Kara Rose Trojan

• Designed and authored bespoke content modules for reading comprehension, leveraging principles of cognitive load theory and enhanced learner engagement.
• Developed competency models and targeted instructional pathways for diverse populations, leading to demonstrable improvements in key performance indicators (literacy rates).
• Applied principles of instructional alignment to develop and implement engaging learning experiences that catered to diverse learner styles and abilities.
• Collaborated with Subject Matter Experts (SMEs) to design and execute cohesive, interdisciplinary learning units, ensuring skill mastery and domain transferability.
• Integrated external SMEs and organized experiential learning events to reinforce content application in real-world professional contexts.
• Curated and integrated multiple learning platforms (e.g., IXL, Canva) ensuring seamless function within a blended learning environment.
• Ensured content accessibility and cultural relevance by incorporating diverse cultural elements into lessons to promote global awareness and UDL compliance.
• Collaborated with cross-functional teams to develop and standardize district-wide formative and summative assessments and unit evaluations.
• Piloted and administered targeted diagnostic instruments to pinpoint individual learning deficits and quantify progress for prescriptive intervention.
• Applied root cause analysis to performance data, driving evidence-based curriculum refinement and validating educational interventions.
• Utilized data-driven analysis from formative and summative evaluations to measure instructional efficacy and inform iterative content revisions.
• Developed detailed rubrics and provided constructive feedback on learner assignments to promote growth and continuous improvement in key skills.
• Designed learning environments using a trauma-informed and UDL (Universal Design for Learning) approach to foster a positive, inclusive, and effective space.
• Orchestrated small-group cohorts to foster collaborative knowledge construction and implemented peer-to-peer coaching mechanisms.
• Collaborated with multidisciplinary stakeholders to develop Individualized Development Plans (IDPs) and specialized learning pathways for diverse and high-potential learners.
• Provided internal consulting and coaching to junior team members on effective learning facilitation and content delivery strategies.
• Developed and delivered job-embedded professional development focused on innovative, evidence-based instructional strategies (e.g., adult learning theory) for internal stakeholders.
• Developed multimedia assets (presentations, visual aids) and incorporated interactive components to enhance visual appeal, interactivity, and information retention.
• Managed stakeholder communication and provided regular progress reports, maintaining transparency regarding learner performance and curriculum progress.

• Authored and architected comprehensive 9th-grade English curricula across five sections, mapping content to district standards and specific, measurable learning objectives.
• Applied principles of Instructional Alignment (e.g., Gagné's Nine Events of Instruction) to develop adaptive and engaging learning experiences that catered to diverse learner styles and promoted retention.
• Curated and integrated multiple learning platforms and external content sources (e.g., MyPerspectives, NoRedInk!, Paper.co) to establish a functional, scalable blended learning ecosystem.
• Ensured content accessibility and compliance via Universal Design for Learning (UDL) principles, maximizing learner engagement through cultural relevance and inclusion.
• Collaborated with Subject Matter Experts (SMEs) and cross-functional teams to standardize and deploy district-wide formative and summative evaluation instruments and performance tasks.
• Applied data-driven analysis from evaluation results to measure instructional efficacy and inform iterative content revisions and program adjustments.
• Developed detailed assessment rubrics and provided targeted, prescriptive feedback on learner assignments to promote continuous skill growth and competency attainment.
• Designed learning environments informed by Universal Design for Learning (UDL) and psychological safety best practices to foster positive, inclusive, and effective learning spaces.
• Demonstrated expertise in Learning Technology (LT) integration, leveraging online platforms and educational software to facilitate asynchronous learning and promote independent skill mastery outside of the classroom.
• Developed multimedia assets (presentations, visual aids) and incorporated interactive components to optimize knowledge transfer, retention, and visual appeal within instructional materials.
• Managed stakeholder communication and provided regular progress reports to ensure transparency regarding learner performance and curriculum progress.

