Maggie Mariella M. ED.

• Partnered with principal to administer school program in alignment with vision and goals, providing positive, high-expectation academic environment.
• Supported a positive school culture by addressing student behavior concerns promptly and effectively.
• Enhanced teacher effectiveness through regular classroom observations and feedback sessions.
• Performed classroom evaluations to assess teacher strategies and effectiveness.
• Built and maintained positive relationships with diverse stakeholders, such as parents, school volunteers and outside agencies.
• Monitored student behavior and enforced discipline policies.
• Built productive relationships with parents of students facing difficult situations at school or at home.
• Improved school performance by developing and implementing data-driven instructional strategies.
• Analyzed standardized test results to identify areas of improvement in instruction methods and curriculum content.
• Evaluated teacher performance against established benchmarks, providing actionable feedback for improvement purposes.
• Fostered a safe learning environment by collaborating with security personnel and implementing safety protocols throughout the campus.
• Trained teachers on effective teaching techniques, classroom management strategies, and behavior modification.
• Coordinated special events such as parent-teacher conferences, open houses, and graduation ceremonies to promote a sense of community within the school.
• Assisted with compliance efforts for fire and other safety regulations.
• Supported special education department by developing programs and protocols for at-risk youth and students with special needs.
• Led school-wide initiatives focused on increasing attendance rates and reducing dropout numbers.
• Actively participated in district-level meetings to contribute insights on policies affecting schools within the district.

• Worked on development of Principal's school wide vision with an active role in investing and mobilizing teachers to achieve collective goals of School Improvement Plan
• Facilitated with Principal "Opening of School" staff P.D. - new protocols, mandatory procedures, review of EOY school data, effective teaching techniques, classroom management strategies, and presented new PBIS behavior system
• Created school-wide schedules for all staff and assisted in developing orientation, registration, and related activities protocols
• Manage BOY compliance efforts for fire and other safety regulations of building.
• Collaborated with Principal to define and enforce student academic achievement on standards aligned with district goals and objectives.
• Created P.B.I.S. protocols for building and assisted with handling student behavior and enforced discipline policies - C.P.I. TRAINED
• Modeled expected and appropriate leadership to promote staff and administrative personnel's positive interaction with students and families
• Collaborated with Principal to establish accountability for instructional practices driven by statistical performance data
• Special Ed.: L.E.A. duties
• Classroom walk through/observations: Rendered feedback to teachers to enhance and know where support was needed and to celebrate
• Built positive relationships with diverse stakeholders, such as students, parents, P.T.A, school volunteers, and outside agencies by demonstrating respect, friendliness and willingness to help wherever needed
• Created plans and communicated deadlines to complete projects on time
• Pulse Checks: Generated surveys, suggestions, engaged in problem-solving activities to support positive moral and teamwork
• Virtual Learning: : Assisted Principal with staff and students through virtual learning - Liaison between VA teachers & building
• Lead-Transportation
• Assisted in maintain COVID protocols within building
• teacher success

• Over the past two years, Conn found itself without several key leadership positions. Primary responsibilities are broader than Instructional Facilitator duties.
• Assist Principal
• Serve on administrative/leadership/Student Support teams
• Instructional lead: Designed and delivered curriculum support for all K-5 teachers, promoted best practices by coaching, modeling, co-teaching, and delivering ongoing professional development with a focus on core instruction, classroom management, and closing achievement gaps between black and white students - special focus on Special Ed students of color
• Drive/Monitor district initiatives - Knowledge/Application of: Benchmark assessment, DreamBox, NC Check-In, Schoolnet, L.E.T.R.S., Letterland, E.O.G. Prep, including all mandates within virtual learning
• Grant/ Wake Learns/ EVAAS/ Family Engagement /Summer School Coordinator
• S.I.P. CO-Chair: Prepare and facilitate all S.I.P.- School Improvement Meetings - Monitor indicators and action steps. Ensure all compliances are followed and completed on time, including managing Indistar
• I.E.P. - K-5 step in for Sp.Ed. as needed
• Collaborate with Principal to create schedules
• First Aid/CPR/ MED, COVID Team
• Assist with hiring
• Equity P.D.
• Assist with any other peripheral duties as needed
• Main lead whenever administration is out
• Data analysis -
  Collaborate in P.L.T.s, Planning& Progress Monitoring - guided teachers through understanding data, unpacking standards, set next steps and S.M.A.R.T. goals for instructional accountability
• Collected data on teacher efficacy through data analysis and implemented solutions for improvement - M.T.S.S. implementation team
• Developed assessments and user polls/surveys to evaluate course effectiveness, altering content and delivery to achieve student learning goals
• Supported students and teachers with academic/behavioral P.B.I.S. issues, liaising between participants, families, and support team regarding support needed to ensure student success in and outside classroom
• Family Engagement Liaison - Planned and executed Family Engagement events throughout the school year to keep parents informed about how to support their child(ren) academically, socially, and emotionally

