Christina Velasco

• Designed, implemented, and regularly evaluated the effectiveness of one-to-one leadership coaching for new site administrators and assistant principals, in 2 year coaching cycles.
• Co-developed program content, performance tasks, metrics, and facilitated professional learning for new leaders.
• Incorporated innovative performance tasks to cultivate social justice oriented leadership impacting diversity, equity, and inclusive goals: examples include cultivating habits of reflection, self-awareness, cultural competence, racial equity consciousness, continuous improvement skills, mindsets and practice among new leaders.
• Collaborated with a wide array of internal and external partners to coordinate and provide technical full-day professional development sessions.
• Work together with District leadership to align essential and robust support for new leaders in service of their effective equity leadership and their longevity.
• Applied strong leadership talents and problem-solving skills to maintain team efficiency and organize workflows.
• Monitored operations of the our team, ensuring smooth workflow and timely completion of tasks.

• Designed and facilitated internship course focused on conceptual understanding of leadership and doctoral students leadership actions and influences.
• Collaborated with colleagues to develop cross-curricular projects, providing students with a holistic learning experience.
• Established positive relationships with doctoral students, fostering open communication regarding academic progress.

• Designed and facilitated monthly seminars on school leadership wellness and resiliency.
• Provided coaching and support to school leaders in translating theory to practice, utilizing the equity-centered coaching approach.
• Collaborated with University partners for strategic planning.

• Brought together a divided community with a clear vision of collaboration and team approach on behalf of all students. Brought consistency in leadership and teaching staff.
• Lead a community school with a full implementation of Bryk's model and in partnership with the Mission Promise Neighborhood Federal grant.
• Collaborated with groups of parents and nonprofit organizations to create comprehensive after-school programs.
• Managed a school 2.5 million dollar budget that included a School Improvement Grant for three years.
• Evaluated and implemented Spanish bilingual and English pathway programs to serve all students in a rigorous and supportive learning environment.
• Implemented and facilitated structures and systems for grade-level collaboration, coaching, and professional development for staff.
• Made progress monitoring and accountability a focus and ensured evidence-based decision-making school-wide.

Principal of Harvey Milk Civil Right's Academy. Created systems for grade-level collaboration and implemented PDSA cycles to close the opportunity gaps for our EL and African-American students. Collaborated with groups of parents and nonprofit organizations to create opportunities for all students. Collaborated with the school team in order to align services for students with special educational needs in the context of the general education settings. Collaborated with the afterschool program and community nonprofits to provide enriching and engaging after-school programs to serve students regardless of their income or socio-economic status. Promoted the school's vision on public television and local media. Co-organized Harvey Milk Day for two years.
Reason for leaving job: Change of school site to a bilingual elementary school.

• Coached teachers to improve practices through professional development and modeling instructional strategies.
• Enhanced teacher effectiveness by providing individualized coaching and professional development opportunities.
• Analyzed student data, diagnosed instructional needs, and identified research-based instructional strategies.
• Supported data-driven instruction by assisting teachers with analyzing assessment results and adjusting lesson plans accordingly.
• Promoted continuous improvement in teaching practices by leading professional learning communities focused on best practices and research-based strategies.
• Facilitated collaborative planning sessions for grade-level teams to establish learning goals and align curriculum across subjects.
• Implemented evidence-based literacy strategies, resulting in improved reading comprehension and writing abilities among students.
• Contributed to a positive school culture by collaborating with administrators, staff, and parents on various initiatives.

5th grade bilingual teacher

• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• TRIBES trained and managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established community agreements.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equitable opportunities for success.
• Collaborated with other teachers to plan interdisciplinary units that connected subjects and promoted deeper understanding among students.
• Organized extracurricular activities such as clubs or field trips that enriched students' learning experiences outside traditional classroom settings.
• Mentored new teachers, sharing best practices and providing guidance to help them adapt to their new roles successfully.
• Served on school committees (school site council, ELAC, instructional leadership team) focused on curriculum development, teacher evaluations, or community outreach initiatives to contribute positively to the overall school climate.