Experienced Remote Education Administrator & Leader
Resume:
Elizabeth Villarreal, Ph.D.
**********.***@*****.***
www.linkedin.com/in/elizabeth-villarreal-91b904243 EDUCATION
Ph.D. in Education (Curriculum and Instruction)
August 2012
University of Texas at Austin
Master’s in Spanish
December 2005
Texas State University, San Marcos
Bachelor’s in Psychology & Spanish Language and Spanish Literature May 1996
University of Texas at Austin
CERTIFICATIONS
ESC Region 1
T-Pess (2017)
T-Tess (2017)
SBEC
Principal (Grades EC-12) - 2014
Elementary Self-Contained (Grades 1-6) - 1997
Bilingual/ESL-Spanish (Grades 1-6) - 1997
ESC Region 20
Instructional Leadership Development (2014)
McNeil Educational Leadership Foundation
Dallas, TX.
Principal Certificate, 2014
Texas Teaching Certificate
UT Pan American 1997
Effective Date: June 1997 - Life
WORK EXPERIENCE
Administration / Supervision: 15 years
Teaching / Instructional Coach: 15 years
Writing/Editorial: 7 years
High School Asst. Principal
August 2014 to June 2025
Thelma R. Salinas STEM Early College High School, La Joya ISD La Joya, Texas
Instructional Leadership & Academic Excellence:
• Collaborate with campus leadership to monitor and support implementation of evidence- based instructional practices through district and TTESS systems.
• Analyze academic data to identify student learning needs, gaps, including those related to intervention and special program needs.
• Conduct classroom walkthroughs and coach teachers on inclusive instructional practices and differentiated instruction.
• Support curriculum alignment, instruction, and assessments for dual enrollment, AP, general education and SPED populations.
Special Education, Section 504, & RTI Coordination:
• Serve as campus coordinator for all Special Education, Section 504, and RTI efforts, ensuring timely identification, evaluation, and support of students with learning and behavioral needs.
• Lead and chair ARD (Admission, Review, and Dismissal) and Section 504 meetings, collaborating with diagnosticians, service providers, and families to develop individualized education programs (IEPs) and accommodation plans.
• Ensure implementation and fidelity of IEPs, 504 plans, and RTI interventions by monitoring classroom practices and providing guidance to teachers and support staff.
• Coordinate referrals, evaluations, and progress monitoring for academic and behavioral interventions aligned with the RTI framework.
• Submit and manage testing accommodations for students with disabilities on all relevant assessments (STAAR, TELPAS, AP, SAT, ACT, PSAT, TSIA, etc.).
• Monitor compliance with federal and state mandates under IDEA, Section 504, and Texas Education Code.
• Provide staff training and coaching on inclusion, accommodations, instructional strategies, and legal responsibilities for students with disabilities.
• Work closely with central office departments to ensure campus compliance and timely documentation (e.g., PEIMS reporting, eligibility timelines, transition services). Testing & Assessment Coordination:
• Serve as the Campus Testing Coordinator for all state, district, and national assessments, including: STAAR, TELPAS, Local Benchmarks, MAP-NWEA, AP, PSAT, SAT, ACT, and TSIA2.
• Train, develop, and support all campus staff (certified and non-certified) in proper testing procedures, security protocols, and documentation.
• Ensure 100% fidelity and compliance in test administration, security audits, and reporting timelines.
• Oversee submission and approval of testing accommodations for all eligible students, including those in SPED and 504.
• Use assessment data to inform instructional planning and align PLCs to data trends and curriculum gaps to drive improved student performance.
• Communicate assessment schedules and outcomes clearly with families, faculty, and district officials.
Operational & Administrative Management:
• Assist in campus scheduling, student placement, and coordination of services to meet dual enrollment, AP, IEP and 504 mandates.
• Oversee student attendance, behavior interventions, and discipline processes—ensuring compliance with protections for students receiving services under IDEA or Section 504.
• Coordinate transportation, inclusion, and life skills placements with district departments for students requiring specialized services.
• Ensure school safety plans include accommodations and supports for students with disabilities
Personnel Management & Professional Growth:
• Evaluate and support dual enrollment, AP teachers, interventionists, and inclusion support staff.
• Facilitate ongoing professional learning related to dual enrollment, AP, and special programs, including legal updates, instructional best practices, curricular and culturally responsive teaching.
Family Engagement & Community Outreach:
• Maintain frequent communication with families of students served under SPED, 504, and RTI to ensure transparency, trust, and collaborative problem-solving.
