Highly experienced and dedicated Literacy Specialist and Educator eager to contribute excellent academic credentials and considerable mentoring talents toward supporting a dynamic school in optimizing student academic success, parent relations, teacher development, and community reputation. 

 

 

• Substantial experience in the education arena with proficiency in teaching, curriculum and program development, faculty training/development and mentoring, and launching process improvements.
• Easily engage a young audience through enthusiasm, persistence, and methodologies encompassing differentiated instruction, guided reading groups, and leveled reading intervention.
• Sound knowledge of supervisory practices, school safety strategies, and student discipline. 
• Apply professional demeanor toward positively representing the school to the community, playing a key role in building critical relationships.
• Proficient at managing budgets, fusing available resources, and advancing educational directives through innovative programs, projects, and initiatives. 
• Reputation for integrity, problem solving abilities, strategic thinking capabilities and resourcefulness.

 

 

Doctor of Philosophy, Language and Literacy Education, to be conferred May 16, 2009, Fordham University

School District Administrator Certification, Massachusetts College Of Liberal Arts Leadership Academy, 2004

M.S. Literacy Education, Adelphi University, 1996

B.A. Duel Major in Elementary Education and Human Development Studies, Hofstra University, 1993

 

Permanent Teaching Certifications:

 

School District Administration, 2004 Reading Teacher, 1997 Common Branch N-6, 1993

 

 

P.S. 503 District 20 Empowerment Schools, Brooklyn, NY, 2008 to Present

Literacy Specialist and New Teacher Mentor

         Facilitate small group push-in literacy support for struggling 3^rd and 4^th grade students.

         Leverage guided reading strategies and provide students with leveled reading intervention using Fountas and Pinnell levels.  

         Critically monitor student progress through use of TC Assessment Pro system and NYC ARIS (Achievement Reporting and Innovation System) criteria.

         Apply dynamic team player approach toward assisting teachers in planning monthly reading and writing workshop curriculum calendars for Teacher s College units of study for grades 3 and 4.

         Adhere to Online New Teacher Induction/Mentoring System and University of California at Santa Cruz New Teacher Mentoring Program guidelines as mentor to upper grade classroom teachers.

 

Continued

 

 

 

Professional Experience continued                                                            Yyyyyy x. yyyyyy ~ Page 2 of 2

 

Region 7, P.S. 128, Brooklyn, NY, 2004 to 2005

Literacy Coach

• Spearheaded professional/staff development initiatives with an emphasis on Comprehensive Balanced Literacy Curriculum.
• Held regular family literacy workshops and mentored staff through model lessons and presentations.
• Concurrently served as Building Test Coordinator.

 

Region 5, P.S. 97, Woodhaven, NY, 2003 to 2005  

Assistant Principal I.A.             (2004 to 2005)

• Held accountability for special education, school safety, and after-school program.
• Applied strong supervisory talents toward overseeing grades one, three, five, and cluster teachers.
• Appointed as Chairperson of Pupil Personnel Committee and held regular faculty conferences and staff development workshops.
• Coordinated standardized testing and interim assessments in compliance with state requirements.

 

Literacy Coach             (2003 to 2004)

         Launched and administered Comprehensive Balanced Literacy Curriculum to pedagogical staff and parents and further optimized efforts by holding frequent literacy workshops.

         Orchestrated ongoing staff development via model lessons, one-on-one mentoring, informative presentations, and workshops.

         Innovatively established new curriculum resource center inclusive of leveled guided reading books, big books and various teaching materials.

         Instituted and managed effective New York City Voyager Passport Reading Intervention Program.

         Demonstrated dedication and commitment as coordinator of Saturday Academy.

 

P.S. 139, Brooklyn, NY, 1993 to 2003  

Curriculum  Resource Teacher / Staff Developer           (1998 to 2003) 

• Led staff development by presenting model literacy lessons, mentoring teachers, and coordinating workshops.
• Refurbished and maintained curriculum resource center to aid teachers with lesson planning.
• Provided small group instruction for Title I students struggling with reading and writing.
• Advanced from roles as 4^th, 2^nd and 5^th Grade Teacher (1993 to 1998).

 

Prior background includes role as Volunteer Camp Counselor, Herbert G. Birch Early Childhood Center, Springfield Gardens, NY, Summers 1992 & 1993.

 

 

• Donald Bear: Words Their Way Spelling and Word Work Program

         Columbia University s Teacher s College: Think Tank on teaching young writers with IEPs; Calendar Days in the teaching readers and writers with special needs series 2008-2009, 2006-2007; Writing Project, 2004, 2001, 1998

         New Heights audio-assisted reading program, Making Meaning reading program and Voyager reading intervention program, 2004

         Region 5 Teacher s Center Literacy Coach Training, 2003 to 2004

         AUSSIE Train The Trainer series in Balanced Literacy, 1999 to 2003

         New Teacher Mentoring, United Federation of Teachers 2003

         District 22 Training: Project Read Early Literacy; New York City Standards; and Performance-Based Budgeting, 1998 to 1999

 

 

International Reading Association; Association for Supervision and Curriculum Development