Lydia I. Diaz

Joseph Brennemann Elementary, Chicago, Illinois, 2018-2019

• Observed and evaluated teachers using the Danielson Framework to provide growth oriented suggestions and feedback to improve instructional practices.
• Improved teacher capacity to implement high-leverage instructional practices to meet and engage all students in both reading and math.
• Created, designed, and implemented school-wide professional development, which elevated teacher practice and increased learning outcomes.
• Possess knowledge of a range of effective learning practices, with the ability to model, practice, and coach/assist teachers to support instructional objectives.
• Supported struggling and new teachers by discussing lesson objectives, teaching strategies, and student activities in an effort to maintain a Level 1 or 1+ rating.
• Formulated strong professional learning communities by defining clear and detailed expectations and goals that enhanced NWEA reading attainment grades 2-5.

Thomas J. Waters Elementary, Chicago, Illinois, 2019

• Improved school-wide student achievement through professional behaviors focused on vision and mission of the school, reflective practice, and highly effective communicative skills.
• Formulated strong professional learning communities by defining clear and detailed expectations and goals that enhanced NWEA reading attainment grades 2-5.

• Designed lessons for problem-solving, creativity and communication skills.
• Planned lessons according to Common Core State Standards to address all requirements and prepare for standardized tests.
• Planned learning activities to address individual differences among students.
• Drove student learning by establishing clear classroom plans and group objectives, as well as actionable strategies to achieve each goal.
• Established and adjusted instructional goals and objectives to reflect district and school goals, curriculum policies and knowledge, skills, progress and needs of students.
• Stayed abreast of changes to school and district policies as well as new trends in education by attending professional development courses and in-service trainings.
• Established and maintained standards for behavior that fostered student self-discipline and positive relationships among students.
• Encouraged, secured and maintained involvement of parents and other community members in support of instruction.

• Instructional Leadership Team Committee
• Continuous Improvement Work Plan Committee
• Multi-Tiered System of Support Committee
• Professional Personnel Leadership Committee
• Attendance Committee