bernadette gordon school april 2016 resume-external

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Bernadette G. Gordon, Page 2

Bernadette Gloria Gordon

5163 51st LN W Bradenton, Florida 34210

Phone: 941.284.6702


`Collaborative, organized, detail oriented, dedicated, and enthusiasticCore Strengths Diligent, earnest, positive, and persistent with the ability to speak and write effectively Ability to acclimate quickly to challenges and changing environments

Amiable, professional, and articulate; compassionate and positive towards achieving professional/educational goals

Candid, sincere, inquisitive, and rational in situations requiring problem-solving

Analytical, detailed, precise, able, and hard-working in cultivating and maintaining successful learning environments while providing rigorous and relevant curriculum Demonstrated experience in developing curriculum aimed toward fostering reading across the content areas and developing and maintaining faculty, staff, and student rapportEducation

Doctorate of Education, Educational Leadership and Policy, Florida State University, seekingGraduate Certificate, Program Evaluation, Florida State University, seeking

Master of Education, Educational Leadership, University of South Florida

Bachelor of Arts, English Literature, University of South FloridaAssociate of Arts, Political Science, Manatee Community CollegeCertifications and EndorsementsFLORIDA CERTIFICATION, Exp. June 30, 2018

English 6-12

Educational Leadership (all levels) ESOL Endorsement

Reading Endorsement

Professional Experience HighlightsINTERIM ASSISTANT PRINCIPAL, October 2015-January 2016

Johnson Middle School, Bradenton, FL 34208

Supervise assigned personnel, conduct annual performance appraisals Oversee the administration of all testing at the schools

Supervise extracurricular activities

Assist in providing students and staff a safe and effective learning environment.

Work with staff to establish a plan for personal and professional growth

Business Partner Liaison, seek and support school business partnerships

Provide curriculum and instructional leadership

Ability to recognize and solve school problems/areas of weakness

Maintain and model high standards of professional conduct

Set high standards of performance for self, others, and School District of Manatee County Confer with students, teachers, and parents to resolve problems which inhibit learning

Be visible on campus and in classrooms, as well as at community events and functions

Use effective strategies to communicate with a variety of audiences.

Use appropriate interpersonal styles and methods to guide individuals and groups towards task accomplishments

Participate in PTO and SAC meetings

Other duties and tasks as assigned and/or neededINSTRUCTIONAL SPECIALIST, July 2014-present

Middle School Instructional Specialist, focusing on Title I and Priority Schools Support school-based leadership in SIP writing, teacher support, etc.

Student Pull-Out for FSA preparation

Participate in schools Instructional Leadership Teams-pull and prepare data for meaningful discussions, Data Team with a focus on: SuccessMaker, Write-to-Learn, Attendance and Discipline, Study Island, Failure lists, as well as others

Collaborate with the Region IV Differentiated Accountability Team on walk-throughs, teachers/school support

Present professional development to schools upon request

Support and implement the Superintendents vision of IS in schools and the importance of the ILTCONSULTING/COMMITTEE PANELIST, 2009-present College Board SAT Test Panelist/Consultant, 2016-present

FTCE English 6-12 Subject Matter Expert (SME), 2012-present

FLVS External Curriculum Reviewer (Consultant), 2011-present

ACT Test Panelist/Consultant, 2009-presentTITLE I TEACHER ON ASSIGNMENT, Dec 2011-June 2013 K-12 Instructional Coaching at Title I schools in reading, writing, and CCSS. Facilitated professional development and trainings, Curriculum writing/support, as well as other support requested by school administration and/or the district,

reviewed School Improvement Plan and Data, part of decision making processes in how to move forward Collaborated with the Region IV Differentiated Accountability team at various Title I elementary and middle schools-walkthroughs, data collection, brainstorming next steps, reviewing data, etc. Trained in walk-throughs, feedback, conferencing by consultant Mark Rolewski

