Professional Certificate, Teacher Education
Permanent K-12 endorsement, all subjects, December 1979
As a designer and coordinator of curriculum with twenty plus years in the field, I am committed to discovering and applying the processes and qualities of learning through effective curriculum, meaningful and timely change in response to individual and community needs, and to the development of a strong educational program.
Permanent K-12 endorsement, all subjects, December 1979
Courses: Leading for Understanding, Teaching for Understanding, Dimensions of Understanding, Differentiated Instruction, Algebraic Thinking.
I also serve, and have for the past 10 years, as a “full summer faculty” member at Project Zero, a branch of the Graduate School of Education. My role there is to teach educators how to build curriculum from what they are learning. Participants engage in a variety of philosophy of learning and content-oriented courses and then, each day, bring their understandings and questions to my course for shaping these into classroom and cross-curriculum units of work (see below for details).
Master of Arts in Education, Reading Specialist, with honors
Research on the relationship between Piagetian stages of child development and early literacy
Early Childhood Education degree, Summa Cum Laude
I am proficient in communicating with both English and Italian speaking faculty and parents in both languages. My language skills bring value to the school for understanding our local culture, particularly parents’ perspectives about learning. I regularly work with the Italian Ministry of Education documents, giving me insight into the Terza Media structure.
Lead the school's development and implementation of curriculum across the elementary and middle school
The Association provides support for IB World Schools in Italy through various means, including sharing best practices and providing professional development opportunities. I have participated with the organization since September 2013 and have recently become a member of the Board. I have initiated a coordinators' study group, helped develop collaborative experiences among the schools, and lead the development of a research skills continuum for IB-PYP and MYP in Italy. We are currently developing a thinking skills continuum, shared professional development across our schools, and analyzing and improving our assessment practices.
Coach an online course, Making Learning Visible, on group learning and documentation strategies for improving teaching and learning.
Facilitate various online courses for the IB-Primary Years Program: Pedagogical Leadership, Assessment, and Exhibition
Facilitate study groups and a minicourse for Project Zero Summer Institute:
Team teaching, grade one.
Educator for Amanda Hebeler School, the campus laboratory school for preschool through grade three. The school offered an Early Childhood teacher preparation program, served as a research site for graduate students and professors, and provided for parent education and participation.
Numerous IB Workshops: Pedagogical Leadership, Concept-Based Learning, Teachers as Researchers, Interdisciplinary Teaching and Learning, Exhibition, Assessment, Mathematics, Action, Inquiry.
North American Study Group, Loris Malaguzzi International Center, "Atelier and Languages of Materials" on learning through the arts, Reggio Emilia, Italy, April 2009.
Project AERO (American Education Reaches Out) Academy for Academic Leaders, Washington, D.C., June 2007.
ECIS (European Council of International Schools), Understanding by Design, Nice, France, November 2006.
Making Learning Visible Institute, Harvard and Reggio Emilia Schools, research and documentation practices, Summer 2005.
The following examples show my work in developing a multi-faceted approach to assessment.
Document and monitor progress of learning goals. Develop assessment protocols and materials with input from faculty. Make learning visible to students, parents, teachers, educational leaders, and the school community at large. Observe learning in classrooms, provide written feedback, and follow-up dialogue in an ongoing cycle.
Developed a tool for observing, documenting, analyzing, and providing feedback to learning processes in classrooms.
Developed a template and system for documenting individual student learning profiles that follow students throughout their years at the school, updated by teachers each spring and fall. This has provided for effective communication and uninterrupted learning for students from one year to the next.
Organize Year 5 Exhibition with students and teachers each year, the culmination of learning in the Primary Years Program, showcasing small group in-depth inquiry projects.
Initiated and organized a Summative Assessment Week, culminating with a Museum of Learning where the school community participates in dialogues with students about their work. The museum showcases interdisciplinary and disciplinary learning three times during the course of the year.
Aligned purposes of and procedures for developing portfolios across the school. Initiated digital portfolios for students in years three through eight. Investigating the use of iPads for portfolios with younger students but currently using a hard copy format. Developed agreements and competencies needed for creating digital portfolios. Together with the technology coordinator, organized workshops for developing teachers' capacities with technology. Revised middle school digital portfolios, now emphasizing the many ways there are to show understanding, as shown in this illustration.
I evaluate and lead development of the disciplinary and cross-disciplinary curricula. During previous school years, this has included disciplinary emphases on language, science, the arts, and differentiation practices across the school.
I am currently leading curriculum review and development for mathematics in the primary and middle school programs. This includes research on learning in mathematics, revision and implementation of written objectives, assessment and analysis of student learning, modeling teaching strategies, co-teaching and analyzing lessons, planning professional development, and providing resources.
Additionally, I lead the development and evaluation of the cross-disciplinary units of study. For specific examples of curriculum units click on the images below. These examples show how I guide the design and implementation of a curriculum steeped in global issues across grade levels and content areas.
In developing units, I ensure that students have opportunities to be creative, collaborative, and critical thinkers. I provide ideas, strategies, and resources. I develop and monitor initiatives, such as technology and other specialist integration opportunities.
Several years ago, I initiated the practice of creating curriculum maps at each grade level for the purposes of having a clear curriculum direction, a process which I now guide each year. Here you will find an excerpt from a year 3 curriculum map, where the team has mapped all disciplinary content, including specialist subjects. In the primary school, curriculum maps are developed around trans-disciplinary units of inquiry and in the middle school around interdisciplinary units. Curriculum maps are documented on Google Drive and regularly updated throughout the year.
