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Click here or scroll down to respond to this candidate Candidate's Name , M. Ed. Street Address ( (847) 831-4176 ( Cell PHONE NUMBER AVAILABLE ( EMAIL AVAILABLE| |Career Objective | | To excel as an Administrator through the provision of skilled leadership| |Career Profile | |ACCOMPLISHED ADMINISTRATOR offering a broad educational background,extensive experience and a strong record of performance. Significantqualifications include: < Supervision and evaluation of educational personnel up to 44 certified and support personnel. < Motivating team members to excel to their greatest potential through positive reinforcement, hands-on assistance, staff development, empowerment and incentives, resulting in 32% of certified personnel progressing from Proficient to Distinguished summative ratings. < Maximizing budgetary compliance through cost-cutting strategies, reallocation of existing funding, and diligent auditing for budgets in excess of $10 million. < Communicating effectively across stakeholder groups by being responsive to all inquiries to positively support district initiatives. < Supporting staff performance across departments through sensitivity to the climate and culture of the setting, team-building strategies, and open communication. < Providing a stabilizing influence during periods of organizational change. . Working effectively as a part of a team through flexibility, open communication and sound decisive decision-making. . Quickly advancing to greater levels of responsibility based on a thorough understanding of the educational reform process and student- centered decision-making. . Highly experienced, innovative instructional leader, skilled in staff development, formation of strong parent and community partnerships. Recognized for expertise in program development, student services, and curriculum formation. Sought out as a consultant by school districts, social service agencies and individual families. . Responsive to district needs regarding scheduling, assessment practices, data driven decision-making, and special projects. . Upholding high levels of confidentiality, initiative and personal/organizational integrity. . Serving as a role model to colleagues by participating in committees and special events, pursuing professional training and education, as well as being open to needs and concerns from coworkers. . Stepping up to every challenge, pioneering new ideas, accepting risk and making the difficult decisions in support of student progress.| |Education | |Doctorate in Educational Leadership with Superintendent's Endorsement,(ABD) NORTHERN IL UNIVERSITY, DeKalb, IL, 12/2015Special Education Director Endorsement, BLITSTEIN INSTITUTE, Chicago, IL,9/2005Master of Administration and Supervision, LOYOLA UNIVERSITY, Chicago, IL,5/2001Post Baccalaureate/CUIN Generic Special Education Teaching Certificate,UNIVERSITY OF HOUSTON, Houston, TX, 6/1993Bachelor of Arts, Liberal Studies/Elem. Ed., CALIFORNIA STATE UNIVERSITY,Northridge, CA. Dean's List/Natl. Honor Society, 6/1992 | |Professional Experience | |Township High School District 214, July 2013-PresentDIRECTOR OF SPECIAL EDUCATION . Responsible for all district programming for students with low incidence disabilities, including Career and Life Skills programming, vocational services, and district transition programming. . Administrate district adaptive physical education and Extended School Year services. . Develop business and community partnerships. . Establish vocational sites throughout northwest suburbs. . Lead the district Autism Resource Team, which develops instructional services for students with autism spectrum disorders. . Program administrator for the Federal Workforce Opportunities and Innovation Act Grant. . Evaluate all instructional, therapeutic, and support staff in CLS, ESY, Workforce, APE and vocational programs. . Hire all personnel in CLS, ESY, Workforce, and vocational programs. . Develop the district's inclusion committee to articulate the district's vision for inclusionary programming. > Improved academic achievement for students with low incidence disabilities. > Enhanced educational and vocational opportunities for students with disabilities. > Streamlined the referral process for vocational services across the district. > Reduced the timeframe between an initial referral and the onset of services. > Expanded the vocational opportunities available for students with disabilities.Northbrook/Glenview School District 30, July 2007- June 2013DIRECTOR OF STUDENT SERVICES . Responsible for all District 30 special programming, including the integration of social/emotional instruction from Kdg-8th grade, special education, Muti-Tiered Systems of Support, Health Services, ELL, and Extended School Year . Implemented comprehensive social/emotional curricular program consisting of Rush Neurobehavioral Executive Functioning and Second Step Curriculum . Initiated web-based student management system for RtI, 504, and IEPs, which improved documentation of student educational programs, data collection, and streamlined student identification procedures. . Developed the district's health services, emergency plan, and homeless student services. . Authored the