Carl Militello has worked in public education for over 30 years, a career which has included roles as superintendent of schools in four separate districts. In addition, Carl Militello has served as an assistant professor with the New York State Drinking Driving Program at Erie Community College in Buffalo.
New York State drivers convicted of an alcohol- or illegal substance-related driving violation face having their license revoked for a period of time commensurate with the offense. However, certain drivers may qualify for a conditional license in order to take part in the New York State Drinking Driver Program (DDP).
The DDP is designed to reduce the annual number of vehicle accidents, injuries, and fatalities caused by drivers operating under the influence of alcohol or drugs. Students in the class are educated in the dangers of driving under the influence through multimedia presentations, discussions, and interactive lessons. Participants are screened to determine whether they have a substance-abuse problem or could have one in the near future. Upon completion of the program, participants may be eligible to resume driving privileges.
A 30+-year veteran of the New York state school system, Carl Militello most recently served as superintendent of the Niagara Wheatfield Central School District in New York. In this capacity, Carl Militello improved the performance levels of more than 4,100 students by instituting innovative programs such as Science, Technology, Engineering, and Math (S.T.E.M.), Enhancing Education Through Technology (EETT), and the McGraw Hill math program.
Here are a few of the responsibilities of a school superintendent:
**Administrative duties—As the only employee hired by the school board, the school superintendent is responsible for administrative duties such as preparing the annual school budget, reviewing the instructional program, and preparing applications and reports for state and federal agencies.
**Educational leadership—The superintendent is responsible for assessing the school curriculum, ensuring compliance with policies of the school board and the Department of Education, and providing professional development programs for district employees.
**Community involvement—The superintendent interacts with news media, social service agencies, and other community organizations that have an interest in public education. Additionally, the superintendent is responsible for informing the local community about the school’s progress in reaching its goals and objectives.
Carl Militello is an experienced educator and school administrator who has utilized many student assessment systems. As the former superintendent of Schools for the Niagara Wheatfield Central School District in New York, Carl Militello leveraged the Pearson Benchmark system to measure student achievement. The system, which is a based on a variety of educational metrics, allows school systems to develop customizable, online tests that can be given at any time during the school year.
Due to the fact that the test is based on local educational programs, administrators and teachers have the ability to use Pearson test data to communicate with parents and adjust the school curriculum accordingly. Pearson Benchmark is designed for students ranging from kindergarten through the 12th grade. Each student’s academic performance is evaluated over time. Instructors can use the data to identify each student’s strengths and weaknesses, as well as to address any areas in need of improvement.
Carl Militello is a change agent who specializes in bringing together diverse groups of people and directing them toward a shared goal. While he was superintendent of schools in New York’s Niagara Wheatfield Central School District, Carl Militello engineered a number of innovative changes, including a response to intervention program geared toward high school seniors.
Change agents are important in all fields and industries, but especially in the education system. Whether they are developing new programs to benefit an entire school district or facilitating growth in an individual student, change agents can completely reshape and improve the environment they are working in. A quality change agent will possess a number of innovative qualities.
First, a change agent must have a clear vision of the future and be capable of communicating this vision effectively. The ability to accurately convey an idea is what distinguishes a common authority or executive from a true agent of change. Similarly, while change agents feel passionately about change, they must also have the skills to inspire passion in those around them. Most importantly, a change agent must understand the people with whom they are working. Patience and persistence are key elements when facilitating change, and knowing when to allow someone a little more time and when to encourage them to work harder is a constant balancing act all change agents must learn to perfect.
Carl Militello is an educational professional who has taught in a variety of settings and held the title of superintendent of schools in the Niagara Wheatfield Central School District in New York. He volunteers as an adult literacy tutor.
Literacy West NY, Inc., is an organization that strives to increase literacy and the quality of life of residents in Allegany and Wyoming counties in New York. The organization offers free one-on-one and group instruction provided by volunteers.
Volunteering with the group can be very rewarding. Literacy West NY is always looking for new volunteers, and it accepts applications on a rolling basis. Applicants must complete a 12-hour training module and commit to meeting with their students at least two hours a week while completing monthly assessments and progress reports on their students. The organization accommodates the schedules of the tutor and the students, making the volunteering commitment flexible. Tutors and students meet in convenient settings, such as the public library. Volunteer tutors benefit from continual and knowledgeable support from the professional staff at Literacy West.
Carl Militello has more than 30 years’ experience as an administrator in New York school systems. Most recently, Carl Militello served as superintendent of the Niagara Wheatfield Central School District in Niagara Wheatfield, New York. As with most things in life, one must learn the art of negotiation in order to achieve success and get what one wants. Carl Militello has had to utilize his negotiating skills in order to foster change, creativity, and cooperation throughout his career as an educational administrator. Here he shares a few tips on how to negotiate well.
Be a good listener. The most successful negotiators are those who have the ability to listen. A good rule to follow is the 70/30 rule: listen to your counterpart 70 percent of the time while only talking 30 percent of the time. If you ask open-ended questions, the other negotiator will impart some very important information.
Take your time. When negotiating, patience is key. The more you rush, the more likely you are to make mistakes.
Aim high. By aiming higher and asking for more, you will more likely get more. Most people who aim high usually achieve better results than those who aim low and expect less.
Carl Militello has devoted many years to educational administration, most recently serving as superintendent of the Niagara Wheatfield Central School District and the Carthage Central School District, both in New York. In addition to managing multimillion-dollar budgets and overseeing hundreds of staff members, Militello implemented programs such as curriculum mapping and other assessment systems.
Schools employ curriculum mapping to ensure everyone is on the same page, so to speak. By tracking the content, methods, and assessments used by each teacher, administrators can standardize the curriculum across classes in a grade, align instruction with testing benchmarks, and discover duplication or gaps in material among grade levels. Through curriculum mapping, new teachers quickly learn what to include in lessons, while established instructors avoid redundancies in their planning efforts.
Based on the work of author and education consultant Dr. Heidi Hayes Jacobs, curriculum mapping involves seven steps. First, teachers enter details on the content they taught, and enter them in to the system. After collecting data from this system, each team member reviews all the maps, looking for repetition or missing material. Then, groups of up to eight people discuss their findings. Following the fourth step, a large-group review, members address revisions that can be made immediately. Next, the group assigns a task force to determine areas needing further research and provide resolutions. Finally, they plan for the subsequent review cycle.