SUE DAS PhD. (Pronouns: she/her/hers)

** ******* ****, ***** *****, NY 10549 * 914-***-**** * ad089v@r.postjobfree.com * http://reimagereculture.org

LEADERSHIP/ADMINISTRATIVE EXPERIENCE

Swain School Campus, Allentown, Pennsylvania July 2022-Present

(Moravian Academy, Coed PK2-12 Day School, 900 students)

Assistant Director, Swain Campus, PS-8 (240 students)

Administrative: working with all constituents: Swain Administrative Team, DEIB//admissions/development, faculty/staff development, curriculum, students and parents.

All-school Educational Leadership Team: progressive/reflective Pedagogy: project-based learning/design-thinking curriculum and assessments, character development, social-emotional learning, health and wellness.

Moravian Academy Strategic Planning Team: yearlong work with Ian Symmonds & Associates; design team co-leader.

Schoolwide DEIJB initiatives and programming along with Director of DEIJB and campus-specific committee, DEIJB audit work with MehtaCognition.

Reaccreditation: Swain campus committees

Highland School, Warrenton, Virginia July 2021-June 2022

(Coed PK2-12 Day School, 500 students)

Lower School Director, PK2-4 (142 students)

Administrative: working with all constituents: senior administrative council, business/admissions/development, faculty/staff development, curriculum, students and parents.

Progressive/Traditional/Reflective Pedagogy: project-based learning/design-thinking curriculum and assessments, character development, social-emotional learning, health and wellness.

SchoolHouse, New York, NY September 2020-June 2021

(Educational Management)

Micro-School Collaborator

Administrative: established ‘micro-school’ with the consulting group by screening parents, students for current school year following CDC guidelines and local public school protocols.

Progressive Pedagogy: following a yearlong project-based learning/design-thinking curriculum and assessments for a multiage class of 8 students (K-5).

Yearlong experience deepened my understanding of alternative educational models that is a reality in the Post-Covid Era. This was the focus of my research as part of the NAIS Aspiring Heads program).

Berkshire Waldorf School, Great Barrington, Massachusetts, July 2019-June 2020

(Coed EC-8 Day School, 200 students)

Interim School Director

Administrative: (Board, Faculty, and Staff):

Repurpose administrative structure to increase business output and strengthen teaching and learning capacities

Initiated and helped by hiring a Waldorf Consultant to work with various stakeholders, in moving the school to a adopt a research-based Waldorf governance model to secure the future of Berkshire Waldorf School

Rebrand and rollout new name/logo aligned with school mission for upcoming 50th anniversary

Expand the Early Childhood program by attracting new families

Reimagine admission outreach strategies in the greater Hudson area and beyond to manage enrollment

Coordinate capital campaign to add large meeting place/field house and outdoor classroom

Advance development by launching second half of ‘Waldorf Fund’ in coordination with Parent’s Association

Strengthen marketing and communication efforts in all areas

Establish Parent Diversity Group to enhance school-wide DEI initiatives

Pedagogical: worked with College of Teachers to establish a common vocabulary of teaching and learning accessible to all stakeholders

Revisit the vertical alignment of curriculum EC-8

Revisit and formalize student assessment procedures

Formalize teacher evaluation procedures across grade-levels

Redesign cocurricular and summer programs

Launch a thorough programmatic evaluation across grades, highlighting DEI plans.

Brunswick School, Greenwich, Connecticut 1998-2019

(All boys PK-12, Day School, 1000 students}

Co-Director, Brunswick Faculty Institute, PK-12, (2014-2019)

Established all-school professional development framework by designing yearlong professional development experiences for faculty cohorts each year (PK-12).

Designed, facilitated division-specific and PK-12 faculty workshops.

Engaged PK-12 faculty to re-envision curriculum, focused on vertical alignment.

Observed PK-12 teachers and customized individualized teaching and learning experiences using research-based best practices.

Scaffolded the growth of ‘reflective’ practitioners by engaging faculty in action research projects, providing them with tools to evaluate their individual teaching and learning.

Arranged keynote speakers and workshops for the Faculty Institute during the year.

Assistant Teacher Program Director, (PK-4) (2014-2019)

Hiring, observing, mentoring and supervising 18 Assistant Teachers in the program.

Implementing new procedures (rubrics) in all aspects (mentioned above) to streamline the process.

Scaffolding the relationship building process between the head and assistant teachers.

Arranging twice a month educational seminars on all topics related to teaching and learning.

Helping with graduate courses of the assistant teachers.

Two Reaccreditation Cycles

Reaccreditation Committee Chair

Lower School Community Service Co-Advisor (PK-4)

Advised Lower School student government in community service projects.

