Gregory T. Thompson, EdD 4800 Allendale Rd. Houston, Texas

Provide rigorous instruction to develop higher level, critical thinking skills for problem solving Support a safe environment conducive to learning Embrace diversity and promote educational quality for all students Prepare learners for real-world experiences by promoting independent, life-long learning

Qualifications Doctor of Education: Educational Leadership Published Dissertation Data Analysis Action Research Scholarly Writing APA Format Qualitative & Quantitative Measurement Texas Teaching Certificates: Generalist 4-8 Physical Education K-12 Site-based Decision Making Committee Secretary Linked to Learning Grant & Literacy by 3 Liaison Commercial Drivers License Proficient Online Learning Microsoft Word Applications Instructional Multimedia & Web Authoring Technology Applications in Classrooms settings Wellness Chairperson Sports Coach

Present Technology Applications Teacher (PreK – 5 th grades) (Istation, TELPAS, & Keyboarding) Netsmartzkids Campus Coordinator (Internet Safety) Linked to Learning Grant & Literacy by 3 Liaison (College and Career Readiness) Site Based Decision Making Committee Secretary Record minutes of meeting and submit to Principal

 Physical Education Specialist (K-5 th Grades)  Coordinated Field Day, Go Texan Rodeo Day & Family Fitness Night for 900 students & parents  Conducted Fitnessgram Testing  Donated Jump Rope for Heart funds (raised highest in all Alief ISD schools)  Wellness Chairperson: presented districts’ health information to Teachers and Administrators

Patrick Henry Middle School - Houston ISD  Physical Education & Health Teacher 6 th, 7 th, & 8 th Grades  Head Coach Football, Basketball, & Track 7 th & 8 th Grade Boys

*Physical Education & Health Teacher PreK – 2 nd Grades *Technology Assistant -attended meetings with Technology Committee and Administrators -data analysis & standards review

Hemphill Middle & High School - Hemphill ISD *Physical Education Teacher 9 th – 12 th Grades *Coached Football, Basketball, & Track 7 th – 12 th Grades

Bachelor of Science: Health/Physical Education K-12 With Coaching Endorsements

2002 – 2004 Master of Arts Education: Curriculum & Technology

2006 – 2011 Doctor of Education: Educational Leadership

A PHENOMENOLOGICAL EXPLORATION OF EDUCATIONAL LEADERS' EXPERIENCES IN TEXAS PUBLIC SCHOOL CLASSROOMS

Abstract Teachers are lacking skills to manage classroom disruptions related to behavior and discipline among at-risk students. The growing challenges of managing disruptive, violent, emotional, and other behavioral disorders consume instructional time within the classroom (Lassen et al., 2006). The purpose of this qualitative phenomenological study was to explore the experiences and perceptions of educational leaders (EL) in Texas public school classrooms. This study involved interviewing 11 (K-12) educational leaders to triangulate data and explore educational leaders’ experiences and perceptions of Texas public school classrooms.

DATA ANALYSIS The data was analyzed by transcribing the interviews and using the NVivo8 program to discover the important themes. The findings included seven themes. Theme 1 consisted of perceptions of educational leaders relating to behavior and discipline issues in the classroom. Theme 2 was the amount of time educational leaders spend on behavior and discipline issues. Theme 3 signified the solutions that educational leaders use to manage behavior and discipline issues. Theme 4 included perceptions of professional development training provided by school districts. Theme 5 dealt with the experiences of student removal from the classroom to In-School Suspension (ISS). Theme 6 highlighted perceptions relative to students' identity and behavior. Theme 7 related to how teacher perceptions compete with the popular media. The findings might influence practices and decision-making in professional development programs and classroom environments. Targeted professional development programs can provide educational leaders with knowledge regarding teachers' beliefs about behavior and discipline issues that disrupt instructional learning.

2012 – Present Master of Arts in Education with Principal Certification: Educational Leadership

Concept-Based Curriculum & Instruction for the Thinking Classroom By Lynn Erickson

Students will learn facts but the learning will be focused ultimately on deeper conceptual understanding, which gives relevance and purpose to the factual study (Erickson, 2007).

References available upon request Thank you