Marcelo Sousa

• Leading and directing after school program for international new arrivals students (grades 6-12)
• Accountable for designing and executing engaging international family nights that strengthen community bonds through support, encouragement, and the promotion of cultural exchange
• Responsible for ensuring that English Learner (EL) students receive research-based instruction that not only meets but exceeds State CELP Standards, promoting academic success and language proficiency.
• Accountable for developing and delivering comprehensive training programs for educators, ensuring effective implementation of English Learner (EL) modified lessons across K-12, fostering an inclusive learning environment.
• Collaborates with staff to drive continuous improvement in teaching and learning by developing a comprehensive ELL data process for the district, utilizing "The ELL Critical Data Process" to effectively distinguish between disability and language acquisition.
• Responsible for the administration of the pre-SAT and SAT assessments to high school students, ensuring a smooth testing process and providing support to maximize student performance and engagement.
• Serve as the dedicated class advisor for the Class of 2026, guiding students through their academic journey, fostering a supportive environment, and coordinating events that enhance school spirit and community engagement.
• As Organization Director for CTCOLT (Connecticut Council of Language Teachers), responsible for fostering effective communication across districts and facilitating dialogue between CT COLT and CAPELL (Connecticut Administrators of Programs for English Language Learners), while organizing and leading professional learning opportunities for participating districts; additionally, served as a judge for the Portuguese language in the annual CT COLT Poetry Contest for multiple years.
• Collaborates with stakeholders to develop, monitor, and evaluate the school improvement plan by actively engaging with the NEASC Committee and assessing priority areas for enhancement, ensuring alignment with best practices in educational quality and continuous improvement.

• Facilitated positive learning environments by using enthusiastic and energetic instructional strategies and consistent classroom management.

• Currently working with CT CAAELP Community of Practice for assessing English learners with significant cognitive disabilities.

• Trained in the program Ellevation —web-based tools for educators to help enhance instruction, improve collaboration, and increase productivity.

• Attended professional development workshops focused on learning goals and classroom management.

• Implemented Language Development Plan (LDP) using LAS Links descriptors and CELP Standards to determine appropriate goals and objectives for individual students. • Served as panelist to review LAS Links Form F items with the Connecticut State Department of Education (CSDE).

• Taught lessons encompassing a range of skill-building activities for speaking, writing, reading, and listening.

• Coordinated summer enrichment programs for ELLs K–6, including budget management, teacher selection, and staff development, assured all teachers had the necessary resources and provided the lesson plans for teachers.

• Created and implemented district wide training and resources for all parents to empower them to provide home support.

• Responsible for the development, implementation, and articulation in elementary instructional levels of the K-6 ESOL program to meet the special educational needs of students with limited English proficiency.

• Differentiated instruction according to student ability and skill level.

• Developed and implemented an ESOL Curriculum Library for the district, utilizing a thematic approach to address the needs of our students at different levels of instruction.

• Monitors current levels and trends in key measures of satisfaction and dissatisfaction regarding K-12 ESOL achievement, including comparisons and benchmarks.

• Implemented progress monitoring with Esy CBM to direct intervention.

• Instructed students using Write Steps for Smarter Balance Assessment.

• Utilized a research-based approach to implement an RTI program for low-performing students.

• Background knowledge of developmental practices and educational theories.

• Outstanding interpersonal communication—parent- and student oriented. Communicative and cooperative, engendering optimal student-parent-teacher-administrator interaction.

• Versatility in teaching methods.

• Prepared class materials and employed various teaching methods in class—lecture, demonstration, and discussion.

• Implemented different special-education methods; reinforced skills such as independence, problem solving, and goal setting.

• Monitored progress regularly and prepared quarterly reports; followed policies and regulations when recording progress notes and student records, and in reporting necessary information.

• Demonstrated and reinforced social standards of behavior. Established norms of class behavior and maintained order at all times.

• Planned and administered instruction of the Common Core standards-based Grade 5 curriculum to the students of Windham Middle School

• Developed and implemented instructional strategies for academic success with at risk students at this Title I school

• Provided departmentalized instruction to 60 Grade 5 students in Math and Science; • Served as extracurricular Drama Advisor and produced spring musical