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Mary Hendricks-Harris

Mary Hendricks-Harris is the superintendent of the Francis Howell School District in Missouri. Previously, she served as the chief academic officer, in which role she supported improvement efforts at both the building and district levels.

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Mary Hendricks-Harris

Mary Hendricks-Harris is the superintendent of the Francis Howell School District in Missouri. Previously, she served as the chief academic officer, in which role she supported improvement efforts at both the building and district levels. Mary has served FHSD as director of adult learning and program evaluation, where she planned, implemented, and evaluated districtwide professional development for teachers and administrators, including support for professional learning communities. She also has taught courses on quality instruction and special education administration at Lindenwood University.

With more than 25 years of experience, Mary has served as a special education teacher, director of special education, and director of assessment. She has worked closely with educators locally and nationwide as a consultant and presenter. Mary has been awarded grants to support pyramids of intervention for behavior in several schools and was selected to attend the Harvard Institute for School Leadership for Large-Scale Improvement. She graduated from the National Staff Development Academy in 2010.

An engaging, powerful, and humorous presenter, Mary is knowledgeable on a number of topics relating to school improvement and PLCs, from pyramids of intervention to navigating cultures of change and implementing research-based instructional strategies.

Mary earned an undergraduate degree in special education from St. Louis University, a master’s degree in educational leadership from the University of Missouri–St. Louis, and a doctorate from Lindenwood University.


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Presentations by Mary Hendricks-Harris

  • Designing a Pyramid of Interventions for Behavior
  • The Foundation of Professional Learning Communities
  • Ensuring Learning in Professional Communities
  • Implementing Research-Based Instructional Strategies in All Classes at All Levels
  • Aligning Professional Learning Communities and School Improvement
  • The Central Office Role in Supporting Professional Learning Communities
  • Managing Change and Dealing With Resisters

“Very helpful and approachable. Good suggestions and ideas. I also liked that she implemented practices with us (icebreakers etc.) that we could take back and use with staff. “

Andrea Thomas, intervention specialist, Rebecca Stallman Southgate School, Ohio