 |
 |
|
|
Home > About CES > Job Board
CES Job Board Resume
Elaine Curcurio
Resume Title: E. Curcurio, Instructional and Administrative Leadership
Target Organization(s): CES School, CES Center, Support Provider
Target State(s): California, Colorado, Oregon, Washington
Target Job(s): Administrator, Consultant, Reform Coordinator
Target Subject(s): All Subjects
Education & Work Experience:
Education Employment History
Current:Coordinator of Professional Services K-12, Mapleton Public Schools, Denver, CO & Welby New Technology High School, Instructional Guide
2006-2007: Instructional Guide, Mapleton Public Schools, Denver, CO
at 2 sites - Skyview Academy High School a Coalition of Essential Schools HS & Welby New Technology High School a New Technology HS
2005-2006: Director, Skyview Senior High School, Mapleton Public Schools (500 students, grades 11 & 12)
2004-2005: Assistant Principal, Skyview High School, (1200 students, grades 9-12)
2003-2004: Dean of Students (1500 students, grades 9-12)
1998-2003: Language Arts Instructor, 9th grade team focus, SHS
2001- 2003: Instructional Guide and Lab Classroom, AVID International instructor
2001-2003: English Department 9th grade team leader & AVID International site team leader
2002-2003: English Department Co-chairperson
Special Recognition:
College Summit – Administrator of the Year, National Winner 2005
Mapleton Awards of Excellence – Outstanding Teacher Nominee 2001
Other Employment History:
1998 – 1996: Blue Bonnet Café – Trainer of Auxiliary Staff, Server, while student at Metropolitan State full time
1996 - 1994: Breckenridge Brewery, Marketing & Restaurant Management
1994 - 1994: United Way, Loaned Executive – 6 weeks as a special assignment public relations/fund raiser with United Way as a part of their yearly partnerships with area businesses who loan human resources as a service donation to UW.
1993 – 1992: Waters Palmer Advertising, Assistant to Marketing Coordinator
Skills & Abilities:
Professional Experience Synopsis - Education:
Administrative Leadership & Responsibilities: Currently my role is to improve our district’s reform efforts by building capacity in Project Based Learning at WNTHS and in best practice instruction for all instructional guides at 17 schools. In the recent past, my experience has largely focused in supporting our district’s reinvention to small schools of choice by leading as a Small School Director of juniors and seniors. Formerly as an Assistant Principal, and prior to that serving as Dean of Students, I led by being collaborative and progressive in expectations for innovative improvement. I also have first hand experience within administrative management such as: newsletter writing, discipline, supervision, budget and fiscal responsibilities, improvement plan oversight, assessment coordination, human resources processes, etc. I have skills in typical administration tasks. My strength in administrative leadership is that I can support schools in implementation efforts in achievement for each student. I choose to lead; a few examples of where I have served to implement change are in collaborative areas of policy shaping, such as graduation, and I have led efforts in strategic planning and school design. I am skilled within data driven decision-making, when looking at a body of evidence. In order to increase relevancy and choice for each student I work as a coach, not only for teachers, but also for my directors, my students, really all members of our community. Facilitative leadership to me means that I am accountable for keeping all in the conversation and I practice that daily by asking many questions. My record with seniors and college readiness is one example of using questions and data to tell a story that urges others to practice 21st Century educational practices with urgency.
Facilitation & Curriculum Experience: The heart of my curriculum development experience has come while an Instructional Guide and Reform Coach. Through this I’ve progressed in the analysis and creation of writing curriculum for Advisory, Language Arts, Social Studies, and AVID International. I align mostly with constructivist approaches and I have a solid understanding of project based learning design within the New Technology High School model. I also have extensive understanding of inquiry-based instruction, which is what Skyview Academy, my CES School, implemented last year. I covet curriculum that is focused on international or community access-type learning and I see many applications for relevancy within that framework of authenticity. I currently assist in both the evaluation and implementation of “best practice” frameworks and have done so in the past, as a literacy teacher and AVID teacher at the secondary level. Supervising and guiding individuals in the selection of materials or text and improving district mentoring capacity has been a recent focus. Because of my experience with extensive conversion efforts in my current district, design of a new mental model for teaching, the student centered approach, is now my own learning and passion.
The National School Reform Faculty and the work of Critical Friends, as well as Cognitive Coaching techniques, are my most used tools for creating capacity for learning and reflection. I have become skilled at using these processes. In groups, individually, formally, informally, in coaching and in evaluative roles, with students, parents, and even classified staff, I achieve united progress. For example, by envisioning and facilitating an effort to create a rigorous senior year experience, many college partnerships were attained for our students who may not have considered college otherwise, I approached my seniors like a coach, and asked them why they were aiming so low? I showed them scholarship data and brought in others who had failed and also alumni who had succeeded. I let the stories layer on top of the question. This mirrored what I expect from teachers, and it led them to work with kids in the same way with scholarships. We had our first million-dollar scholarship class as a result. Additionally, I instituted our first Town Hall meetings and insisted on student voice and democratic collaborative process at all levels. This open approach gave us a new honor code, dress code, and student led drop out intervention conversation. The role of facilitation, approached within the context of a learning community, is my strength. Further background in Six Trait Writing, Standards Based Planning, Instruction for All Students, Classroom Strategies that Work, and AVID International best practices, are professional development facilitation efforts I led while being a coach or administrator, and all of the above experiences have all led me to align with teacher development initiatives.
Additional Information:
Licenses and Affiliations:
Colorado Professional Principal License (expiration 2010) & Colorado Professional Teaching License (expiration 2008)
Association of Supervision and Curriculum, member since 2002
Colorado Association of School Executives, member since 2004
National School Reform Faculty, member since 2002
Educational History:
University of Phoenix: Masters in Educational Administration, 2004
University of Colorado at Denver: Secondary Literacy Certificate Program, 2002
Metropolitan State University: Secondary Educators Licensure & Highly Qualified in English, 1998
Southern Illinois University at Carbondale: Bachelor of Science in Communication and Fine Arts, with an emphasis in marketing and public relations, minor in journalism, 1992
Certificates and Educational Highlights:
Project Based Learning – New Technology Foundation – summer PBL training 2007
Leading the Learning & Classroom Walkthrough Trained,
Trainer of Trainers – Paula Rutherford, Just Ask Inc., and 24/7 learning,
Habermann Star Teacher Selection – Certified Interviewer, trained by Habermann facilitators via Adams 12
Cognitive Coaching - Front Range BOCES
Critical Friends Group - National School Reform Faculty – University of Colorado at Denver Graduate Ed. Program
Literacy Instruction Certificate – University of Colorado at Denver Graduate Ed. Program
AVID International Coordination – AVID elective class and site team facilitator, AVID summer institute 3 years
Assessment Team – Colorado State Assessment Program, American College Test, Stanford Diagnostic Reading Test and Scholastic Reading Inventory, focused areas of assessment team work: administration, preparatory curriculum, and professional development for staff within assessment administration, preparation, and embedded practices
|
|
|
| |
|
|
|
|
|
About
CES | CES Network | Fall
Forum | Small Schools Project | Resources
My
Homebase | Jobs | Search | Site Map | Contact
Us | Home
|
|
 |
|
|
|
|
