
schools, including 25 elementary, 7 junior high, 4 high, and two alternative/adult education
programs. The student population is 90.0% White and 4.0% African American, with 3.0% Asian,
1.8% Latino and 1.2% other non-white minorities. Over 24% of the students are eligible for
free/reduced lunch and nearly 1000 students are English Language Learners speaking 46 different
languages.
Utica Community Schools is a high-performing metropolitan school district that is recognized for
academic excellence and for its support of the fine and performing arts. The graduation rate is 93.6
percent with twenty-eight schools recognized as Michigan Blue Ribbon Exemplary Schools of
Excellence.
Student Achievement
• Raised expectations and increased academic rigor by establishing school accountability
measures and data-driven decision making to drive school improvement.
• Implemented standards and assessments consistent with the new Michigan graduation
requirements. Communicated the need and importance of all students being prepared for
post secondary education and career in a global economy.
• Created and implemented specialty/magnet programs (the Center for Science and Industry,
the International Baccalaureate Programme, and a Mandarin Chinese immersion program).
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These efforts have resulted in improved achievement scores as measured across tested subjects
and grade levels.
Community Relations/Engagement
• Continually and passionately informed the legislative process with local and state
representatives by addressing specific problems with proposed legislation, adequate and
equitable funding, and offering solutions in support of effective school reform. Developed a
relationship with local and state political leaders which resulted in face-to-face dialogue with
the Governor, Speaker of the House and Senate Majority Leader.
• Increased parent and community involvement through community forums, parent sounding
board meetings and community surveys.
• Implemented new social media tools, student information and automated calling systems to
effectively inform and communicate with parents and community.
• Established Superintendent’s Student Advisory Council and Scholarship Fund.
Human Resources
• Developed capacities of principals and central office staff to utilize data and drive student
achievement.
• Redesigned professional development aligned with district goals in support of teacher
content knowledge and pedagogical skills.
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Responsible for providing executive level leadership for all academic programming and support
services. Reported directly to the superintendent, led major initiatives, and represented
superintendent on all matters in his absence. The school system is the 23rd largest in the United
States with over 108,000 students in 163 schools. The student population is 53.5% Caucasian, 38.0%
African-American, and 8.5% other. Over 31.9% of the students are eligible to receive free/reduced
meals.
Accomplishments
• Improved student achievement throughout every level of the school system by focusing on
academics and increasing student participation in curricular and non-curricular activities and
by aligning standards, curriculum, teaching and learning, and professional development.
o Reading scores improved on the Maryland School Assessment (MSA) by 17.7, 8.7,
and 9.1 percentage points in the third, fifth, and eighth grades, respectively from
2003 to 2005.
o Math scores improved on the MSA by 11.8, 17.7, and 13.1 percentage points in the
third, fifth, and eighth grades, respectively from 2003 to 2005.
o Reading scores improved by 8%, 5.5%, and remained the same in the second, fourth,
and sixth grades, respectively between 1999 and 2002.
o Math scores improved by 8.5%, 4.5%, and 1.5% in the second, fourth, and sixth
grades, respectively between 1999 and 2002.
o Advanced Placement (AP) participation increased 54% from 2000 to 2005. Seventy-
one percent of the students participating in AP qualified for college credits.
o The combined (verbal and math) SAT scores improved 26 points since 1999.
• Co-chaired the Blueprint for Progress and Master Plan Committees. Established goals for
student achievement and implemented data-driven decision making throughout the school
system. Coordinated community inputs to insure broad support for plan. School system
representative in communicating and coordinating plan to the Maryland State Department of
Education and community.
• Developed and implemented a plan for the adequate and equitable allocation of resources
based on the academic needs of children. Resulted in an increased number and a broader
demographic profile of students in gifted and talented programs and college preparatory
experiences.
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Responsible for all academic and support services for a mid-sized urban district with 23,500
students. The district represents a diverse student population with 54.7% Latino, 29.8% African-
American, 15.5% Caucasian, and 4.0% Asian or other; 53% of whom were eligible for free/reduced
lunch and 26% were English language learners. Reported directly to the superintendent.
Accomplishments
While in graduate school, coached high school principal and leadership team on paths to school
improvement using disaggregated student achievement data. Worked with leaders to set goals
focused on academic achievement and to align strategies and budgets with these goals. Provided
professional development and individual consultation.
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Served as an intern during doctoral program. Coordinated efforts to pass Measure Y, a $240 million
bond initiative. Worked with district and school leadership, community groups and contracted
consulting groups to insure a unified presentation, which resulted in successful passage.
Successfully led staff, parents and community in an effort to increase student learning in a 400-
student elementary school. Academic performance scores increased in all content areas with gains
as high as 30 percentage points. Improvements resulted in school being recognized by the State.
• Sterling Heights Automotive Task Force, Executive Committee and Board Member, 2009 –
present
• Chamber of Commerce of Sterling Heights, Utica and Shelby Township, past Executive
Board Member, 2006–present
• Bridge to Excellence in Public Schools Act Master Plan Committee, MSDE, 2002–2006
PRESENTATIONS (Selected)
• Equity Warriors in Action: Reallocating Resources for District Need. Harvard Graduate School of
Education, Cambridge, MA. April, 2010
• Michigan’s Defining Moment: A Common Ground Agenda for Michigan’s Transformation. Education
Town Hall Meeting. The Center for Michigan, Lansing, MI. February, 2010
• Aspiring Leaders Forum. AASA National Conference on Education, Tampa, FL. February,
2008
• Using Data to Drive District Decision Making, Mid-Western College Board Conference, Chicago,
IL. January, 2007
• A New Superintendent's Primer: Understanding Race, Class, and Culture. Broad Urban
Superintendents Academy, Denver, CO. August, 2004
• Achievement-A Shared Imperative. Maryland Institute for Minority Achievement and Urban
Education, University of Maryland, College Park, MD. June, 2002
PUBLICATIONS
Johns, C. M. (2004). Success or Survival: Beginning Elementary Teachers’ Experience with the Mathematics
Curriculum. Presented to the Faculty of the Graduate School of Education of Harvard University in
Partial Fulfillment of the Requirements for the Degree of Doctor of Education.
Johns, C. M. (2011). The Equity Fight in Utica, Michigan. In Peterkin, R., Jewell-Sherman, D.,
Kelley, L., and L. Boozer (eds.), Every Child, Every Classroom, Every Day: School Leaders Who Are Making
Equity a Reality. San Francisco, CA: Jossey-Bass.