I guide the development and implementation of middle school interdisciplinary units of study. The interdisciplinary curriculum draws from the IB-Middle Years Program Curriculum Guides and Global Contexts, the Partnership for 21st Century Learning, United Nations Millennium Goals, Curriculum 21, and various disciplinary studies (e.g., Next Generation Science, Facing History). Through the curriculum, students investigate critical issues, examine perspectives, communicate ideas with various audiences, and translate their ideas into actions that can improve conditions. Sample units for year 7 students, focusing on pertinent topics and global issues.
An excerpt from a ManageBac planner. I facilitate weekly team meetings during which curriculum is discussed and planners are updated.. I provide written feedback on the planner at the conclusion of each unit and give verbal input during team meetings over the course of the year.
Excerpt from a planner developed with the middle school teachers who are participating in a interdisciplinary unit on global food. Units are developed in collaborative planning meetings.
I lead the review and revision of school-wide curriculum for the disciplines, including the development of scope and sequence documents, assessment tools and practices, and teaching strategies.
I lead curriculum development and provide support with teachers and students in the LEGO Lab, which was initiated in September 2015. I am well versed with several programs and have begun working with LEGO robotics and programming.
Targeted, effective professional development is essential to successful change in the school curriculum. To that end, I plan professional development that involves teacher choice, independent and shared work, feedback, and focus on school goals. I participate in teachers' planning meetings, which are an essential component of professional development. I plan and lead professional learning days, teacher workshops, and faculty meetings. To support teachers' development of practices, I create and promote sites that give teachers ongoing access to ideas, resources, and approaches. I evaluate, procure, and organize learning resources for classroom use. I created a Google site for new teachers to help them engage with the curriculum prior to their arrival at the school, and I co-facilitate ongoing induction workshops on curriculum over the year.
Document learning and faculty input throughout the processes of professional development, targeting actions for the Strategic Plan
The strategic plan includes several focus points for improving differentiation. The leadership team developed a day of professional learning that was differentiated according to teacher needs and interests. October 2014, ongoing
During a faculty meeting, teachers brought documentation of student learning and analyzed the evidence across the school.
Created a weekly digital newspaper with education articles relevant to teaching and learning. Read professional literature and share those pertinent to particular teachers.
Curriculum development is integral to strategic plans. I guide the process of developing and implementing strategic plans for the primary and middle school and regularly refer to these throughout the year as aims for our work. I organize, lead and document school evaluation and program revision, including a June review of the program and September school-wide program articulation and planning. I am contributing to the design of a new Learning Commons (AKA library / media center!).
Create and update strategic plans for the primary and middle school, in collaboration with the leadership team.
Create a Google site for documenting and reflecting on school-wide progress on strategic plans for the primary and middle school. Lead the process for IB-PYP Evaluation Visit, spring 2013 and currently preparing for the spring 2018 Evaluation Visit.
The school provides two weeks each June and another two weeks in the fall for curriculum work and program development. I document faculty input and program changes and use documentation in subsequent decision-making
I contribute to parent education through various modes such as "Coffee and Curriculum" presentations, back-to-school curriculum presentations, school newsletter articles, Open Day presentations, Museums of Learning, and various learning celebrations.
Presentation for parents considering middle school enrollment.
Write curriculum-related articles for the BES School Community Newsletter
I have developed sites such as Netvibes and a Ning network for the curation, communication, and creation of work and am regularly problem solving to find better systems! Currently I am learning to develop the systems within ManageBac and provide ongoing teacher workshops for implementation. I provide support for student and teachers to use technology as a tool for thinking, organization, and expression. I recently promoted the "Hour of Code" for students to learn coding as a language and a tool of logic, and participated alongside the students.
The technology coordinator and I created a Google Drive site for curation of resources, creation of materials, and communication across the faculty.
For the purposes of streamlining and aligning curriculum documents, planning practices, documentation of learning, and reporting practices across the school, I initiated research and eventual adoption of the ManageBac system. I am currently redesigning the reporting system using this technology. It has been a large learning curve but the outcomes are worth it!
Developed and contributed to schools' accounts with Twitter and Edmodo. Twitter provides for professional dialogue and school visibility in a global context. Edmodo is used for student-teacher-parent dialogue and documentation of learning.
I provide opportunities for students and teachers to collaborate with students and educators from other schools on various projects. I have presented various workshops at professional conferences, including several on documentation and teacher reflection. In the interest of further developing our language curriculum, I proposed a language case study with the IBO, which was completed in the spring of 2014.
Engage students in the Out of Eden Walk, a seven-year National Geographic sponsored project retracing ancient migratory paths, involving a photographer-journalist and students from around the world
Proposed a research project to investigate our school's bilingual program through the IBO. Organized and monitored the two-day in-depth analysis of how BES students learn language, with an additional follow-up day and further documentation with the researchers.
I am bilingual in English and Italian and am consistently improving my skills of communication in Italian.
I am a lover of learning and using technology, despite the fits I can throw over its non-cooperation at times! In addition to the initiatives already described in this CV, I created this Curriculum Vitae using technology new to me. I am involved in developing a 1:1 iPad program, the use of digital and media literacies across the school, and ManageBac for programming and evaluating learning. I have begun to learn coding, and use a range of programs and applications. Students are my best teachers!
I am a distance runner and cyclist, a Pilates enthusiast, and love to hike.
Bilingual European School, Via Val Cismon #9, Milan, Italy
Curriculum, Policy and Teacher Education, Grand Valley State University, Allendale, Michigan
Director of Studies at Washington International School, Washington, D.C.
Education Coordinator, Project Zero Classroom Summer Institute
IB-Primary Years Programme Lead Teacher and Language Coordinator of the Primary School Programme, International School of Milan, and former colleague at the Bilingual School of Monza
Year 4 teacher, American School of Milan, former colleague