• Promote inclusive practices and advocate for equitable access to advanced coursework, extracurriculars, and post-secondary preparation for all students Accomplishment Highlights:
• 2024- Ranked #1 in La Joya ISD, 7th in McAllen, Texas Metro Area High Schools, #54 in Texas High Schools, #419 in National Ranking
• 2024- Best High Schools US News Rankings
• A-Rating & Postsecondary Readiness Distinctions ALL years under my leadership
• 2024- Readers’ Choice Favorite High School
• A-Rating Since I Served as administrator (2019-2025)
• Highest performing Early College, High School in District on STAAR Accountability and District TSIA2
• 100% Senior Class of 2024 and 2025 Acceptance to UTRGV with 10% & 9% special needs population respectively
• $23 Million in scholarships awarded to class of 2024 High School; $28 Million for Class of 2025
• Six QuestBridge Scholars in Class of 2025 paired with MIT, Rice, Univ. of Boston
• Initiated TimberCast News, a campus student-led news Chanel (@timbercastnewsljisd)- Only campus in district with such media outlet
Asst. Principal Intern
March 2014 to May 2014
Akins High School, Austin ISD
Austin, Texas
• Monitor testing, test co-coordination • Cover all hall duties, ensure student safety • Monitor campus attendance
Academic Dean
August 2012 to June 2013,
National American University
Austin, Texas
As Academic Dean for a regional campus serving approximately 1,000 students across in-person and online modalities, led all academic operations to ensure quality instruction, program integrity, regulatory compliance, and student success. Key Responsibilities:
• Designed and managed the master course schedule for all academic programs, ensuring alignment across in-person, hybrid, and online formats.
• Recruited, trained, supervised, and evaluated campus academic staff, including faculty, academic advisors, and support personnel.
• Led student recruitment and retention strategies, integrating academic advising and student support services to drive enrollment growth and persistence.
• Directed academic program design and revision, ensuring alignment with accreditation standards (regional and programmatic) and institutional outcomes.
• Oversaw all accreditation processes, documentation, and preparation for internal and external reviews.
• Submitted quarterly, biannual, and annual performance and compliance reports to university headquarters and regulatory bodies.
• Developed and implemented targeted academic interventions, including: o Improved College Algebra pass rates by 35% through curriculum redesign and tutoring integration.
o Increased student enrollment by 5–8% each quarter through academic outreach and program streamlining.
o Boosted student retention by 3–8% quarterly through enhanced advising and early alert systems.
Program Manager/Administrator (Office of Family Assistance Federal Grant) January 2010 to October 2011
AVANCE-Austin
Austin, Texas
Led federally funded programs focused on family engagement, early childhood education, and healthy marriage initiatives.
Key Responsibilities:
• Wrote and managed federal grant proposals and compliance reporting.
• Hired, trained, and evaluated agency staff to ensure program effectiveness and grant alignment.
• Directed strategic planning to drive participant recruitment and retention.
• Built and maintained partnerships with local businesses, schools, and community organizations.
• Oversaw implementation of Early Childhood Education services for young children and their mothers, and Healthy Marriage workshops serving primarily Spanish-speaking families in Austin and surrounding rural communities. Spanish Instructor
January 2010 to May 2010
University of Texas at Austin
Austin, Texas
• Taught 1st year Spanish Course
• Develop lesson plans aligned to adopted curriculum
• Grade student work, offer office hours
Assistant Instructor (ESL Methods)
January 2010 May 2010
University of Texas at Austin
Austin, Texas
• Taught student teachers
• Lesson plan development
• Grade student work, offer office hours
Assistant Instructor (Race and Ethnicity in Schools - graduate seminar) January 2010 to May 2010
University of Texas at Austin
Austin, Texas
• Co-Taught a graduate class with professor
• Assist professor with grading class work
• Student support, office hours
Clinical Supervisor (Bilingual/Bicultural Education Program) April 2008 to February 2009 (Part-time; while pursuing my PhD) University of Texas at Austin
Austin, Texas
Provided academic, editorial, and program coordination support for Proyecto Maestría, a federally funded grant supporting bilingual education graduate students. Key Responsibilities:
• Supervised and mentored graduate students pursuing Master’s degrees in Bilingual/Bicultural Education under the Proyecto Maestría grant.
• Coordinated clinical placements, field experiences, and academic progress to ensure program completion and compliance with federal guidelines.
• Maintained consistent communication with grant board members, university leadership, and federal officials to report student outcomes and program milestones.
• Led grant reauthorization efforts, contributing to successful renewal through writing, data management, and compliance reporting.
• Managed and regularly updated the program’s website with news, resources, and student information.
• Introduced and secured a recurring column in a local Spanish-language newspaper, titled
“Pregúntele a la Maestra”, showcasing bilingual graduate student voices and educational expertise.
• Served as lead editor for the newspaper column, overseeing content development, editing, and publication coordination.
Key Outcomes:
• Achieved a 100% program completion and graduation rate for participating students.
• Supported successful grant reauthorization, securing continued federal funding.
• Elevated community engagement and program visibility through bilingual media outreach.
Principal Intern
August 2008 to December 2008
Odom Elementary, Austin I.S.D.