• Led curriculum architecture and performance intervention as a Grade Level Lead, directing Tier 2/3 MTSS programs focused on remediation and scaffolding of core competencies, language acquisition, and executive functioning skills for high-risk learners.
• Successfully designed and delivered high-fidelity hybrid learning environments (simultaneous virtual and in-person), utilizing varied technological interventions and platforms to ensure continuous learner growth across synchronous and asynchronous modalities.
• Authored and facilitated professional development workshops for internal stakeholders on effective Learning Technology (LT) integration and evidence-based instructional methodologies.
• Provided internal consulting and coaching to new team members on instructional best practices and learning environment management, promoting organizational knowledge transfer.
• Managed auxiliary education programs (Credit Recovery, Homework Club, Speech/Drama) and contributed to organizational change management initiatives (PBIS), focusing on continuous improvement of positive culture and climate.
• Designed and administered diagnostic assessments to evaluate learner progress, applying data analysis to rapidly adjust content and deliver prescriptive, individualized instruction.
• Developed engaging lesson plans aligned with curriculum standards.
• Utilized blended learning approaches, such as eLearning modules and in-person workshops, to cater to the diverse learning preferences of executive team members.

• Directed the Sophomore-On-Track (SOT) initiative, serving as a program manager and cross-functional team lead to strategically address learner performance gaps, drive retention, and manage project deliverables.
• Contributed to organizational change management as a member of the Continuous Improvement Work Plan (CIWP) Team, influencing strategic curriculum decisions and process optimization across the department.
• Launched and administered a weekly creative arts colloquium, managing the entire content lifecycle for a printed and digital literary journal and cultivating a vibrant community of practice for content creators.
• Designed and implemented personalized learning pathways and adaptive content to meet the diverse needs of specialized populations (SPED, reluctant, and honors learners), demonstrating expertise in Universal Design for Learning (UDL).
• Successfully managed a complex stakeholder ecosystem, maintaining high-trust professional relationships with internal and external partners (e.g., social workers, City Year, SPED team, administration) to ensure holistic learner support and effective resource allocation.
• Participated in various internal committees (e.g., 95-C-1/SWAG Club) to enhance organizational culture and climate, contributing to non-curricular program development and strategic vision.

• Delivered and managed specialized, high-stakes curriculum (AP Literature & Composition), along with foundational courses (British Literature) and elective content (Creative Writing), demonstrating agility in managing diverse content libraries and learner populations.
• Designed and deployed complex, skills-based learning segments using data-driven design methods informed by rigorous external standards (AP College Board), ensuring robust instructional alignment.
• Applied research-based behavioral frameworks (PBIS) to establish a stable and productive learning environment, demonstrating expertise in managing environmental and psychological factors that influence learner success and engagement.
• Executed a scheduled performance management process via weekly one-on-one conferences to provide targeted coaching, address academic and behavioral blockers, and document learner growth and intervention needs.
• Maintained high organizational alignment and situational awareness by participating in daily cross-departmental operations and communication meetings with administrative and staff teams.

• Managed content delivery and instruction for specialized professional communication courses (Composition II, Public Speaking) and advanced academic programs (Honors British Literature), showcasing versatility across diverse content domains.
• Designed and deployed responsive, data-driven learning modules (weekly cycle) focused on developing core professional competencies in grammar and writing, ensuring real-world applicability for immediate skill transfer.
• Employed research-based instructional strategies to effectively teach foundational and complex skills, guaranteeing content validity and measured efficacy.

A project-based graduate degree from WGU's School of Education, completed via an accelerated, competency-based model. This program provided advanced skills in:

• Instructional Design Models: Mastery of the ADDIE, SAM, and Design Thinking processes for developing end-to-end learning solutions.
• Learning Experience Design (LXD): Creating human-centered, engaging, and accessible content for K-12, higher education, and corporate training environments.
• Technology Integration: Evaluating, selecting, and implementing emerging EdTech tools (LMS platforms, authoring tools, adaptive learning technologies) for maximum impact.
• Performance & Assessment: Designing valid assessments, collecting learning analytics, and using data to measure instructional effectiveness and ROI.

Governors State University provided a dual focus on advanced English studies and professional educator training. My coursework involved intensive study of literature, critical theory, and composition, paired with extensive field experience. I am prepared to apply content mastery and evidence-based teaching methods to foster critical thinking, strong communication skills, and literacy development in diverse secondary (9-12) environments.

Completed rigorous foundational coursework in the humanities and social sciences. This degree provided a strong base in critical analysis, advanced composition, and rhetorical theory essential for academic and professional communication. The accompanying coursework in Secondary Education focused on core pedagogical concepts, adolescent development, and the instructional methods necessary for high school ELA environments. Prepared for transfer to a four-year licensure program.