EDUCATION
LONG ISLAND UNIVERSITY
CITY UNIVERSITY OF NEW YORK |
C.W. POST CAMPUS, Brookville, New York
Doctoral Program in Interdisciplinary Educational Studies (Expected graduation - May, 2014) BROOKLYN COLLEGE, Brooklyn, New York Advanced Certificate * Professional Diploma, 1990 Master of Science * Elementary Education, 1988 30 Post Baccalaureate Credits * Education, 1985 Bachelor of Arts * Art, 1981 |
EMPLOYMENT HISTORY
BALDWIN UNION FREE SCHOOL DISTRICT – Baldwin, New York. July 2003 to Present.
PRINCIPAL – BROOKSIDE ELEMENTARY SCHOOL (July 2003 – Present)
Responsible for the day-to-day supervision of all staff members and students and the implementation of all curricula in a K-5 instructional program including a strong character education component, before, during and after-school. Responsible for determining the instructional needs and providing the necessary staff development to all teachers building-wide. Our transition to Balanced Literacy and small-group differentiated instruction during the 2003-2004 school year resulted in significantly increased achievement scores that were systemically sustained, in addition to becoming a National Blue Ribbon School of Excellence in 2009.
Successfully integrated Smart Boards into the daily instructional program in all classrooms. Collaboratively created a technology-friendly environment where staff is comfortable taking risks with various forms of technology. Provide on-going workshops on how to inform instruction from data generated by AIMSweb and NWEA DesCartes reports.
Developed building-level Data, Curriculum, and Literacy Committees in order to increase student achievement, and share and improve upon our practices. Professional development and curricula needs are agreed upon collaboratively and curriculum-writing is a school-wide effort.
Served as the administrative representative on the Facilities Task Force which resulted in the closing of two elementary schools. Member of the district-wide Professional Development and Response to Intervention Committees.
ELEMENTARY ELA CORRELATOR (July 2007 – Present)
Responsible for creating and delivering all ELA/Balanced Literacy staff development to seven literacy coaches in five elementary schools, coordinates ELA curriculum mapping, supervising and writing K-5 ELA curricula, selection of instructional materials and professional resources, and coordinated and planned district-wide ELA staff development with AUSSIE consultants. This resulted in a district-wide shift towards Balanced Literacy and a more differentiated approach to teaching reading and writing.
Provide on-going professional development and consultation to Grade 6 ELA teachers at Baldwin Middle School on using data to drive instruction and how to implement an independent reading block in order to increase comprehension.
ELEMENTARY SOCIAL STUDIES CORRELATOR (July 2003 – June 2007)
Responsible for the revision of the district-wide elementary social studies curriculum and K – 2 textbook adoption. This resulted in a greater integration of non-fiction teaching within a literacy block.
NEW YORK CITY DEPARTMENT OF EDUCATION – Brooklyn, New York. July 1988 to June 2003.
PRINCIPAL – P.S. 139, COMMUNITY SCHOOL DISTRICT 22 (July 1997 – June 2003)
Responsible for the implementation of all instructional formal school day and after school programs, pupil personnel services, staff development, safety, budgeting, and school-wide collaborations with parents, community and community-based organizations, cultural institutions, colleges and universities.
Directly supervised 140 staff members and three administrators in a large, urban school of over 1200 students, pre-kindergarten through grade 5. Created self-contained, theme-based mini-schools within the larger school building.
It was the first school in District 22 to implement a Balanced Literacy program and use the workshop model to teach mathematics. P.S. 139 was noted as one of New York State’s most improved Title I elementary schools in 2002 in both literacy and mathematics, increasing over 20 points from 1999 to 2002. The school was also selected by the Chancellor as one of 209 schools in NYC to continue using their own curriculum in ELA and mathematics. Included in the 2nd Edition of New York City’s Best Public Elementary Schools by Clara Hemphill.
Selected by the District 22 Council of Supervisors and Administrators to represent the District 22 elementary school principals at the monthly District 22 Leadership Team meetings from September 2000 to June 2003. Responsibilities included the allocation of Title I funds for district-wide programs and the yearly creation of the District 22 Comprehensive Education Plan.
Selected by the New York City Department of Education in 1999 as a Model School of Inclusive Practices. Received a $15,000.00 grant to train other school leaders in the area of special education inclusion.
MEMBER OF THE CHANCELLOR’S DISTINGUISHED FACULTY (February 2001 to June 2003)
One of 25 principals selected city-wide by the Chancellor to train and mentor new principals throughout New York City in all aspects of running a NYC public elementary school. Attended extensive staff development through Hunter College, New York University, and Teacher’s College, Columbia University in areas such as Emotional Intelligence, Negotiation Skills for School Leaders, Differentiated Instruction, and Reader’s and Writer’s Workshop.