Austin, Texas
• LPAC – Assist Principal in support of all campus English Learners
• Cover all duty stations to maintain student safety
• Attend community, stakeholders meetings
• Serve as campus translator/Interpreter (Spanish/English) Literacy Instructional Coach (Kinder-3rd grade)
November 2006 to June 2008
Pickle Elementary, Austin I.S.D.
Austin, Texas
• Reading First program Instructional Coach
• Assist K-3rd grade teachers in literacy (Instructional Delivery, RTI, Interventions, Testing)
• Train, support, evaluate teachers in delivery of Reading First program, assessment, RTI
• IOWA test coordinator for campus
• TELPAS test coordination for campus
Social Science Researcher
August 2003 to October 2006
VGCRLA, UT Austin
Austin, Texas
Under the mentorship of leading scholars in literacy, bilingual education, and reading interventions, I conducted applied research that contributed to academic publications, educational policy, and instructional innovation.
• Conducted field research in literacy, reading difficulties, and bilingual education across diverse school settings
• Collected, transcribed, and verified qualitative interview data from research participants
• Trained and provided ongoing support to teachers implementing research-based instructional protocols
• Co-designed and piloted literacy curriculum for student research participants
• Performed extensive literature reviews to inform research design and contextual analysis
• Delivered direct instruction using research-based instruments in classroom and small- group settings
• Served as lead researcher and co-author for the development of Reading Games curriculum
• Provided expert testimony to the State Board of Education on bilingual education and literacy instruction
Bilingual Teacher/Reading Specialist
August 1998 to December 2002
Harris Elementary, Austin ISD
Austin, Texas
• Taught 5th grade bilingual
• Reading Specialist working with 1st -5th grade students Spanish Instructor
June 2001 to July 2001
Austin Community College
Austin, Texas
• Taught a Spanish conversation course
Bilingual Teacher
August 1996 to May 1998
Chapa Elementary, La Joya ISD
Mission, Texas
• Self-contained bilingual teacher -5th grade
Spanish Instructor
January 1993 to December 1994
Texas State University
San Marcos, Texas
• Taught 1st and 2nd year Spanish courses (4 Semesters) while an undergraduate student. ACADEMIC CONFERENCES
TABE (Texas Association for Bilingual Education) 2010. "Pregúntale a la maestra": A Teacher Column and Collaborative between Bilingual Educators and the Spanish-speaking Media. UT El Paso
NABE (National Association for Bilingual Education) 2010. Cultivating Critical Care for ELLs: Applying an Evaluative Instrument to Engage every School Staff Member And "Pregúntale a la maestra": A Teacher Column and Collaborative between Bilingual Educators and the Spanish- speaking Media. Austin
El Mundo Zurdo (Gloria Anzalua Conference) 2009. The Xicana Sacred Space: A communal circle of Compromiso for Educational Research UT San Antonio. AERA (American Educational Research Association) 2009. The Xicana Sacred Space: A communal circle of Compromiso for Educational Research San Diego, CA. NACCS Tejas Foco 2009. The Xicana Sacred Space: A communal circle of Compromiso for Educational Research. UT San Antonio.
AERA (American Educational Research Association) 2008. Xicana Participatory Action Research. NY, City.
GSI (Graduate Student Instructor) Conference 2007. Personal Narratives Promote Critical Thinking: Linking Stories to Subject Matter. UT Austin Hispanics in the Southwest: Immigration, Education, Health, and Public Policy 2007. The Eastside School Landfill, Bilingual Educators and health Hazards for a Latino. Texas Tech University Lubbock.
PUBLICATIONS/AWARDS
“I am Joaquin, Rewritten.” 2013. Journal of Latinos and Education, 12:2, 162-165. Border Testimonial Project. The Monitor (McAllen, TX). Nov. 2011-June 2012. Monthly column. Author and editor. [For audio version: https://soundcloud.com/villarreal-eli/i-am joaquinmaster] Book Review of book “Capitalizing on Disaster: Taking and Breaking Public Schools” Anthropology and Education Quarterly, issue 40:4 of AEQ; September, 2009. Co-author of “The Xicana Sacred Space: A communal circle of Compromiso for Educational Research.” Fall 2009, Harvard Ed. Review Journal. Preguntale a la maestra column. (2009- 2012).
Creator and lead editor of column in ahorasi Spanish newspaper published by the Austin American Statesman. Winner of Bronze José Márti Award for best national series honored by the National Association of Latino Publishers in March 2010. http://www.ahorasi.com/ahora-si- recibe-cinco-premios-nacionales-de-periodismo/
Reading Games (and Juegos de lectura), Fall 2004. The University Of Texas at Austin. Reading intervention curriculum that provides explicit, systematic, intensive, and supportive instruction to help struggling bilingual and ESL kindergarten children learn to read. http://www.texasreading.org/utcrla/news/2005-02/bilingual.as
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