Jillian Beall

• Led a dynamic team of Wellness Staff to support the establishment of MTSS TK-12
• Collaborated with the district Wellness Team to open and sustain two Wellness Centers, one serving students 9th-12th grade and one serving students 6th-8th grade
• Supported a districtwide team of Elementary teachers to pilot and choose curriculum for Science and Social Science
• Led districtwide Restorative Practices trainings to expand practices and build staff expertise utilizing the International Institute of Restorative Practices curriculum
• Supported district schools in the implementation of Positive Behavior Interventions and Supports, increasing all schools' percent of implementation as identified through the Tiered Fidelity Inventory and lowering suspension rates districtwide
• Collaborated with the district wellness team to build tiered systems districtwide to support MTSS for social emotional and mental health
• Worked collaboratively with site and central office staff to restructure attendance supports districtwide under an MTSS Framework which saw an overall decrease in chronic absenteeism
• Participated in the AASA National Principal Supervisor Academy to support principals in their roles as instructional leaders
• Facilitated listening circles with educational partners throughout the year to gather voice and input to drive decision-making
• Worked collaboratively with site leaders to establish and support Coordination of Services Teams (COST) at all school sites to best support students in a multi-tiered system (academic/social-emotional/behavioral)
• facilitated school visioning work TK-12
• Led school leadership teams in leveraging YouthTruth data to drive strategic school climate and culture initiatives and continuous improvement centered on student voice

• Collaborated with middle and high school teachers and administrators to support the district’s secondary AVID program and increase collaboration and vertical alignment between all three sites
• Led a team in establishing the first AVID Elementary school within our district and supporting the vertical alignment of the TK-12 AVID district program
• Created meeting agendas, facilitated District AVID site meetings, analyzed student work, observed AVID teachers in the classroom setting, and evaluated the logistics and effectiveness of the program through written reports
• Planned and implemented informational AVID parent night
• Provided support and resources to teachers to successfully implement the AVID program at school sites

• Led team in the re-visioning process, ultimately creating a vision of opening doors for every scholar
• Implemented the first AVID Elementary school in the district to vertically align a TK-12 system focused on college and career readiness for all; ensuring access to academic rigor for all learners
• Developed English Learner Review Team Meetings to ensure all English Learners were progressing throughout the year
• Supported teachers and staff in fostering a culture of belonging and inclusion through daily use of Responsive Classroom's Morning Meetings school wide
• Partnered with all stakeholders to create and implement multi-year plan of PBIS and Restorative Practices school-wide and worked collaboratively with leadership team to utilize data to monitor implementation and guarantee plan was responsive to student needs
• Established a team to use data and improvement science methods focused on ensuring all scholars felt a sense of belonging on campus and were set up for academic, social, and emotional success in a safe, supportive, and student-centered environment.
• Fostered an inclusive school culture focused on equity and access for all learners, in which the school community moved together under a shared vision
• Supported all students, families, and staff within SDC moderate-severe program to ensure an inclusive, strengths-based environment in which all students received FAPE to ensure growth towards IEP goals
• Managed site responsibilities including creation of SPSA, ELAC, site council, safety plans, classified and certificated evaluations, budgeting, facilities, etc.

• Collaborated with principal and staff to provide students with an emotionally and socially safe learning environment in which students can thrive academically
• Worked with a team of teachers and staff to explore restorative practices and expand school-wide strategies; leading staff in Developmental Designs’ “Circles of Power and Respect” to bring the focus on students’ developmental need for competency, autonomy, fun, and relationships, to all classrooms
• Collaborated with ELD teachers as EL manager to support the EL program and review student progress throughout the year
• Supported students, staff, and families in the area of student discipline with a focus on Restorative Practices and learning opportunities
• Facilitated instructional assistant and campus supervisor monthly meetings with a focus on student learning and positive relationships
• Led strengths-based learning opportunities with students in the Special Education classroom setting
• Coordinated the AVID program at site level and district wide as district director

8th Grade Teacher (Language Arts, History, Science, Algebra, and AVID)

• Served as a mentor teacher in supporting and encouraging new teachers in their practice, primarily in the areas of student engagement and classroom management, and holding weekly meetings to discuss progress, planning curriculum, and supporting through modeling, listening and advising
• Served as an Accelerated Schools Process Coach, collaborating with peers across the district on the Accelerated Schools process to plan and facilitate DAWs (District as a Whole), SAWs (School as a Whole), Powerful Learning, and Steering Meetings
• Implemented new Springboard curriculum within the Language Arts classroom to meet Common Core Content Standards
• Designed instruction to support literacy standards across all content areas
• Utilized active student engagement strategies to meet the needs of a diverse student population
• Supported Social Emotional Learning through the implementation of Developmental Designs strategies including the Circle of Power and Respect
• Focused on the development of mutual respect relationships, utilizing student voice and empowerment to create a supportive, motivational, and safe classroom setting
• Implemented Nancie Atwell’s Writer’s Workshop to engage students in the writing process and assessing student performance through goal setting meetings, student-teacher conferences, writing sample analysis, checking for understanding strategies, and academic portfolios