Paulina Chyrk

Objective Passionate instructional leader versed in collaborating with teachers and parents to best meet each individual’s unique needs. Attentive to physical, emotional, intellectual, and social needs of each student

Education University of Texas-Austin M ay 2010 –Bachelor of Arts in Sociology and minor in Geography University of Houston Dec 2012 –Masters in Curriculum & Instruction University of St. Thomas Aug 2015 –Principal Certificate

Courses Taken Instructional Leadership The course provided an opportunity for participants to develop a working knowledge of instructional design, lesson design, and effective teaching practices in order to serve as an instructional leader in public and private settings. Administrative Internship I and II The practicum focused on daily instructional and facility operations of the school and school system. Educational Leadership The course provided an overview of administrative role in educational settings, examined organizational theories and concepts, and developed skills in conceptual areas of school administration with particular emphasis on managing limited resources.

Certifications 4-8 English Language Arts 4-8 Generalist CPR/First Aid Region 13 Instructional Leadership Development

Work Experience John Foster Dulles Middle School Jan 2013-Present 7th Grade English Language Arts Teacher – Teach English Language Arts aligned with the TEKS and District Curriculum – Developed differentiated lesson plans to accommodate all learning styles – Attend workshops and professional developments for reading and writing – Attend and participate in parent conferences, Professional Learning Communities, ARDs, 504 meetings, department meetings, and faculty meetings

Activities Leadership (V) Team Build teacher leadership, teacher efficacy, pedagogical skills and curriculum knowledge, read current research related to building teacher capacity and leadership, connect with other staff members of similar experience and create a support network for each other Campus Based Leadership Team (CBLT) responsible for the development, implementation, and monitoring of the targeted improvement plan, monitoring student performance, and determination of student interventions and support services. Assistant Cheerleader Sponsor Supervised cheerleaders during after school practices and games

Skills strong collaborator diverse classroom settings positive learning environment computer proficient varied lesson plans student-centered learning interpersonal skills positive reinforcement effective time management

Accomplishments 7 th Grade ELA Team Lead Spelling Bee Coordinator

Book Review Leaders of Learning How District, School, and Classroom Leaders Improve Student Achievement Richard Dufour and Robert Marzano This book was written to discuss that great leadership cannot be accomplished as an act of solitude. It is a collaborative effort made by many to take on the challenges facing our schools today. The first chapter discusses that the best strategy for improving schools and districts is having educators perform as members of a functioning professional learning community (PLC). Three big ideas drive the PLC process, what is it we want our students to know, educators must work together to meet the needs of all students, and educators must create a results factor in order to see if students are learning. In order for a leader of a school to have effective PLC’s, he/she must organize staff members into meaningful teams, he/she must provide teams with time to collaborate, provide supportive structures that helps groups become teams, clarify the work that teams must accomplish, monitor the work of teams and provide direction and support as needed, avoid shortcuts in the collaborative team process, and celebrate short-term wins and confront those who do not contribute to their teams. According to a further chapter in this book, a guaranteed and viable curriculum is the basic principle of the PLC process, and in order to accomplish this, the PLC members must first identify the nature of objectives. Once learning objectives are identified, the next step is to articulate the levels of knowledge for each objective. Finally, designing proficiency scales is the last step in developing a guaranteed and viable curriculum. Marzano and Dufour also mention another important aspect to the PLC process which is the ongoing monitoring of student learning. They insist that teachers use the proficiency scales mentioned earlier as a blueprint for designing an assessment. Other effective forms of assessments to ongoing student learning include probing discussions, unobtrusive assessments, and student generated assessments.

Book Review Cont. The book closes with a chapter regarding responding when kids don’t learn. Which seems to be an issue seen on a lot of campuses. Marzano and Dufour offer ten recommendations for any school who experience students that have a difficulty in their learning. The recommendations are as follows: provide students with access to effective instruction each day, planning an intervention that is proactive rather than reactive, the plan on intervention must rely on an assessment process, the plan of intervention must be multilayered with time and support for learning variables, plan of intervention will be directive rather than invitational, the plan will be fluid and flexible, the plan of intervention will be characterized by specificity and precision regarding the needs of a particular student, the plan should reach both non intentional and intentional non-learners, the plan should be systematic, and finally, the plan of intervention will be embedded in a culture of high expectations, collaboration, and continuous improvement. All in all, Marzano and Dufour’s book gives an excellent true understanding of the PLC process. This book would be useful for any leader especially since more and more districts are incorporating the PLC process on their campuses. The PLC process is a collaborative tool to use in order to ensure student success and Marzano and Dufour, explain in detail, everything from, how to establish a PLC, the first steps once a PLC is created, how to monitor ongoing learning, as well as, what do with those students who aren't learning. Most importantly, Marzano and Dufour remind us in this book that leading and ensuring student success is not something that can be done alone, but instead, it is a collaboration process.