HELLO, I'M
Keri Powell-Boolman
Highly Qualified Certified Teacher / Teacher Leader
About
MY BACKGROUND
I am a certified, highly qualified, PreK-8 general education teacher with a passion for educating and working with youth and adults. I am in the final stages of completing my Master of Education in Educational Leadership program through Grand Canyon University. I have been in education for nearly twenty years, with a talent and special interest in reading and writing instruction, educational technology, media, and leadership/management. Beyond the classroom, I have led multiple professional development workshops and sessions for local educators and have presented at Michigan Association for Computer Users in Learning (MACUL) conferences. I am a creative and highly skilled writer, effective communicator, and leader. I am passionate about supporting both teachers and students in identifying and developing their individual strengths and talents to promote growth, confidence, and overall success. As a teacher, small business owner, and Cadillac native, I am deeply invested in our community and the people we serve. Through years of experience, I have intentionally leveraged teacher leadership opportunities within my classroom role to build the skills necessary for effective school leadership.
Teaching & Leading Philosophy
My teaching and leadership philosophy is grounded in the belief that strong relationships, clear communication, and meaningful learning experiences are the foundation for growth and sustained improvement. I believe that effective teaching and leadership are inherently connected—both require a commitment to developing people, fostering collaboration, and maintaining a clear focus on improving outcomes for students.
At the core of my philosophy is the belief that all students and educators have the capacity to grow when provided with the right support, expectations, and opportunities. I value learning environments where individuals feel respected, challenged, and empowered, and where high expectations are balanced with intentional support. Teaching and leadership, therefore, must connect theory to practice in ways that are relevant, purposeful, and immediately applicable to real-world contexts.
I believe that strong systems and collective efficacy are essential to sustained success. When educators collaborate, reflect, and engage in meaningful problem-solving, they strengthen instructional practices and create more consistent, high-quality learning experiences for students. Clear expectations, active engagement, and ongoing feedback are critical components of both effective instruction and effective leadership.
Communication is central to this work. I believe that clarity, transparency, and consistency build trust and alignment among stakeholders. Strong communication not only supports instructional success, but also ensures that systems function effectively and that all members of a learning community feel informed, valued, and connected to a shared purpose.
I also believe that leadership must be grounded in service, adaptability, and continuous growth. By modeling professionalism, elevating stakeholder voice, and fostering shared decision-making, leaders create environments where individuals take ownership of their work and contribute to collective success. Sustainable improvement occurs when systems are built collaboratively and are not dependent on any one individual.
Ultimately, I believe teaching and leadership are not about delivering content or managing tasks, but about developing people and strengthening systems. My purpose is to support the growth of both students and educators while contributing to environments where individuals are empowered to reach their potential and make meaningful contributions to their schools, workplaces, and communities.
Teaching & Leading Expertise
Grounded in a belief that strong relationships drive meaningful change and successful school climates, I approach leadership with a focus on collaboration, capacity-building, and continuous growth. The following highlights demonstrate my instructional leadership experience aligned to the Professional Standards for Educational Leaders (PSEL) with a full understanding that administrative roles are collaborative leadership positions, utilizing shared decision-making and team-based structures to implement the Professional Standards for Educational Leaders, the school mission and vision, and drive continuous school improvement.
Working Together
Education is a partnership between teacher/school, student, and families.
Instructional Leadership (PSEL 4: Curriculum, Instruction, and Assessment)
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Instructional leader with a proven track record of designing effective learning environments, prepared to scale this work at the building level by establishing clear instructional and behavioral expectations, leading PLC structures, and using data to monitor and improve academic, behavioral, and social-emotional outcomes—resulting in increased student engagement, improved consistency across classrooms, and stronger overall school performance/help maintain strong school performance
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Builds instructional capacity by modeling and supporting high-quality practices in differentiation, classroom management, and student-centered learning; at the administrative level, this will be accomplished through coaching cycles, classroom walkthroughs, targeted feedback, and professional learning aligned to school goals—leading to increased instructional consistency, teacher confidence, and improved student achievement
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Leverages blended learning to support equitable access and student engagement, with the ability to lead school-wide implementation by setting clear technology expectations, supporting staff through training and collaboration, and ensuring consistent, meaningful integration across classrooms—resulting in increased student ownership of learning, expanded access to resources, and more effective use of instructional technology
Professional Capacity of School Personnel (PSEL 6)
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Builds staff capacity by coaching pre-service teachers and mentee colleagues in instructional practices and technology integration (small scale, as much as current role allows); at the administrative level, this will be accomplished through structured coaching cycles, classroom walkthroughs, and targeted feedback aligned to school goals—resulting in increased teacher confidence, instructional consistency, and improved student outcomes
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Leads professional development in both in-person and virtual settings; as an administrator, this will include designing and facilitating job-embedded, data-driven professional learning aligned to building/district priorities and supporting implementation through PLCs and follow-up coaching—leading to stronger instructional practices, increased staff engagement, and sustained professional growth. I hope to utilize teacher strengths and teacher leaders as applicable to create trust, buy-in, and increased job satisfaction.