SUPERVISOR – DISTRICT 22 SUMMER SCHOOL PROGRAM (June 1999 to August 1999)Responsible for the supervision of 20 summer school sites (approximately 3,800 students). This included NYC summer school testing and the supervision of 20 breakfast and lunch programs.
ASSISTANT PRINCIPAL – P.S. 197 & P.S. 251, DISTRICT 22 (September 1993 to June 1997)
Served as an assistant to the Principal in all aspects of administration and supervision of the school.
Directly responsible for pupil-personnel services, discipline, curriculum review, and instructional supervision of staff in grades 3 – 5.
CLASSROOM TEACHER – GRADES 4 & 5 – P.S. 203, DISTRICT 22 (September 1985 to June 1993)
Responsible for teaching all subject areas in a heterogeneously grouped classroom.
CONDUCTOR OF NEW TEACHER TRAINING WORKSHOPS (August 1988 to June 1997)
Selected by the District 22 Superintendent to train new teachers for a city-wide program. Program ran during the summer and throughout the school year. All new teachers were required to complete 10 days of training per year. Workshops were conducted in all areas that pertain to teaching grades K – 6.
PRINCIPAL – BROOKSIDE ELEMENTARY SCHOOL (July 2003 – Present)
Responsible for the day-to-day supervision of all staff members and students and the implementation of all curricula in a K-5 instructional program including a strong character education component, before, during and after-school. Responsible for determining the instructional needs and providing the necessary staff development to all teachers building-wide. Our transition to Balanced Literacy and small-group differentiated instruction during the 2003-2004 school year resulted in significantly increased achievement scores that were systemically sustained, in addition to becoming a National Blue Ribbon School of Excellence in 2009.
Successfully integrated Smart Boards into the daily instructional program in all classrooms. Collaboratively created a technology-friendly environment where staff is comfortable taking risks with various forms of technology. Provide on-going workshops on how to inform instruction from data generated by AIMSweb and NWEA DesCartes reports.
Developed building-level Data, Curriculum, and Literacy Committees in order to increase student achievement, and share and improve upon our practices. Professional development and curricula needs are agreed upon collaboratively and curriculum-writing is a school-wide effort.
Served as the administrative representative on the Facilities Task Force which resulted in the closing of two elementary schools. Member of the district-wide Professional Development and Response to Intervention Committees.
ELEMENTARY ELA CORRELATOR (July 2007 – Present)
Responsible for creating and delivering all ELA/Balanced Literacy staff development to seven literacy coaches in five elementary schools, coordinates ELA curriculum mapping, supervising and writing K-5 ELA curricula, selection of instructional materials and professional resources, and coordinated and planned district-wide ELA staff development with AUSSIE consultants. This resulted in a district-wide shift towards Balanced Literacy and a more differentiated approach to teaching reading and writing.
Provide on-going professional development and consultation to Grade 6 ELA teachers at Baldwin Middle School on using data to drive instruction and how to implement an independent reading block in order to increase comprehension.
ELEMENTARY SOCIAL STUDIES CORRELATOR (July 2003 – June 2007)
Responsible for the revision of the district-wide elementary social studies curriculum and K – 2 textbook adoption. This resulted in a greater integration of non-fiction teaching within a literacy block.
NEW YORK CITY DEPARTMENT OF EDUCATION – Brooklyn, New York. July 1988 to June 2003.
PRINCIPAL – P.S. 139, COMMUNITY SCHOOL DISTRICT 22 (July 1997 – June 2003)
Responsible for the implementation of all instructional formal school day and after school programs, pupil personnel services, staff development, safety, budgeting, and school-wide collaborations with parents, community and community-based organizations, cultural institutions, colleges and universities.
Directly supervised 140 staff members and three administrators in a large, urban school of over 1200 students, pre-kindergarten through grade 5. Created self-contained, theme-based mini-schools within the larger school building.
It was the first school in District 22 to implement a Balanced Literacy program and use the workshop model to teach mathematics. P.S. 139 was noted as one of New York State’s most improved Title I elementary schools in 2002 in both literacy and mathematics, increasing over 20 points from 1999 to 2002. The school was also selected by the Chancellor as one of 209 schools in NYC to continue using their own curriculum in ELA and mathematics. Included in the 2nd Edition of New York City’s Best Public Elementary Schools by Clara Hemphill.
Selected by the District 22 Council of Supervisors and Administrators to represent the District 22 elementary school principals at the monthly District 22 Leadership Team meetings from September 2000 to June 2003. Responsibilities included the allocation of Title I funds for district-wide programs and the yearly creation of the District 22 Comprehensive Education Plan.
