American Institutes for Research

Robert V. Mayo is a senior technical assistance consultant at AIR. Dr. Mayo currently serves as project director for the Cleveland Humanware/SEL and Cleveland Discipline Policy and Data analysis projects.  He also serves as a Title 1 Part D TA Liaison and co-lead facilitator of the Supportive School Discipline Community of Practice at the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth. Dr. Mayo also serves as a technical assistance specialist for the U.S. Department of Education’s three Promoting Student Resilience (PSR) grantees through the National Center for Safe and Supportive Learning Environments. In these roles he provides virtual and direct TA to state and district agencies, and their inter-agency and community partners that support high-quality prevention, intervention and social support services to youth and families. He also served as the project director of the National Clearinghouse on Supportive School Discipline. Prior to joining PPSC, he led field-based school audit teams and provided targeted technical assistance to district and school level leaders amidst their school improvement, and served as the deputy director of The National Charter School Resource Center.

Prior to joining AIR, Dr. Mayo was a performance oversight officer at the D.C. Public Charter School Board.  In this role he facilitated public charter school performance management, interagency relations, regulatory compliance monitoring, and strategic policy development focused primarily on attendance, truancy and supportive school discipline. He also previously served as an administrator, guidance counselor and teacher within top-tier traditional public, private and public charter K-8, 6-8 and 9-12 schools throughout the District of Columbia metropolitan area. He has extensive experience in provision of technical assistance and professional development around data-driven decision-making, holistic student support service delivery systems, school culture and climate, site-level accountability, and learning-centered family involvement to district- and site-level leaders.