STATEMENT OF CANDIDACY
Candidate Qualifications:
- 23 years Urban Public Schools Experience (Elementary, High School, and District Office Settings)
- Illinois Type 03 Certification {Elementary}
- Illinois Type 75 {Administrative}
- Learning Disabilities Preschool to age 21
- Learning Behavior Specialist I {Type 10}
- Illinois Type 73 {Guidance}
- Master Counselor Designation (OSCPA)
- Illinois Type 9 Certification {Secondary}
- Chicago College and Career Advising Credential (CCCAC)
- SEL Tier II Certifications (Think First, Anger Coping, CBITS, SPARCS)
- Drivers Education Endorsement (Pending7/17)
- Current and relevant knowledge of best counseling, teaching and learning practices, including special education, identifying barriers to learning and achievement and provides solutions to close or minimize the gap.
- Ability and willingness to involve all students, parents, community partners, and stakeholders in communication regarding the well-being of the school and the students.
- Strong leadership, collaboration, and communication skills; ability to work a diverse group of professionals around a clear goal
- Proactive and a self-starter; ability to stay several steps ahead and to anticipate and address problems before they develop; comfort with ambiguity and ability to troubleshoot and to devise targeted, ad hoc solutions
- Willingness to take risks and propose solutions or strategies outside of traditional or current paradigms
- Ability to develop strong, empathetic relationships with students and their families; comfort with entire school community including home visits to at-risk students and their families and outreach to community-based organizations
- Strong decision making and organizational skills and believes in transparent feedback to all stakeholders about the decision-making process.
- Demonstrated ability to create and maintain school culture and programs that embrace and promote continuous student academic and behavior improvement.
- Is available and visible to all stakeholders on a consistent basis.
- Experienced in the development and implementation of a successful school-wide behavioral plan.
- Experienced in leading teachers through data that is shared and used to support decision making opportunities to improve instruction or data
- Recognizes emerging trends in education and applies, as appropriate
- Provides staff and faculty with ongoing professional development
- Existing relationships with fellow CPS professionals in order to share information about successful programs
- Familiarity urban communities
- Knowledgeable of CPS Diverse Learner programs
- Committed to working collaboratively and effectively with the Local School Council (LSC), Instructional Leadership Teams (ILT), Professional Personnel Leadership Committee (PPLC) and the Professional Problems Committee (PPC), Parent Advisory Council (PAC)
- Believes in restorative discipline practices for students
- Supports a strong educational program with appropriate accommodations and modifications for students with diverse educational needs
- Supports academic, extended day, technological, sports and fine arts programs
- Committed to community outreach and involvement in soliciting resources, business alliances, and community programs to enhance opportunities and equipment and to promote student learning
- Willing and able to be present and productive in the classroom.
- Knowledge of developing and implementing
- welcoming, approachable, and accessible to student, families and staff
- Knowledge and experience with social emotional learning in an elementary/high school setting
- Strong organizational skills
- Willing to learn and adapt
- Provides opportunity for student voice
- Cultivates a climate and culture for learning
- Ability to create partnerships to provide behavioral and social emotional supports beyond the school level resources
Leadership Qualifications:
- Experience in leading school wide programs elementary and high school education
- Experience in highly vulnerable/high needs schools
- Experience in diverse environments including high poverty communities
- Sets high expectations for all stakeholders (students, teachers, parents, staff and community members
- Fosters teaching excellence through a focus on continuous improvement
- Excellent communication skills in order to establish and maintain trusting relationships with all stakeholders
- Cultivates a climate and culture for learning and college and career development
- Ability to encourage and motivate staff, students, parents, LSC and community towards developing and implementing school’s vision and mission
- Provides opportunity for student voice
- Creates powerful partnerships that will support student achievement for College and Career opportunities
- Ability to positively and effectively communicate with students
- Local, State, and National Conference Presenter
- Office of College and Career Advising Master Counselor
Curriculum and Instruction:
- Development of effective unit and lesson planning protocols aligned with data-driven practices
- Ability to analyze a variety of data sets to make informed instructional decisions and shifts
- Expertise in supporting and developing teachers and staff through ongoing professional development, data driven coaching plans and other development activities
- Demonstrated experience in creating instructional strategies to meet the needs of a diverse student population
- Implements MTSS (Multi-Tiered Support System) in academics and behavioral domains
- Improving student outcomes
- Lead teachers in developing and delivering effective interventions and strategies
- Model and coach teachers on effective classroom management practices
- Experience with Special Education students and the importance of Least Restrictive Environment best practices, rules, regulation and policies
- Oversee school data and student performance reporting systems; utilize formative assessment data to guide learning, support, drive and inform instruction, curriculum and professional development
- Utilizes MTSS (Multi-Tiered Support System) in academics and social emotional learning (SEL)
- Provides supports for Social Emotional Learning (SEL) Tier I, II, and III.
