Jil Blake

CURRICULUM DESIGN

• Pre-K-8 vertical scope and sequence of topics displayed by trimester
• Pre-K-8 list of assessed skills (taught through topics) displayed by trimester
• Pre-K-8 horizontal scope and sequence of topics displayed by content and skills
• Topics of study and skills covered are displayed for each month of year
• Curriculum is physical document and visually displayed in school for all stakeholders to access

PROJECT/COMMUNITY-BASED LEARNING

• Community relations with Blue Hill Peninsula and Blue Hill Heritage Projects to explore local ecosystems
• Boat building program with local boat building firm
• Year long author visits and writing workshops
• Exploration Blocks- Mini courses that allow students to explore woodworking, nature, yarn/wool, basket making, photography, coding, jewelry making

WRITING THROUGH SCIENCE AND SOCIAL STUDIES

• Created a scaffolded multi-draft writing process interactive workbook designed to teach students how to write narrative, informational, and persuasive essays one sentence at a time.
• Writing process includes revision and editing absolutes, as well as self-reflections and rubrics
• Writing units are connected to social studies topics that relate to grade-level: History, Civics, Economics, Culture and Traditions, Global Connections and Geography.
• Writing units are based on science topics that relate to grade-level scientific inquiry and engineering processes and Next Generation Science Standards.
• Curriculum is living document and is used to set pacing

TEACHER/STAFF EVALUATIONS

• Expert on teacher evaluation systems: Danielson, Marshall, Marzanno, McREL, and Stronge.
• Designed electronic individualized professional job responsibilities reflection tool with built in goal setting template for identified areas for growth (nurse, custodian, ed techs, administrative assistant, food service, school counselor, art, physical education,
• Designed a Lesson Effectiveness Feedback Tool (LEFT) to teach students what a great lesson looks, sounds, and feels like and how to objectively provide meaningful feedback on effectiveness of lessons presented throughout the school year

DATA USE AND ANALYSIS

• Gather data to help teachers drive instruction, plan differentiation, and meet individual student’s needs in relation to standards
• Develop and administer interim assessments to gauge student mastery of standards
• Analyze data to determine which students/classes need additional instruction
• Share data with students and allow students to set assessment goals for future interim assessments

PROFESSIONAL DEVELOPMENT/TEAM BUILDING

• Design engaging and meaningful professional development for large and small groups (based on needs)
• Build in team building and cooperative games so educators can remember to have fun and be reminded that a sense of humor is crucial in this profession

MULTI-TIERED SYSTEMS OF SUPPORT (MTSS)

• Put post COVID systems to identify student trauma and family challenges in order to best support the family unit
• Daily social and emotional LESSONS for all students
• Individualized academic support plans for all students with all staff hands on deck
• Whole school morning meetings once per week
• Daily closure meetings in homerooms ending day on positive note

• Coached teachers on planning and pacing of lessons, development of differentiated lessons, and best practices
• Coached teachers on backwards planning: authentic assessment design, and utilizing data to refine instruction
• Identified teachers’ strengths and areas for growth based on lesson observations and student feedback

• Designed interdisciplinary, locally-based expeditions
• Developed and implemented inquiry and project-based curriculum that included multiple perspectives, purposeful fieldwork in community, and service to others
• Maintained awareness and acceptance of cultural differences exhibited by students and their families
• Participated in extensive professional development
• Organized student-led conferences
• Worked with 80% new staff to build Expeditionary Learning school from ground up
• Worked with school leadership to evaluate school performance and set school improvement goals

• Taught content and skills in English language, literature, and composition
• Taught drama students about set design and construction, costumes, stage make up, theater history, directing, dance, singing and diction

• Implemented reading and writing workshops to increase student literacy and support school reading programs
• Worked with administrators on behavioral issues to support needs of students

• Crafted behavior Intervention plans
• Provided academic and emotional support to students who had been expelled from their traditional schools
• Supervised student behavior during daily academic routines to secure safety of students and staff
• Utilized positive reinforcements to improve desired behaviors

• Worked with counselors, social workers, psychiatrists, doctors, and other child advocates to provide stability and support for girls and boys in a maximum security prison
• Offered clear and constructive student expectations, discouraging inappropriate behavior and bullying