Social Studies School Principal
Resume:
Lynne Cecile Callender
*** *** ******, ***.**, Brooklyn, NY 11215
*********@*********.***
HIGH SCHOOL PRINCIPAL
Highly qualified Principal with demonstrated ability to impact student achievement and enhance graduation rates within diverse student populations. Skilled in developing, implementing, and guiding focused and meaningful professional development and building highly effective teaching staff. Talent in analyzing data, defining student needs, and aligning curriculum and classroom lessons to meet student needs.
Licensure: New York State Permanent Certificate in Social Studies 7-12; New York State Administrator & Supervisor Certification; New York State School District Administrator Certification PROFESSIONAL EXPERIENCE
PRINCIPAL (Appointed), 2012 – 2016
New York City Department of Education, New York, NY Business, Computer Applications & Entrepreneurship High School (29Q496) Served four-year assignment within small high school with diverse student population (21% IEP students, 13% ENL students, 70% YMOC students) with a majority of entering ninth grade students with ELA and math levels I and II. Achievements:
Boosted overall annual attendance rates and raised graduation rates by 20+ points.
Implemented safety measures effectively reducing safety incidents by more than 20% and enhanced academic engagement and achievement resulting in removal of school from New York State lowest performing school Priority/Focus List by school year end 2014-15.
Entire teaching staff received 2014-15 MOSL ratings for Effective or Highly Effective teaching.
Received Principal Highly Effective (20/20) MOSL rating with overall rating of Effective for 2014-15 school year. RESIDENT PRINCIPAL (New Leaders for New Schools), 2011 – 2012 New York City Department of Education, New York, NY Academy of Finance & Enterprise (24Q264)
On-site residency within a year-long program that trained urban school leaders to create and implement school- based instructional, cultural, and organizational changes targeted to enhance student academic excellence. Focused on building staff competency in equity, efficacy, and adult accountability while delivering district and site-specific models of administrative practice.
COORDINATOR EARLY INTERVENTION SERVICES, 2010 – 2011 New York City Department of Education, New York, NY Children First Network #206
Collaborated with network schools in generating conceptual and practical knowledge regarding curriculum design, instructional procedure, and assessment method best practices. Coordinated with schools in designing and implementing research-based Response to Intervention (RtI) instructional practices. Cultivated and sustained school-based and network-based professional learning communities. Instrumental in establishing benchmarks for student work and enhancing student achievement through partnership with school Inquiry Teams. Supported teachers and administrators through provision of individualized professional development and instructional assistance. Collected and applied low-inference observational data via cycles of Mock Quality Reviews used to identify areas of strength and growth along with next step planning in enhancing student achievement. Used NYCDOE Knowledge Management Systems to gather and disseminate instructional and school-related information. Achievements:
Developed workshops targeted to implement instructional strategies that addressed requirements of English Language Learners including differentiated guidance and ELL teacher support in network schools.
Trained in Writing Matters curriculum and methodology, liaising with consultants and schools that implemented Writing Matters as core writing curriculum.
Created teacher study groups, participating in focused development of topics for network schools to include Differentiated Instruction and Academic Language.
Lynne Cecile Callender
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TEACHER, Social Studies Department, September 2017 - present High School for Global Citizenship, Brooklyn, NY
TEACHER, Social Studies & Humanities Departments, 2007 – 2008, 2009 – 2010 The James Baldwin School, New York, NY
Designed and facilitated thematic Global Studies to grade 9 through 12 students, warranting academic excellence and full student understanding of subject matter. Effectively coordinated with administration and faculty in developing and delivering district-approved curriculum and assessment methods. Cooperatively planned ongoing student activities with school staff and faculty.
LITERACY COACH & SCHOOL-BASED STAFF DEVELOPER, 2008 – 2009 Samuel J. Tilden High School, Brooklyn, NY
Generated and facilitated continuing professional development seminars for 40 teachers and paraprofessionals. Assisted administration and support specialists in test data analyzation in determining student literacy needs, especially for ELL students. Partnered with professional development team and teachers to embed balanced literacy strategies and best practices across curriculum. Collaborated with specialists and vendors in modifying and fine- tuning programs, ensuring student population needs fulfillment. Revised ELA and social studies curriculum units in conformance to Workshop Model of Instruction.
SCHOOL-BASED STAFF DEVELOPER, 2004 – 2007
NEW YORK CITY DEPARTMENT OF EDUCATION REGION 9 LITERACY COACH, 2004 – 2006 Legacy School for Integrated Studies, New York, NY Partnered with administration in implementing schoolwide instructional initiatives and organizing curriculum and departmental standards. Organized intra-and inter-departmental planning, instructional, and assessment activities and stratagems. Coached and mentored teachers and facilitated weekly departmental facility-wide professional development activities. Modeled lessons and delivered individualized feedback to colleagues concerning schoolwide balanced literacy programs to include Columbia Teachers College Reading & Writing Project and NCEE/America’s Choice Ramp-Up to Literacy Program. Assisted content area teachers in implementing balanced literacy methods curriculum-wide. Utilized Understanding by Design (UbD) process in curriculum development. TEACHER, SOCIAL STUDIES & HUMANITIES DEPARTMENTS, 1999 – 2004 Achievements:
Instrumental in applying developmental and multiple intelligence theories to instructional strategies and student assessments effectively demonstrating performance-based student achievement.
Utilized pre-and post-assessment data in generating targeted curriculum and instruction planning.
Supervised, trained, and mentored preservice and in-service teachers. EDUCATION
Advanced Certificate in Administration & Supervision, CUNY Hunter College School of Education Master Degree Coursework (40 of 60 credits completed), Wagner School of Public Administration Master of Science in Teaching, The New School University, New York, NY Bachelor of Arts in Psychology, Smith College, Northampton, MA
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