- Utilizes differentiation for all students (Diverse learners)
Post-Secondary
- Build a college-going culture based on early college awareness by nurturing in students the confidence to aspire to college and the resilience to overcome challenges along the way. Maintain high expectations by providing adequate supports, building social capital and conveying the conviction that all students can succeed in college.
- Advance students’ planning, preparation, participation and performance in a rigorous academic program that connects to their college and career aspirations and goals.
- Ensure equitable exposure to a wide range of extracurricular and enrichment opportunities that build leadership, nurture talents and interests, and increase engagement with school.
- Provide early and ongoing exposure to experiences and information necessary to make informed decisions when selecting a college or career that connects to academic preparation and future aspirations.
- Promote preparation, participation and performance in college and career assessments by all students.
- Provide students and families with comprehensive information about college costs, options for paying for college, and the financial aid and scholarship processes and eligibility requirements, so they are able to plan for and afford a college education.
- Ensure that students and families have an early and ongoing understanding of the college and career application and admission processes so they can find the postsecondary options that are the best fit with their aspirations and interests.
- Connect students to school and community resources to help the students overcome barriers and ensure the successful transition from high school to college.
- Develop a comprehensive program of on-track services that produces high graduation rates by providing systematic supports to all students and individualized responses to each off-track student.
- Develop and manage a College and Career Readiness Center
- Work closely with the faculty and staff to increase their understanding of student struggles and enhance their ability to more ably prevent and respond to it.
- Highly skilled in various approaches to change and problem resolution.
- Willing to take risks in terms of attempting new interventions and strategies and to (re)examine their beliefs about special education and services to students with special needs.
- Capable of determining more efficient ways to provide services to more students.
- Proficient in data collection and analysis.
- Proactive, preventative, positive.
- Strong leadership, collaboration, and communication skills; ability to work a diverse group of professionals around a clear goal
- Proactive and a self-starter; ability to stay several steps ahead and to anticipate and address problems before they develop; comfort with ambiguity and ability to troubleshoot and to devise targeted, ad hoc solutions
- Willingness to take risks and propose solutions or strategies outside of traditional or current paradigms
- Ability to develop strong, empathetic relationships with students and their families; comfort with entire school community including home visits to at-risk students and their families and outreach to community-based organizations
- Post-Secondary Field Trip and Event Planning
Parents/Community:
- Empowers parent involvement
- Provide Training and Workshops for parents
- Enhance and create programs to encourage parent involvement
- Motivate and support students, staff and parents with compassion and fairness
- Create dynamic systems of communication amongst school and community
PROFESSIONAL ORGANIZATION AFFILIATIONS
America Counseling Association (ACA) Secondary School Counselors Council (SSCC)
Illinois School Counselor Association (ISCA)-2010-2011 Past President
American School Counselor Association (ASCA)
National PTA Alliance (Robert A. Black) 2009-2011 Past PTA President
National Office of School Counselor Advocacy (NOSCA)
College Board Midwestern Representative-Current Role 2015-2018
National Association College Admission Counselor (NACAC/IACAC) Illinois State Board of Education (CEU/CPDU provider)
Delta Sigma Theta Sorority Inc.