Scaffolded the election process every year

Organized activities: food drives, giving tree, winter clothing drive and soup kitchens.

Faculty Diversity Committee

Collaborated and participated in schoolwide DEI initiatives over the years.

Attended and chaperoned US students to the NAIS, People of Color Conference several times.

Admissions (PK/LS)

Administered assessments to new applicants during the admission process, building composite profiles.

Observed and assessed students in the homeroom providing feedback and recommendations to the Admissions Director.

PK-12 TEACHING EXPERIENCE

Brunswick School, Greenwich, Connecticut, 1998-2019

Grade Three, Team-Teaching (Reading), 2015-2019

Introduced literature circle/book club routines to a remedial pullout group of boys.

Used self-awareness (zones of regulation) routines to promote character education (courage, honor, truth, self-control, adaptability, curiosity and zest).

Grade Four, Team-Teaching (Reading), 2015-2019

Introduced literature circle/book club routines to a remedial pullout group of boys.

Used self-awareness (zones of regulation) routines to promote character education (courage, honor, truth, self-control, adaptability, curiosity and zest).

Grade One, Head Teacher, (1998-2014)

Academic supervision and teaching of first grade boys to meet school criteria and curriculum.

Created individualized lessons across the curriculum to meet individual needs.

Mentored and supervised assistant teachers’ academic, teaching and communication skills.

Practiced a flexible curriculum incorporating new ideas offered by assistant teachers every year.

Maintained constant communication with parents.

Summer Institute for the Gifted, K-8, Fairfield University, Connecticut Summer 2016- 2018

(Coed Day Programs for gifted and talented youth ages 5-17)

Academic Dean

Responsible for all operational activities on campus: staff/teacher recruiting, orientation, mentoring.

Designed and planned parent orientation and meet and greet sessions.

Maintained daily communications with parents about their child’s progress.

Reviewed and managed academic budgets during program.

Held weekly faculty meetings, reviewed daily lesson plans tailored for gifted students.

Reviewed ‘Student Performance Reports’ submitted by faculty before being sent to parents.

Actively involved with all pre-and-post program responsibilities with SIG Central.

Eagle Hill School, Greenwich, Connecticut, 2004-2007

(Independent School for children ages 5-15 with language-based learning differences)

Teacher (Ages 6-15)

Created and implemented individually tailored lessons to meet the needs of students with language-based differences.

Immersed students in hands-on, total language environments.

Provided intense instruction in contexts like reading tutorial, writing workshop, oral language and literature.

Held parent conferences, wrote progress reports.

Bedford Village Elementary School, Bedford, New York, 1996-1998

(Bedford Central School District)

Kindergarten Assistant Teacher

Created individual lesson plans to meet the varied needs of a wide range of students.

Used a balanced literacy approach, literature-based materials and thematic units in an active learning environment.

Implemented positive classroom management strategies to minimize discipline concerns.

Collaborated with the cooperating teacher to monitor student’s progress in all subject areas.

Taught ‘kindergarten workshop,’ designing individual lessons for all the kindergarten classes, creating rubrics to assess individual student learning styles.

Administered diagnostic and achievement instruments to assess individual need and growth.

Participated in team meetings and maintained open communication to inform parents about student growth.

Collaborated with 1st, 2nd, and 4th grade teachers to create lesson plans and thematic units.

The Country Children’s Center, Katonah, New York, 1993-1996

(An NAEYC accredited center in Westchester County with programs for infants through school-age children)

Pre-Kindergarten Teacher

Developed an academic program to address the needs of each child.

Managed 18 children by creating an emotionally nurturing, enjoyable and caring environment to ensure wellness.

Implemented behavior modification techniques to meet specific developmental levels.

Communicated with parents using weekly progress reports.

La-Martiniere School for Girls,Calcutta, India, 1990-1991

(All girls PK-12, Day/Boarding, 1000 students)

English Assistant Teacher, grades 6-10

Prepared and lead interactive discussion sessions for 65 students to enhance oral expression skills.

Utilized multicultural materials to introduce different cultures in the classroom to promote tolerance of various forms of diversity.

Created lesson plans, for the texts taught.

Provided monthly assessment of student’s progress, both qualitative and quantitative to measure and report progress.

Communicated with parents through parent-teacher conferences and parent workshops to ensure parent involvement in order to improve student outcomes.