Selected by the New York City Department of Education in 1999 as a Model School of Inclusive Practices. Received a $15,000.00 grant to train other school leaders in the area of special education inclusion.
MEMBER OF THE CHANCELLOR’S DISTINGUISHED FACULTY (February 2001 to June 2003)
One of 25 principals selected city-wide by the Chancellor to train and mentor new principals throughout New York City in all aspects of running a NYC public elementary school. Attended extensive staff development through Hunter College, New York University, and Teacher’s College, Columbia University in areas such as Emotional Intelligence, Negotiation Skills for School Leaders, Differentiated Instruction, and Reader’s and Writer’s Workshop.
SUPERVISOR – DISTRICT 22 SUMMER SCHOOL PROGRAM (June 1999 to August 1999)Responsible for the supervision of 20 summer school sites (approximately 3,800 students). This included NYC summer school testing and the supervision of 20 breakfast and lunch programs.
ASSISTANT PRINCIPAL – P.S. 197 & P.S. 251, DISTRICT 22 (September 1993 to June 1997)
Served as an assistant to the Principal in all aspects of administration and supervision of the school.
Directly responsible for pupil-personnel services, discipline, curriculum review, and instructional supervision of staff in grades 3 – 5.
CLASSROOM TEACHER – GRADES 4 & 5 – P.S. 203, DISTRICT 22 (September 1985 to June 1993)
Responsible for teaching all subject areas in a heterogeneously grouped classroom.
CONDUCTOR OF NEW TEACHER TRAINING WORKSHOPS (August 1988 to June 1997)
Selected by the District 22 Superintendent to train new teachers for a city-wide program. Program ran during the summer and throughout the school year. All new teachers were required to complete 10 days of training per year. Workshops were conducted in all areas that pertain to teaching grades K – 6.
WORKSHOPS AND PRESENTATIONS
Common Core State Standards and Balanced Literacy – September 2011 – Present
Grades 3 – 5 Teachers – Baldwin Union Free School District, Baldwin, New York
Reader’s and Writer’s Workshop – September 2008 – Present
K – 5 Classroom and AIS Teachers – Brookside Elementary School, Baldwin, New York
District-Wide Reading Strategies Workshops for Parents – September 2007 – Present
Parents in Grades 3 – 5 District-Wide – Baldwin Union Free School District, Baldwin, New York
Using Data to Drive Instruction – October 2011
Reading Teachers – Mineola School District
Implementing an Independent Reading Block in a Middle School ELA Classroom – October 2007 – 2010
Grade 6 ELA, AIS, ESL and Special Education Staff – Baldwin Middle School, Baldwin, NY
How to Coach Teachers Using a Workshop Model – June 2007 – 2010
Elementary Literacy Coaches – Baldwin Union Free School District, Baldwin, New York
Writer’s Workshop in an Upper Elementary Classroom – March 2008
Grade 3 – 5 Teachers – Baldwin Union Free School District, Baldwin, New York
Using Deeper Comprehension Skills in Your Literacy Teaching – September 2007 – June 2008
Grade 3 – 5 Teachers – Brookside Elementary School, Baldwin, New York
Independent Reading in a Literacy Program – September 2003 – June 2007
Grade 3-5 Teachers – Baldwin Union Free School District, Baldwin, New York
Implementing the New NYS Math Standards – December 2004 – June 2006
Grade 5 Teachers – Baldwin Union Free School District, Baldwin, New York
Effective Literacy Practices – December 2002
NYC Superintendents – PS 139, Brooklyn, New York
Independent Reading in the Elementary School Classroom – November 2002
NYC Principals – Distinguished Faculty Retreat, Garden City, New York
Effective Instructional Programs in a Large, Urban Elementary School – October 2002
Administrators and Teachers from Haverstraw, England – PS 139, Brooklyn, New York
How To Improve Math Achievement – October 2002
Principals and Administrators – Community School District 22, Brooklyn, New York
Differentiated Instruction – July 2002
NYC Principals – New Principals Institute, New York City
How to Conduct a Meaningful Faculty Conference and Why It’s Worth the Effort – July 2002
NYC Principals – New Principals Institute, New York City
Multiple Intelligences in the Elementary School Classroom – July 2001
NYC Principals – New Principals Institute, New York City
Monthly Cohort Meetings – February 2001 – August 2003
Meetings with new principals on all topics related to supervising an effective instructional program and a safe and orderly environment.