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Promotes inclusive practices for diverse learners, including English language learners; at the building level, this will be supported by guiding staff in equitable instructional strategies, providing targeted professional learning, and monitoring implementation through data and observation—resulting in increased access, participation, and achievement for all students
Community of Care and Support for Students (PSEL 5)
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Establishes and sustains a positive, structured learning environment that prioritizes relationships, engagement, and social-emotional well-being; at the administrative level, this will be accomplished by implementing and reinforcing school-wide systems (e.g., PBIS/restorative practices), maintaining visibility throughout the building, and supporting staff through consistent expectations and coaching—resulting in increased student engagement, stronger relationships, and a positive, inclusive school culture
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Implements consistent systems and expectations that reduce behavioral disruptions and support a safe, supportive learning environment; as an administrator, this will include developing and/or communicating/reinforcing clear building-wide procedures, using behavior data to inform decisions, and ensuring consistent implementation through staff collaboration and accountability—leading to decreased behavioral incidents, improved consistency across classrooms, and increased instructional time
Family and Community Engagement (PSEL 8)
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Develops and manages communication systems (social media, newsletters, digital platforms, positive phone calls, and direct outreach) to strengthen relationships with families; at the administrative level, this will be accomplished by establishing/supporting clear, consistent school-wide communication protocols, supporting staff in effective family engagement practices, and utilizing multiple platforms to ensure accessibility for all stakeholders—resulting in increased family engagement, stronger home-school connections, and improved trust within the school community
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Enhances two-way communication with families by creating structured opportunities for feedback and dialogue; as an administrator, this will include implementing systems such as surveys, family forums, and regular outreach, while modeling responsive communication practices—leading to greater participation, increased transparency, and stronger collaboration in support of student learning
Operations and Management (PSEL 9)
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Effectively manages complex systems and large student groups, maintaining organization, efficiency, and accountability; at the administrative level, this will be accomplished by developing/supporting clear building-wide procedures, aligning systems across grade levels, and monitoring implementation through data and regular check-ins—resulting in improved consistency, increased efficiency, and a more organized and responsive school environment
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Utilizes digital platforms (Google Workspace, LMS, PowerSchool, and communication tools) to streamline instruction, collaboration, and operations; as an administrator, this will include establishing/supporting clear expectations for use, supporting staff through training, and leveraging data systems to inform decision-making—leading to improved communication, stronger collaboration, and more efficient school-wide systems
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Contributes to PLC meetings/organization/setting & following agendas, create presentations, and professional learning to ensure clear communication and productive outcomes; at the building level, this will be accomplished by setting clear agendas, aligning meetings to school goals, and following up with actionable next steps—resulting in staff clarity, stronger alignment, and effective use of time
School Improvement (PSEL 10)
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Uses data, instructional practices, and stakeholder feedback to inform decisions and support continuous improvement efforts; at the administrative level, this will be accomplished by leading data cycles within PLCs, analyzing academic and behavioral trends, and gathering input through staff, student, and family feedback systems—resulting in more informed decision-making, targeted interventions, and improved student outcomes
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Secures and allocates resources through grant writing and strategic planning to expand student opportunities (small scale--field trips, classroom supplies, outdoor classroom equipment); as an administrator, this could lead to identifying funding needs aligned to school improvement goals, pursuing grants and partnerships, and ensuring equitable distribution of resources—leading to increased access to enriched learning experiences, expanded programming, and enhanced student engagement.
I believe that communication, collaboration, organization, classroom management, and relationship-building are among my greatest strengths as an educator and leader. These skills enable me to work effectively with students, staff, families, and the broader school community, fostering a supportive and inclusive environment that promotes both academic achievement and social-emotional growth.
In the spirit of collaboration and maintaining an engaging learning environment, I create meaningful opportunities that extend beyond the classroom. For example, I lead Student Council and intentionally develop partnerships between our students and the Cadillac Area Chamber of Commerce, helping coordinate authentic, real-world experiences. Through these community partnerships, I am able to provide students with rich learning opportunities that build leadership, communication skills, and a deeper connection to their community. Strong relationships with all stakeholders support shared ownership of student success and contribute to a cohesive, supportive school culture.