PROFESSIONAL PRESENTATIONS
August 2017 OSCPA Summer Institute
July 2017 College Changes Everything State Conference
December 2016 District Counselor SWAP
December 2015 District Counselor SWAP
November 2014 White House Reach Higher Convening (San Diego, California)
April 2014 National Organization of School Counselor Advocacy NOSCA (Los Angeles, California)
June 2011 American School Counselor Association National Conference (Seattle, Washington)
April 2011 National Organization of School Counselor Advocacy –NOSCA (Chicago, IL)
April 2011 Illinois School Counselor Association Spring Conference (Marriot O’Hare)
April 2011 College Board Dream Deferred Conference (Philadelphia)
March 2011 ASCD Conference (San Francisco, California)
April 2010 National Organization of School Counselor Advocacy – NOSCA (Nashville, Tennessee)
April 2010 Illinois School Counselor Association Spring Conference (Springfield, IL)
April 2010 Illinois School Counselor Association Spring Conference (Marriot O’Hare)
June 2009 ASCA National Conference (Dallas, Texas)
April 2009 Illinois School Counselor Association Spring Conference (Springfield, IL)
April 2009 Illinois School Counselor Association Spring Conference (Northeastern University)
April 2009 National Organization of School Counselor Advocacy –NOSCA (Las Vegas, Nevada)
February 2009 College Board Midwestern Forum (Marriot, Chicago)
February 2009 Education Trust National Conference (Austin, Texas)
August 2008 Chicago Public Schools Oppenheimer Summer Counselor Institute
May 2008 Education Trust National Conference (St. Louis, Missouri)
May 2007 3rd Annual Secondary School Counselor Celebration
August 2007 Chicago Public Schools Oppenheimer Summer Counselor Institute
August 2006 Chicago Public Schools Oppenheimer Summer Counselor Institute
May 2006 2nd Annual Secondary School Counselor Celebration
August 2005 Chicago Public Schools Oppenheimer Summer Counselor Institute
May 2005 1st Annual Secondary School Counselor Celebration
August 2004 Chicago Public Schools Oppenheimer Summer Counselor Institute
EXPERIENCE
Chicago Public Schools | January 1992 – Present
Elementary School Counselor/Network 13 Counselor Lead
George Washington Carvery Elementary School
High School Professional School Counselor
King College Prep High School
Director of Counseling/Freshman Academy Coordinator
Percy L. Julian High School
Director of Counseling
Wendell Phillips High School (AUSL Turnaround)
Director of Counseling
Harper High School (Chicago Turnaround)
Counseling Department Chair
Orr Academy High School (AUSL Turnaround)
District 8th-9th Transition Manager
Office of High Schools and High School Programs
K-12 Career Development Manager
Education to Careers
High School Professional School Counselor
William J. Bogan Technical High School
Elementary School Counselor/Case Manager
Parkman Elementary High School
Elementary Regular/Inclusion Teacher
McCosh Elementary School
DePaul University
Adjunct Professor (College of Education)
Roosevelt University
Adjunct Professor (College of Education)
CERTIFICATIONS
Illinois Type 03 Certification {Elementary}
Illinois Type 75 {Administrative}
Learning Disabilities Preschool to age 21
Learning Behavior Specialist I {Type 10}
Illinois Type 73{Guidance}
Illinois Type 9 Certification {Secondary}
Drivers Education Endorsement
College and Career Advising Credential
EDUCATION
Argosy University (ISPP), Chicago, IL | November 2007
Doctorate of Education
Educational Leadership
Lewis University, Romeoville, IL | December 2003
Type 75 Certification
General Administration
Roosevelt University, Chicago, IL | December 2002
Masters of Arts in Human Services | School Counseling
Chicago State University, Chicago, IL | May 2000
Masters of Science Special Education LD/BD
Roosevelt University, Chicago, IL | December1997
Type 3 Certification Elementary Education
Roosevelt University, Chicago, IL | May 1997
Bachelor of Arts Psychology
Disclaimer: CTPF is not responsible for the content of this material and has not verified any of the information.