Carl Hudson: Educational Professional
Carl Hudson is an achievement coach at Children First Network 201. Just one of many roles he has spearheaded in the educational field, Hudson has built a career assisting students in reaching their academic goals. Through his dedication to his field, he has moved from one position to the next in a way that has allowed him to increasingly benefit his students while also developing his own professional capabilities.
Educational Background: Creating a Love of Learning
Carl Hudson knows that education is an integral part of a student’s life. The educational process allows students of all ages, from pre-school up to graduate school, to both learn important concepts and develop key skills. From understanding a concept in chemistry to learning to communicate clearly, the educational process teaches a wide range of ideas.
Carl Hudson began his collegiate education at Cornell University. Here he studied in the College of Agriculture and Life Sciences. In May of 2001, Hudson earned a bachelor of science in applied economics and statistics. He graduated with distinction, earning an overall grade point average of 3.5 and a major grade point average of 3.8.
After earning his undergraduate degree, Carl Hudson enrolled at New York University for graduate studies. He attended the Steinhardt School of Education. He earned a master of arts in mathematics education in May of 2003. Again, he graduated with distinction, earning an overall grade point average of 3.5.
While his degrees provided a great deal of value to Hudson’s life, he decided to go back to school to earn another master’s degree. In October of 2009, Hudson graduated from Columbia University’s Teachers College. He earned a master of education in education administration, organization, and leadership. In continuing his tradition of academic achievement, he graduated with an overall grade point average of 4.0.
The educational experience is something that Hudson values highly. Through his own experience, he was able to come to understand the technical aspects of his study areas. Additionally, he had the chance to learn how to best function in his chosen industry.
But the life lessons that Hudson learned are just as valuable. First and foremost, he was afforded the ability to learn to manage his time effectively. As a busy professional, this particular lesson has allowed him to more successfully create a work/life balance without having to sacrifice any of the activities that he enjoys. Additionally, he has learned the ability to clearly communicate verbally and in writing. This has proven integral to his success, as educating others revolves around the ability to share ideas clearly with students who respond well to different forms of communication.
After graduating from Cornell University, Hudson decided that he wanted to serve as a teacher. Since making this decision, he has earned the education and experience necessary to function as a positive part of the educational industry.
Carl Hudson: Professional History
Hudson’s career in the educational industry started in September of 2002, when he began work at Flushing High School as a mathematics teacher. He also acted as the program department chairperson for this school. In this role, Hudson utilized his certification to teach all levels of math and computer science. He also maintained the updates for the school’s computer system and database. Additionally, he championed transcript maintenance, grade reporting, and scheduling tasks.
After working in this capacity for eight years, Hudson was promoted to principal in September of 2010. He became the leader of the school and, as such, put a major emphasis on several new professional capabilities. These included: personal leadership, data, curriculum and instruction, staff and community, and resources and operations. The experience allowed him to fully develop new capabilities that have, since, improved his ability to collaborate with other educators.
Using his personal leadership skills, Hudson was able to encourage a positive educational culture that valued excellence. He complemented his leadership capabilities with his knowledge of data, thereby analyzing information to create goals and ultimately improve the achievement of students. He also used his understanding of curriculum development, instruction, and assessment to assist educators in improving student learning. As such, he developed the abilities of the staff, nurtured strong educational communities, and also managed the resources allotted to the organization in an effort to improve the experiences of both students and faculty members.
In September of 2004, he began part time work as an adjunct faculty member of the mathematics department at LaGuardia Community College. This position allowed him to teach several classes and gain experience presenting course materials and interacting with students. Through the materials he provided, Hudson offered students the chance to improve their foundational understanding of mathematic ideas. Additionally, he taught them to put these ideas into context to better understand how they play a role in everyday life. Ultimately, his work allowed students to enhance their level of cognitive engagement with their studies.
In September of 2005, while still working at LaGuardia Community College, Hudson took on the role of project associate and AP statistics and mathematics teacher at the Leadership Enterprise for a Diverse America. In this position he taught both AP statistics and algebra II. Hudson personally developed the curriculum he used for the statistics class, which received approval from the College Board (the organization responsible for the management of advanced placement classes and tests nationwide). Hudson also created the curriculum for the LEDA NYC scholars program.
At the Leadership Enterprise for a Diverse America, Hudson collaborated often with the executive director of LEDA and the associate director of curriculum. Through these partnerships, he was able to build his communication and interpersonal skills in a way that allowed him to more effectively work with colleagues on professional initiatives. Together they planned academic curriculums and activities while maintaining a focus on the progress and development of the organization’s students.
Currently, Hudson is an achievement coach at Children First Network 201. In this position, he supports a group of high school principals who are working to enhance student outcomes. He assists them in developing goals, creating intervention programs, and designing professional development plans. This position allows him to continue to build his skills in the educational industry while also encouraging students to reach ever upward in their academic experiences.
Carl Hudson has dedicated his professional career to assisting students in achieving their goals. Through his ongoing work, Carl Hudson looks forward to continuing to act as a positive force in the lives of students.