district's appraisal system for specialist personnel based upon the Danielson rubric and the District 30 RtI Manual. . Collaborated with administrative personnel in the creation of curriculum, staff development, building management, programmatic budgets, IDEA and Title III grant submissions. . Initiated Assistive Technology for iPad applications across the Student Services Dept. . Created the first Community Action Team based upon the work of Dr. Joyce Epstein's National Network of Partnership Schools. . Served as the district liaison with the special education cooperative. . Redefined the Department of Student Services to enhance its level of service to all students. > Improved efficiency of student identification by assessing educational interventions, implementing data-driven, systematic approaches for intervention implementation and instituting district wide procedures for diagnostic services, which resulted in a 40% reduction in initial evaluations of students suspected of having a disability. > Reduced the number of initial evaluations by eliminating the need for traditional psycho-educational assessments focusing on direct service, remediating educational difficulties by addressing identified needs, which led to enhanced academic achievement. > Developed a new way of providing proactive instructional services to meet the social emotional and executive functioning needs, which improved student performance across all grade levels. > Created an innovative instructional support system for the development of organizational skills, resulting in a reduction in the number of students referred for disciplinary action and therapeutic services.Prairie Grove Consolidated School District #46DIRECTOR OF STUDENT SUPPORT SERVICES, July 2001-June 2007 . Responsible for hiring and staff supervision for all district special programming. . Trained all staff in the implementation and management of Individual Education Plans. . Created the district's first summer school program for regular education students. . Established a joint intergovernmental agreement to form an Early Childhood Program with a neighboring school district. . Collaborated with administrative personnel in curriculum and staff development, as well as building management. . Authored the district improvement plan, which resulted in the district achieving AYP for all students, including students with disabilities. . Responsible for the budget development of all district special programming. . Collaborated with business office on IDEA, Reading Improvement Block Grant, NCLB, and ELL grant submissions. . Interfaced with county agencies on behalf of the school district. > Created an educational initiative called, "Leading with Reading", which resulted in improved academic achievement and elevated standardized assessment performance in all subgroups. > Enhanced departmental performance through aligned data collection, which was integrated into all instructional practice. > Achieved increased academic outcomes by focusing on the development of literacy skills and enhancing instructional practices in the areas of vocabulary development, reading fluency, and reading comprehension. > Through the creation of the educational initiative, "Leading with Reading", the district went from Academic Warning status to Meeting Expectations in all subgroups.Deerfield Public School District 109, August 1998-June 2001CROSS-CATEGORICAL RESOURCE TEACHER . Delivered specialized, innovative instruction to students with disabilities. . Authored targeted, instructional materials, effective IEPs and meaningful remedial instructional programming. . Served as committee chair of the School Improvement Plan for the development of a school wide social/behavioral program. . Acted as a mentor to first-year teachers > Exceeded expectations in instructional pedagogy through the implementation of assistive technology. > Produced consistent effectiveness in student performance through student progress monitoring. > Eliminated inefficient methods of data collection, which led to more targeted instruction. > Reduced downtime, which resulted in better use of instructional time.Keshet, August 1996-August 1998DECADES COORDINATOR . Created "DECADES Program", Demonstration Project for the Education of Children with Autism and Related DisordErS, which served as an educational model across the country servicing students with autism. . Supervised instructional and paraprofessional staff . Provided staff development programs for professional staff for students with autism spectrum disorders. > Earned a reputation of distinction for the development of instructional practices to work with students with social communication disorders. > Remediated behavioral difficulties which prevented maladaptive behaviors across environments > Inspired educational systems for the achievements of students with Autism Spectrum Disorders| |Academic Posts | |DEPAUL UNIVERSITY, June 2010-PresentADJUNCT FACULTY . Supervision of student teachers seeking the LBS-1 Endorsement on their teaching certificationBLITSTEIN INSTITUTE, HEBREW THEOLOGICAL COLLEGE, January 1999-PresentADJUNCT FACULTY . Responsible for curriculum, instruction and evaluation of students pursuing special education certificates. |
