Maria "Gabriela" BOLLICH

• Lead the English department with in-depth data analysis and lesson design for successful academic growth of the student population and effective curriculum implementation
• Designed an advanced curriculum and lesson plans that met the requisites of the district’s standards and the needs of gifted, on-level, and special-needs learners
• Implement innovative teaching techniques, like project-based learning and research writing to solve contemporary problems of interest to students
• Improved student language arts state assessment scores by 5% through targeted instruction and data-driven strategies.

PRE-AP TEAM LEADER, AP ENGLISH III (LANGUAGE AND COMPOSITION) INSTRUCTOR, DUAL CREDIT ENGLISH INSTRUCTOR

• Lead the English department with in-depth data analysis and lesson design for successful student academic growth and implementation and re-evaluation of curriculum
• Designed an advanced curriculum and lesson plans that met the requisites of the district’s standards and the needs of advanced learners based on in-depth data analysis
• Implemented innovative teaching techniques, like project-based learning and research writing to solve contemporary problems of interest to students and meet the individual social, emotional, and intellectual needs of the diverse student population
• Developed lesson plans and adapted curriculum to meet individual needs of students
• Assessed individual progress through regular quizzes, tests, essays, and oral presentations, ensuring timely feedback for improvement.
• Enhanced overall student success with personalized feedback, constructive criticism, and one-on-one tutoring sessions.
• Promoted skill development in reading, writing, speaking, and listening through various instructional methods tailored to individual needs.

• Taught three sections of English1301 in the Spring and three to four sections of English1302 in the Fall to college freshmen
• Developed a college-approved syllabus requiring students to produce 5,000 words of polished prose throughout the semester.
• Created a challenging curriculum that addressed various student needs and personal interests.
• Essay genres included, but were not limited to, rhetorical analysis, argument, personal narrative (as creative non-fiction), research essay, response essay (literary and non literary).
• Promoted a positive learning environment by establishing clear expectations and maintaining consistent classroom management techniques.

• Designed a middle school curriculum and lesson plans for gifted students (grades 6 to 8)
• Implemented innovative teaching techniques, like project-based learning and research writing in today’s technological world
• Incorporated multiple fields with literature, including history, art, music, and mathematics to display the real-world application and relevance of education
• Designed a rigorous curriculum that catered to various student requirements and personal passions.
• Designed and implemented Individualized Education Programs (IEPs) for gifted learners, ensuring compliance with state standards and addressing individual needs.

• Researched and wrote age-appropriate texts for K-12 educational reading competency program that was implemented in schools on an international level
• Developed reading questionnaires for each reading selection
• Developed content that increased learners' reading comprehension ability
• Participated in brainstorming sessions to generate innovative ideas for content strategies that aligned with company goals and objectives.
• Streamlined content creation process by implementing a content management system, improving overall efficiency.

• Sole tutor at the Writing Center specialized in working with graduate students, specifically on the writing process of master’s theses and Ph.D dissertations
• Trained and mentored graduate student tutors in the Writing Center.
• Developed and led writing workshops aimed at improving students' academic writing abilities.
• Oversaw the scheduling and daily operations of the writing center.
• Facilitated one-on-one tutoring sessions to assist students in becoming better writers.

• Taught three sections of Freshman Composition each semester (English101 and102)
• Designed a syllabus and assignments for freshman courses
• Graded, evaluated, and assessed student writing progress and development.
• Provided constructive criticism on students' written work, enabling them to hone their writing skills and develop a strong authorial voice.
• Fostered an inclusive learning environment by addressing diverse cultural backgrounds when selecting literature for analysis within the coursework.