Roles/responsibilities/achievements at Forestville included but were not limited to:

• Instructional Leadership Roles: Teacher Leadership Corp., K-2: RIT/Tier Team; K-2- IEP Rep.; Grade level chair; participated in studies "Nurturing Skill" study with Duke University and SIP team
• Title One/ Interventionist – small daily groups specialized instruction Literacy & Math, analyzing data, assisted with PLT and grade level planning with teachers K-1 supported teachers with differentiating their instruction to meet needs of learners and provide ongoing professional development to staff
• Wrote and delivered customized instruction to individual students and groups. By end of year, all students service showed growth and had 85% proficiency with students receiving intervention
• Built positive and productive relationships with teachers to drive improvements to literacy/math programs.
• Developed goals and realistic plans for achieving each target.
• Performed assessments and analyzed results to spot students in need of further help.

Classroom teacher responsibilities:

• All regularly assigned duties plus curriculum support for team teachers, delivery of best practices with instruction/behavior and rendered PD, and was on "Curriculum Walk Through Team"
• Delivered lesson plans, implemented school curriculum, and used data to create, monitor, and establish personalized learning plans for each student
• Reported to parents and administration about student progress
• Exercised good classroom management focused on positive behavior support by clearly articulating fair and consistent expectations along with appropriate natural consequences
• Collaborated with other faculty and staff to promote rigorous learning opportunities, general well-being of school and collective interest of staff and student body
• Delegated tasks to teacher assistants and school volunteers.
  Applied evidence-based practices for classroom management to enhance learning results
• Held after-school sessions for ESL families to come in monthly for extra support with curriculum in addition, gave additional family support with - job applications, and helped parents learn English

• Performed all Kindergarten classroom duties.
• Planned and implemented integrated lessons to meet national standards.
• Data analysis - monitored bi-weekly data to course correct which lead to overall student proficiency of 87%
• Incorporated multiple types of teaching strategies into classroom.
• Evaluated and revised lesson plans and course content to achieve student-centered learning.
• Communicated frequently with parents, students and faculty to provide feedback and discuss instructional strategies.
• Fostered team collaboration between students through group projects.
• Supervised learning groups of students in classroom stations.

Left due to husband's being relocated to Raleigh N.C.

• Ran Central Pennsylvania Institute's Pre-K program including all curriculum development, budget, staff management, day to day operations for Pre-School students, parents, staff, and building.
• Stayed current on codes and guidelines to maintain compliant program operations in Pennsylvania. Maintained 100% rating.
• Instructed students in grades 10, 11, and 12 to prepare them for careers in Early Childhood Education with 95% of students receiving credits and proficient
• Students earn credits for Teaching program at Lock Haven University
• Facilitated and monitored internships for students in real world settings.

• Responsibilities/Achievements included but were not limited to:
• Served as Substitute Assistant Principal for grades K-8 Building with 650 students
• Wrote District-Level Curriculum, Assessments, and Teacher Evaluation Programs
• Developed and delivered related Professional Development Training to all relevant District personnel regarding how to do Teacher Evaluations
• Team leader: SIP/BMT Academic and Behavior Management Team leader
• Development Behavior - PBIS Programs for building
• Developed programs to increase student success at district-level
• Implemented and performed data analysis and reporting for PSSA-EOG standardized testing, Dibels/DRA/EVAS
• School experience from Title 1 and At Risk (Takeover) buildings to Gifted/Honor schools

Served on:

• State-level leadership/Common Core team
• Assisted staff to apply Core Standards and make right connections
• Assisted in developing student-led after-school tutoring program to teach under-privileged students
• Created/Ran Growth Achievement Program on Saturday to close achievement gaps with students of color
• CHAMPS leader: After school program to close achievement gaps with ALL students.
• Successful grant writing: "READ to SUCCEED."
• Successfully taught grades K-6.