Implementing a Balanced Literacy Program – July 1999
NYC Principals – Literacy Institute, New York City
Implementing a Balanced Literacy Program – March 1999
Principals and Assistant Principals – Community School District 22, Brooklyn, New York
How to Implement an Effective Inclusion Program – January 1999
NYC Principals – Chancellor’s Consortium on the Least Restrictive Environment, Brooklyn, NY
Addressing the Least Restrictive Environment at the Elementary School Level – November 1998
NYC Schools Superintendents – NYC Superintendents Conference, Brooklyn, New York
Grades 3 – 5 Teachers – Baldwin Union Free School District, Baldwin, New York
Reader’s and Writer’s Workshop – September 2008 – Present
K – 5 Classroom and AIS Teachers – Brookside Elementary School, Baldwin, New York
District-Wide Reading Strategies Workshops for Parents – September 2007 – Present
Parents in Grades 3 – 5 District-Wide – Baldwin Union Free School District, Baldwin, New York
Using Data to Drive Instruction – October 2011
Reading Teachers – Mineola School District
Implementing an Independent Reading Block in a Middle School ELA Classroom – October 2007 – 2010
Grade 6 ELA, AIS, ESL and Special Education Staff – Baldwin Middle School, Baldwin, NY
How to Coach Teachers Using a Workshop Model – June 2007 – 2010
Elementary Literacy Coaches – Baldwin Union Free School District, Baldwin, New York
Writer’s Workshop in an Upper Elementary Classroom – March 2008
Grade 3 – 5 Teachers – Baldwin Union Free School District, Baldwin, New York
Using Deeper Comprehension Skills in Your Literacy Teaching – September 2007 – June 2008
Grade 3 – 5 Teachers – Brookside Elementary School, Baldwin, New York
Independent Reading in a Literacy Program – September 2003 – June 2007
Grade 3-5 Teachers – Baldwin Union Free School District, Baldwin, New York
Implementing the New NYS Math Standards – December 2004 – June 2006
Grade 5 Teachers – Baldwin Union Free School District, Baldwin, New York
Effective Literacy Practices – December 2002
NYC Superintendents – PS 139, Brooklyn, New York
Independent Reading in the Elementary School Classroom – November 2002
NYC Principals – Distinguished Faculty Retreat, Garden City, New York
Effective Instructional Programs in a Large, Urban Elementary School – October 2002
Administrators and Teachers from Haverstraw, England – PS 139, Brooklyn, New York
How To Improve Math Achievement – October 2002
Principals and Administrators – Community School District 22, Brooklyn, New York
Differentiated Instruction – July 2002
NYC Principals – New Principals Institute, New York City
How to Conduct a Meaningful Faculty Conference and Why It’s Worth the Effort – July 2002
NYC Principals – New Principals Institute, New York City
Multiple Intelligences in the Elementary School Classroom – July 2001
NYC Principals – New Principals Institute, New York City
Monthly Cohort Meetings – February 2001 – August 2003
Meetings with new principals on all topics related to supervising an effective instructional program and a safe and orderly environment.
Implementing a Balanced Literacy Program – July 1999
NYC Principals – Literacy Institute, New York City
Implementing a Balanced Literacy Program – March 1999
Principals and Assistant Principals – Community School District 22, Brooklyn, New York
How to Implement an Effective Inclusion Program – January 1999
NYC Principals – Chancellor’s Consortium on the Least Restrictive Environment, Brooklyn, NY
Addressing the Least Restrictive Environment at the Elementary School Level – November 1998
NYC Schools Superintendents – NYC Superintendents Conference, Brooklyn, New York
ACHIEVEMENTS
Fall 2009
Winter 2003 Spring 2002 Winter 2002 Spring 2001 Winter 2001 Winter 1999 |
US Department of Education Blue Ribbon Award Winner
Recipient of Cahn Fellowship, Columbia University, for Distinguished New York City Principals PS 139 selected by the Chancellor as one of 209 schools in NYC to continue using their own curriculum Included in 2nd Edition of New York City’s Best Public Schools (A Parent’s Guide) by Clara Hemphill PS 139 was one of New York State’s most improved schools in ELA and Math, increasing over 20 points from 1999-2002 Finalist – National Chase/Fordham School Change Award One of 25, K-12, principals selected city-wide, by the Chancellor to be a member of the Chancellor’s Distinguished Faculty Recipient of $15,000 grant – recognized as a Model School of Inclusive Practices |
LICENSES & CERTIFICATIONS
2012
1990 1990 1988 1991 1991 1985 |
N.Y.S. Certified Lead Teacher/Principal Evaluator
N.Y.S. School District Administrator, S.D.A. N.Y.S. School Administrator and Supervisor, S.A.S. N.Y.S. Permanent Certification – Teacher N-6 N.Y.C. Principal, D.E.S. N.Y.C. Assistant Principal, D.E.S., I.S., J.H.S. N.Y.C. Teacher of Common Branches |