HIGHER EDUCATION TEACHING EXPERIENCE 2004-2019

Queens College, (CUNY), Queens, New York

(Assistant Adjunct Professor)

Early Childhood & Literacy

Family-Multi-Cultural Literacies

Manhattanville College of Education, Purchase, New York,

(Assistant Adjunct Professor)

Language Development and Literacy

Emergent Literacy/Methods/Writing

Literacy Methods K-12

Writing and Thinking Skills (K-12)

Iona College of Education, New Rochelle, New York

(Assistant Adjunct Professor)

Language Development and Early Literacy

Socio-Cognitive Aspects of Language Development

Master’s Thesis

Multicultural Education

PRESENTATIONS: PROFESSIONAL CONFERENCES

Manhattanville College, Litlife (2006): Boys and Reading

Harris Manchester College, Oxford Round Table Conference (2010): Early Literacy: Fueling a Movement

UPENN, Graduate School of Education, 32nd Annual Ethnography Research Forum (2011): Teaching Reading Using Book Clubs

New York State Reading Association (Saratoga Springs, 2011): Teaching Reading Using Book Clubs

National Association of Single-Sex Public Education’s 7th International Conference (Orlando, 2011): Teaching Reading Using Book Clubs

AERA International Conference (Vancouver, 2012): Teaching Reading Using Book Clubs

International Literacy Association (Chicago, 2012): Teaching Reading Using Book Clubs

IBSC (Melbourne, 2012): Teaching Reading Using Book Clubs

Connecticut Writing Project Summer Institute (Fairfield University, 2012): Leaders of Our Own Change: 21st Century PD

IBSC, Action Research Team Member (Virginia, 2012-2013): Multimodal Literacies: iPads in Grades

Central Connecticut State University, 7th Annual Literacy Essentials Conference (2013): Leaders of Our Own Change: 21st Century PD

CAIS, (Chase Collegiate School, 2013): Leaders of Our Own Change: 21st Century PD

NAIS Aspiring Heads Action Research (2019): The Gig Economy: What Questions Should Heads Ask?

ADDITIONAL EDUCATIONAL TRAINING

30-hour Marilyn Burns Math Program (Math Solutions) in instruction for teachers of grades K–8, (Summer 1997).

Phonological Awareness Trainings for elementary teachers, (Bedford Central School District, Fall 1997).

Reading More and Loving It workshops for elementary teachers, presented by the

Bureau of Education & Research, (Summer 2001).

Multisensory Reading Instruction: Parts 1& II, The Windward Teacher Training Institute, (Summer 2000).

40-hour Schools Attuned Program, presented by Mel Levine, (Summer 2003).

Weeklong Cultural Diversity: Implementing The Commitment In Independent Schools, training, conducted by Milton Academy, Massachusetts, (Summer 2003).

Two-weeklong English Language Seminar for Teachers of ESL/EFL, conducted by the University of Oxford, Department for Continuing Education, Oxford, England (Summer 2003).

NAIS Annual Diversity Conference, a four-day voyage into issues of diversity and differences, Hawaii, (Fall 2003).

Project Zero Classroom 2004: Views on Understanding, Institute at Harvard University (Summer 2004).

Responsive Classroom Training, (2009)

Connecticut Writing Project Fellow (Fairfield University, Summer 2013)

STEAM Certification (2015)

Accreditation/Evaluator training, Connecticut Association of Independent Schools (2017)

Accreditation/Evaluator training, New England Association of Independent Schools (2017)

ISTE Certification for Educators (International Society of Technology in Education) (2019)

OTHER ACTIVITIES

Member of board, Country Children’s Center, Non-Profit, Katonah, NY 2017-2020

Member of board & Chair of Literacy Initiative, Promise World Wide, Non-Profit, (Ages 4-16), Kolkata, India, 2011-2016

Voluntary Work: Teacher Trainer, Akanksha Foundation, Non-Profit (ages 4-16), Mumbai, India, December 2005

Voluntary Work: Missionaries of Charity, Kolkata, India, 1986-1991

LEADERSHIP TRAINING

NAIS, Aspiring Heads Fellow, 2018-2019

Harvard University, Graduate School of Education: Certificate of Advanced Educational Leadership, 2016-2017

Vanderbilt University, Peabody School of Education: Independent School Leadership Fellow, June 2016

The Children’s School: Master Class of Inclusive Leadership, July 2016

Kingswood Oxford School: Leadership Institute for Educators of Color, June 2012

EDUCATION

Fordham University: PhD Language, Literacy, Learning, 2010

Manhattanville College: MA (Reading, K-12), 2001

Manhattanville College: MAT & Special Education (N-6), 1998

University of Calcutta, India: MA (English), 1992

Saint Xavier’s College, Calcutta, India: BA (English),1989

PERSONAL

Trilingual fluency in English, Hindi and Bengali; enjoy running (1marathon & 10 half-marathons), fitness & wellness; wife and mother of 2 boys (Rohan, Equity Research Analyst at Wellington Management, Boston; Rishi, Research Analyst at Point72, New York City)

Contact this candidate