Kimberly Uddin Leimer

Founded English/Spanish Pre-Kindergarten through 6th grade dual language public elementary school.

• Collaboratively developed and enacted shared mission, vision, and core values of high-quality education aligned with three pillars of dual language education
• Acted ethically and in accordance with professional standards to promote each student’s academic success and social and emotional well-being
• Used multiple data sources and culturally sustaining practices to ensure equity of educational opportunity
• Acted as agent of continuous improvement to increase bilingualism, biliteracy, high levels of academic achievement, and sociocultural competence
• Developed and supported intellectually rigorous and coherent systems of curriculum, instruction, and assessment
• Cultivated inclusive, caring, and supportive school community that leveraged funds of knowledge of students and families and promoted academic success
• Engaged families and community in meaningful, reciprocal, and mutually beneficial ways
• Developed professional capacity and practice of school personnel aligned with district and school mission and vision
• Fostered inclusive professional community of teachers and staff that welcomed and celebrated each person's contributions
• Managed school operations and resources according to district and school priorities of equity, excellence, and empowerment

• Taught stand-alone English language development classes to WIDA levels 1-3 learners
• Collaborated and co-taught with content teachers in grades 9 and 11
• Served as Instructional Coordinator for ESL team
• Developed project-based, technology-enhanced units of study for English language development curriculum
• Student Council leader

• Clinical supervisor and coach for aspiring ESL Certification candidates
• Met 1:1 monthly with candidates
• Facilitated quarterly candidate community of practice sessions
• Provided instructional feedback on videotaped lessons
• Assessed candidates' major assignment
• Collaborated with other Learning Guides and Director to strengthen program and support candidates

• Advise and instruct Aspiring Principals in CLEE's Principal Residency Network
• Facilitate and coach urban educators in CLEE's Learning Leader Network continuous improvement processes with focus on how SEL and Restorative Practices impact instructional core for equity focal groups
• Facilitate school-based strategic planning through CLEE's Learning Leader Network

Led a mixed-class, Title I suburban elementary school with a growing dual-language immersion program.

• Collaboratively developed and enacted shared mission, vision, and core values of high-quality education and academic success and social and emotional well-being of each student
• Cultivated dual language strand within school
• Acted ethically and in accordance with professional standards
• Ensured equity of educational opportunity and culturally responsive practices
• Developed and supported intellectually rigorous and coherent systems of curriculum, instruction, and assessment
• Cultivated inclusive, caring, and supportive school community
• Developed professional capacity and practice of school personnel to promote each student’s academic success and well-being
• Fostered a professional community of teachers and other professional staff to promote each student’s academic success and social and emotional well-being
• Engaged families and community in meaningful, reciprocal, and mutually beneficial ways to elevate learning
• Equitably managed school operations and resources

• Assessed all incoming ELL students to determine eligibility for identification
• Led ELL program development and implementation K-8
• Oversaw state testing for ELLs and monitored results
• Developed and delivered professional development for all teachers K-8
• Coached classroom teachers and reading specialists
• Supervised and evaluated bilingual teaching partners and AmeriCorps Education Fellows working with ELL students
• Led RtI team
• Facilitated PLC on language & literacy instruction
• Participated on academic strategic planning committee (SIT) as a permanent member
• Led ELL Local Advisory Committee
• Facilitated parent engagement and learning sessions in English and Spanish
• Provided external professional development to partner schools
• Trained interpreters for parent engagement and conferences
• Designed ESL certification program and course syllabi as part of the Teaching Studio at the Learning Community 

• Formed partnerships with public school districts where teaching candidates were placed for field experiences, practicum, and student teaching
• Observed cooperating teachers for placement purposes
• Hired, trained, and supported clinical supervisors
• Supervised and evaluated the Coordinator of Field Experiences
• Collaborated with professors to create clinical assignments and build mentoring skills of cooperating teachers
• Collaborated with professors and partner schools to develop, build capacity, and monitor outcomes of the Gordon-RWU Teacher Residency program and the RWU-TASIS Puerto Rico Student Teaching program
• Served as a clinical supervisor for students in the RWU-TASIS Puerto Rico Student Teaching program

• Coached teachers to develop and implement a dual-language immersion program in English and Spanish and English and Portuguese
• Served as an English classroom teacher (grades 3, 4, and 5) in the English and Spanish strand of the program
• Developed curriculum for reading and writing workshops
• Selected trade books in three languages for classroom libraries
• Identified ELL students according to state criteria and monitored their performance
• Provided professional development related to workshop model teaching and effective language teaching
• Collaborated with the Curriculum Director to create a standardized and rigorous hiring process

• Designed and delivered professional development for regional educators to increase culturally and linguistically appropriate practice
• Wrote research-based modules and web content to build educator capacity in culturally and linguistically appropriate practices for The Diversity Toolkit and The Knowledge Loom
• Monitored school districts for equal access and opportunities in compliance with the Office for Civil Rights
• Collaborated to convene 2001 conference on equity in education at Brown University
• Facilitated urban ring teachers to use action research to improve instruction for English learners

• 4th, 5th, and 6th grade classroom teacher
• Designed and implemented project-based curriculum using the Expeditionary Learning model
• Applied Waldorf approach to child development and learning in an urban setting
• Utilized a personalized social-emotional learning curriculum

*Serve as a thought partner with the Executive Director.

*Preside at meetings of the CLEE Board of Directors.

*Perform all duties incident to the office of the CLEE President, ensuring that all orders and resolutions of the Board are carried into effect.

*Participate in making and determining policy for CLEE.