Dr.Lori Myles

As a Qualified Educator, Administrator, Coordinator, and Curriculum Design Writer with over 35 years in targeting “At-Risk Populations” and their Social, and Demographic needs to meet and exceed Georgia Standards of Accountability and Performance measures. My Mission has become a plausible reality. Pursuant to my Mission to “Empower Employers and Students through Organizational Leadership and Knowledge.” I have accomplished certain professional skills as my “Vehicles for Accomplishment.

Foremost, as a part of my Mission, I not only earned the SRL- Level 7 -TIER II [FLD710] Educational LeadershipCertificate over 10 years ago, but my Doctorate in Leadership from Georgia Southern University also indicates that I am proficient in acknowledging the need to align my Mission with an Organizational /Administrative Leadership’s Design to apply “Analytical Data, “Research-based, and Evidence-Based” methods in order to succeed whether in a Classroom or as an Area Superintendent of the Georgia Preparatory School System.

As an Applicant for Area Superintendent, your Qualification/Jobs Duties indicate that one needs the ability to provide not only Leadership, but the ability to create partnerships with other agents of change within the Georgia School System, and Department of Juvenile Justice. My 30 years in the Richmond County School System Georgia Department of Education, and 5 Years at the Augusta YDC, and RYDC has provided me with the skills needed to meet and exceed needed qualifications. I have provided “Work Experience, Employment, and related Certification aligned with my credentials.

For Example

1. 2020-2023 Georgia State University Read 180 Evidence Learning Grant (GSU) with the Department of Justice has allowed me to provide a continuity of Evidence-Based Outcomes, aligned with not only their Data Analysis, but Student informant evaluations for Performance Data of over “Forty Incarcerated At-Risk Youth,” who either could not read, or accelerated their Reading Lexile Scores 200 points, or more. Upon Comparative Data, even GSU recognized different attainment, and attributed variables that may have come from not only their program, but the Educator, as a “Classroom Leader.”

1. 2015-2016 Georgia Department of Education Peer Review Team Member: Served (2015-2016) in a Leadership Position. The State position helped to evaluate different School Districts for Accountability Measures as they attain to the ESEA. The purpose of the Department’s peer review of State assessment systems was to support States in meeting statutory and regulatory requirements under Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the “Every Student Succeeds Act” (ESSA), for implementing valid and reliable State assessment systems, and the No Child Left Behind Act. 

 

1. 1988-2024 Educator Partnerships/Instructional Compliance: Special Education Requirements have been met on my Clearance Certificate since 1988. In compliance with Leadership Certification, and Georgia State Board Rules, the Teacher’s knowledge and recognition of Cognitive Levels within a classroom have become a daily need allowance for not just Special Education teachers, but all who issue grades within any learning institution. My Certification holds a “Double Benefit,” to the Leadership spectrum. Since “Highly Qualified” Teachers MUST also hold GaPSC Special Education certification aligned with the teacher’s assignment AND must hold a Content Certification OR the equivalent for the subject and grade level bands for which the teacher is assigned in accordance with the cognitive level specified in the students’ IEPs and must have a Clearance certificate. As an educator, I possess both.

1. 2023 -2023 Augusta YDC-ELA Educator/Researcher/Partner: In 2023, I was afforded the opportunity to use my Leadership expertise, and knowledge to create, and lead DJJ Georgia Preparatory Academy State Leadership Instructional Seminar that would provide constructed co-curricular for different Academic subjects, and outcomes necessary for the Multi-Grade Classroom. The seminar addressed Targets, Curriculum Challenges, Assessments, and overall “Best Practices” for Teacher Classroom Instruction and Leadership. The Success of the Seminar was so applicative to the needs of most teachers within the DJJ School System, our TEAM was asked to repeat our training in 3-month intervention for Educators.
2. 2016-2018 Grant Program: TKES Teacher Certification Trained and Certified. Richmond County School System implemented a Summer Program for School Leaders and Educators. I was chosen to help implement this system, by introducing it to our teachers in the Fall Calendar School Year, as an extension of the TAPS Performance Standard for Classroom Teachers. Beginning in the school year 2016-2017, the three components are Teacher Assessment on Performance Standards (TAPS), Professional Growth, and Student Growth. The overarching goal of TKES is to support the continuous growth and development of each teacher.

1. 2021-2022 TARGET FACILITATOR/ LEADERSHIP CERTIFICATION (Trauma Affect Regulation: Guide for Education & Therapy). TARGET is an Evidence-based Model for Overcoming Stress and Healing Trauma, which was offered by the Superintendent, and our Regional Principal, (Kendall Douglas) of the RYDC/YDC facilities. As the Leader, and Liaison, I partnered with DJJ, GPA, and the University of Colorado to achieve my 2022 Certification. TARGET CERTIFICATION, was authorized by the DJJ Program Leadership, Superintendents, and/or Supervisors is the only intervention for traumatized youth in juvenile justice that has an evidence base with findings from several scientifically rigorous studies. After gaining my certification and membership; the TARGET results were significantly a success amongst DJJ Leadership, Faculty, Staff, and Incarcerated Youth; In a 2-year evidence-based study funded by the Office of Juvenile Justice and Delinquency Prevention, each Target session attended (delivered as a systemic intervention to 12-17-year-old boys and girls in juvenile detention centers) was associated with a 22% decrease in disciplinary incidents and 37 fewer minutes of seclusion in the first 14 days of stay. In addition, youth with severe trauma histories/symptoms had 50% greater benefits. As a Leader, I hope to see TARGET used in employment arenas for adults, as well as for students in future implementations.

Doctoral Degree – Ph.D. December 2010 Georgia Southern University, Statesboro, Georgia Degree earned with Disciplines in Administration, Degree Supervision, and Educational Leadership

Specialist Degree – Ed.S. May 2001

Cambridge College, Boston, Massachusetts School Supervision & Leadership Styles Performance-Based Education for Educators

Master’s Degree – M.A. May 1995

Georgia Southern University, Statesboro, Georgia Adult Education/Technology & Marketing Principles

Bachelor of Arts Degree – B.A. May 1985

Paine College, Augusta, Georgia English /Journalism