Degrees and Certifications:
Dominic Ingram is a native of Leighton, Alabama, and a graduate of Colbert County High School. He furthered his education at The University of Alabama, where he was conferred a bachelor’s degree in Secondary Education-Social Science and completed his Masters in Instructional Leadership from The University of West Alabama. Mr. Ingram is currently pursuing a Doctorate in Educational Administration (P-12) from The University of Southern Mississippi.
Mr. Ingram will begin his second year as Assistant Principal and Athletic Director at Echols Middle School. Prior to moving to administration, Mr. Ingram taught Civics/Geography (7th), Computer Technology (6th), and Global Studies (7th/8th). He has also been involved in the following: Crisis Response Team (2019-2021), Geography Bee Sponsor (2019-2021), assistant cross country/track & field coach (2016-2019), Budget Committee (2017-2018), and assistant football coach (2016-2017). Mr. Ingram's professional memberships include the Alabama Education Association (AEA), National Education Association (NEA), the Alabama High School Athletics Directors and Coaches Association (AHSADCA), Council for Leaders in Alabama Schools (CLAS), and the Alabama Association of Middle School Principals (AAMSP).
In his spare time, Mr. Ingram enjoys traveling, reading anything by John Grisham, and spending time with family. He also devotes time to serving as a senior staff member for The American Legion Alabama Boys State.
It is Mr. Ingram's educational philosophy is that all children have the ability to learn despite race, socioeconomic background, learning disability, or other barriers. As educators, it is our job to provide high-quality instruction that challenges students to think critically and make them college and career ready. Additionally, he believes that teachers are a valuable resource and an integral part of the learning process. For students to achieve, teachers cannot function autonomously, they must collaborate and engage in professional learning communities to solve issues of professional practice. When teachers work collaboratively to improve instructional methods, assign complex tasks, and model expectations, students will perform at higher levels.