KIMBERLY GRIFFIN

Leadership Experience

• Instructional Leadership Team (ILT) member
• Multi-Tiered System of Supports (MTSS) Coordinator
• Local School Advisory Team (LSAT) Co-Chair
• Academic Leadership Team member
• School Chapter Advisory Committee
• WTU School Union Representative
• School News Crew Coordinator- created and facilitated daily student led news and announcements
• Initiated Mystery Reader Program for the entire school
• Led professional development workshops for fellow educators on topics such as differentiated instruction and assessment strategies.
• Mentor Teacher-mentored new teachers to help them acclimate to the school culture and improve their instructional skills
• Increased parent involvement in the educational process through regular communication, conferences, and workshops.
• Grade level team lead

Teaching Experience

• Highly Qualified Teacher Status (DCPS)
• Math Interventionist K-5
• Lead Teacher K-2
• Created and implemented kindergarten writing scope and sequence overview, and writing lessons aligned to Common Core Standards
• Enhanced student reading comprehension skills by incorporating diverse literature selections and engaging activities
• Boosted student confidence, morale, and participation with Responsive Classroom strategies
• Implemented various classroom management techniques that fostered a positive and inclusive learning environment for all students
• Served on multiple committees within the school community, contributing to policy decisions and overall improvement efforts.
• Built relationships and communicated with parents to provide best learning environment for children.
• Collaborated with colleagues to develop and revise curriculum, enhancing learning experience.
• Led professional development workshops for fellow educators on topics such as differentiated instruction and assessment strategies.
• Served on various committees within the school community, contributing to policy decisions and overall improvement efforts.
• Established strong relationships with parents through regular communication, fostering a supportive network for student success.
• Implemented differentiated instruction techniques to address learning needs and ensure student success

• Lead teacher in kindergarten, looped with students to first grade
• Lead teacher in second grade, looped with students to third grade
• Planned and implemented expeditionary learning (inquiry-based) curriculum for a group of 25 diverse students
• Collaborated with colleagues to design interdisciplinary units of study, fostering a deeper understanding of content across subject areas
• Designed and executed project-based learning experiences, promoting teamwork, problem-solving skills, and real-world connections for students

• Mentor teacher for a first year teacher
• Cooperating teacher for a student teacher
• School improvement team member
• Planned and implemented daily academic instruction for 18 kindergarten students in a high needs school
• Enhanced classroom management by establishing clear expectations, rules, and routines.

• Grade level team leader
• Planned and implemented daily academic instruction for 24 second grade students in a high needs school
• Designed literacy lessons and unit plans that were aligned to Common Core State Standards
• Enhanced student comprehension by utilizing diverse teaching methods and incorporating real-world examples

• Principal recommendation after first year of teaching; served as a cooperating teacher for Bowie State students completing their teaching practicum
• Collaborated with team members, assistant teacher, special education teacher, speech therapist, and occupational therapist for long term planning of curriculum instruction to appropriately meet student needs
• Promoted a positive learning environment with the use of collaborative group work and hands-on activities