Dr. Avis Williams
Executive Director
Secondary Curriculum and Instruction
Education Consultant
Follow me @DrAvisW
Dr. Avis Williams is a native of Salisbury, NC. She has served in leadership positions in the US Army, as an entrepreneur and as an education administrator. She is passionate about empowering people to reach their personal best. A researcher and a scholar, she is certified to teach English, Physical Education and as a P-12 Principal and Superintendent. She earned her doctorate from the University of Alabama and is a proud graduate of Leadership Huntsville/Madison County Connect and the University of Alabama's Superintendents Academy. Dr. Avis has served as an elementary, middle and high school principal giving her a wide-range of knowledge and practical experiences. She currently serves as the Executive Director of Secondary Curriculum and Instruction for Guilford County Schools, the third largest school district in North Carolina. Dr. Avis has presented dozens of professional presentations and seminars at conferences and workshops throughout the U.S. She and her daughter Briahna, a freshman at the University of Alabama, love Alabama football and are members of Church Street Cumberland Presbyterian Church of America. Dr. Avis is also an avid runner, a writer and enjoys reading, public speaking and community service.
Q. How is Your Work Changing The Narrative?
I began my career in education in 1998 as an English and PE teacher in a high poverty high school. While in this position, I encountered many students who were reading well below grade-level. As a new teacher, I was stunned and often frustrated. It wasn’t until years later that I began to act on my frustration. In 2005, I had the awesome opportunity to serve as the elementary principal. My elementary school was as feeder to the high school where I began my career and was located in the same high poverty community. Our school reported a poverty level of 98%, the highest in the school district.
The building was old but adequately maintained. Test scores were low. The parents were disconnected and seemed to view themselves as outsiders to the education of their children. Many of them never graduated from high school themselves. The teachers were hard-working but many struggled with understanding how to teach their students who were so far below their grade-levels. They worked in silos and did not know how to involve parents. The school culture was toxic.
The students were definitely the bright spot. Despite their dire situations at home, they were excited about school. Still, I could see their frustration in the classroom, especially during the reading block.
Within the first few months on the job, I realized that working in a school with so many needs required the efforts of many. I began to reach out to the local business and non-profit community by attending meetings, churches and making home visits. Local leadership organizations were anxious to work with a school with so many needs and I was pleased to give them the opportunity and grateful for their support.
Towards the end of my first year as principal, I began working closely with a neighboring school which led to an innovative practice that we coined “The Meeting of the Minds”. This school partnership, which contributed to my dissertation research, was all about teacher empowerment. My principal partner and I believed that the teachers were the key to making a difference in the lives of our students. We provided them with the leadership capacity to believe this as well. Through leadership development, quarterly retreats, and team building we were able to uplift the teachers which ultimately led to a clear change in the culture of our schools. More importantly, our data showed that our changes impacted student achievement. Our proficiency levels increased by double-digit measures in reading, math and science.
My principal partner and I developed several presentations and began to serve as consultants to other school leaders. Our initial work revolved around 1) School Culture; 2) Shared Leadership; and 3) School Partnering.
Since that time, I have been so blessed. I have served as a middle and high school principal and broadened my research interests. Currently, I am focused on Literacy with an emphasis on Reading. I am working to Change the Narrative through my Career, my Community and Beyond:
“I love being an educator and I hope that I inspire others to truly embrace the concept of being a lifelong learner!”
Q. How is Your Work Changing The Narrative?
I began my career in education in 1998 as an English and PE teacher in a high poverty high school. While in this position, I encountered many students who were reading well below grade-level. As a new teacher, I was stunned and often frustrated. It wasn’t until years later that I began to act on my frustration. In 2005, I had the awesome opportunity to serve as the elementary principal. My elementary school was as feeder to the high school where I began my career and was located in the same high poverty community. Our school reported a poverty level of 98%, the highest in the school district.
The building was old but adequately maintained. Test scores were low. The parents were disconnected and seemed to view themselves as outsiders to the education of their children. Many of them never graduated from high school themselves. The teachers were hard-working but many struggled with understanding how to teach their students who were so far below their grade-levels. They worked in silos and did not know how to involve parents. The school culture was toxic.
The students were definitely the bright spot. Despite their dire situations at home, they were excited about school. Still, I could see their frustration in the classroom, especially during the reading block.
Within the first few months on the job, I realized that working in a school with so many needs required the efforts of many. I began to reach out to the local business and non-profit community by attending meetings, churches and making home visits. Local leadership organizations were anxious to work with a school with so many needs and I was pleased to give them the opportunity and grateful for their support.
Towards the end of my first year as principal, I began working closely with a neighboring school which led to an innovative practice that we coined “The Meeting of the Minds”. This school partnership, which contributed to my dissertation research, was all about teacher empowerment. My principal partner and I believed that the teachers were the key to making a difference in the lives of our students. We provided them with the leadership capacity to believe this as well. Through leadership development, quarterly retreats, and team building we were able to uplift the teachers which ultimately led to a clear change in the culture of our schools. More importantly, our data showed that our changes impacted student achievement. Our proficiency levels increased by double-digit measures in reading, math and science.
My principal partner and I developed several presentations and began to serve as consultants to other school leaders. Our initial work revolved around 1) School Culture; 2) Shared Leadership; and 3) School Partnering.
Since that time, I have been so blessed. I have served as a middle and high school principal and broadened my research interests. Currently, I am focused on Literacy with an emphasis on Reading. I am working to Change the Narrative through my Career, my Community and Beyond:
“I love being an educator and I hope that I inspire others to truly embrace the concept of being a lifelong learner!”