TEACHING EXPERIENCE, August 2000-December 2011, August 2013-June 2014Johnson Middle School Bradenton, FL, 2013-2014 Reading Department Chair, 2013-2014 7th Grade Language A IB-MYP (English Language Arts), 2013-2014Southeast High School Bradenton, FL, 2000-2011Reading Department Chair, 2010-2011Intensive Language Arts 11-12 (Reading) Teacher, 2009-2011

FLVS Adjunct English I/II Teacher, 2007-2008 International Baccalaureate English II Teacher, 2001-2005

Teacher of English I, English I Honors, English II, Great Books, 2000-2009Professional Development Trainer and/or Facilitator Sustaining Strategic Readers Trainer

NGCAR-PD+ Trainer

ACT Test Training FAIR Secondary Trainer Clinical Educator Trainer

District CCSS & PARCC Trainer

Jeff Andersen Mechanically Inclined Trainer

Close Reading

FCAT 2.0 Writing Strategies and grading

Curriculum Development/Previous Experience Local (district) End of Course Assessment Writer, 2014-15 Leader/Curriculum Writer FCAT Saturday Boot Camp for LRJMS, 2014

Wrote the Summer School English curriculum for the 2013 N&D Transition Program

Taught Summer School for the last eight years

Helped to design an alternate reading remediation plan for Johnson Middle, 2013-14

Wrote the Reading and Writing plan for Johnson Middle School, 2013-14 school Southeast High School FCAT Boot Camp and ACT Boot Camp Facilitator/Curriculum Writer

N&D Transition Summer School co-planner and English Core Team Leader

Curriculum Team, District, 2012-13-English II

Manatee Core Curriculum Team, District, 2007-09-English I and English II

Small Learning Communities, 2004-2011-FLC and VPA

English II Pre-IB Curriculum/Syllabus, 2001-2005


2013-2014 School Year Statistics at Louise R. Johnson Middle School

70% of my students made gains on the Reading FCAT 2.0 Teaching six 7th grade English Language Arts classes, three of which are advanced and three are regular classes. In addition, I teach all of the level 1s and 2s in 7th grade. LRJMS has consistently scored number one on the districts ELA Benchmark Assessment all year.Overall Results

Period Number

Quarter 1 Overall %Quarter 2 Overall %Quarter 3 Overall %Overall

IncreasePercentage Student ImprovementPercentage Student Decline

Period 156%54%64%Yes71%24%

Period 252%55%55%Yes37%53%

Period 373%70%80%Yes71%24%

Period 477%79%84%Yes64%32%

Period 575%79%82%Yes60%33%

Period 656%59%59%Yes55%45%

Overall Percentage (My Classes):

Quarter 1-65%

Quarter 2-66%

Quarter 3-70%Overall School Percentage:

Quarter 1-67%

Quarter 2-69%

Quarter 3-74%

Four of my six classes moved levels, while all six of them made and maintained gains by the end of the year.Period Number

Quarter 1 Overall %Quarter 2 Overall %Quarter 3 Overall %

Period 1 (regular)56%54%64%

Period 2 (regular)52%55%55%

Period 3 (advanced)73%70%80%

Period 4 (advanced)77%79%84%

Period 5 (advanced)75%79%82%

Period 6 (advanced)56%59%59%

2012-2013 School Year Statistics with Title I

Unfortunately, the nature of my work doesnt provide me with data since I was at various schools, trainings, etc. However, I provided training and coaching to the 4th grade team at Samoset Elementary in writing starting in December 2012. I worked with the team from January through February whenever possible (ranging from one to five times weekly depending). Samoset saw an improvement in scores. Samoset improved the school average from 2.8 to 2.9. The number of students earning a 3.5 increased from 16 to 23. And the number of students earning a 4.0 or higher increased from 7 to 16. Although Samoset did not meet the state mandated scores, the gains that were made are notable. Although not a passing score, 73 students earned a 3.0+ compared to 65 in 2012. Principal Pat Stream thanked me for all of my efforts in working with her school. 2011-2012 School Year Statistics at Southeast and with Title I

65% of students in my ILA classes at Southeast (through December 2011) met state graduation requirements either by passing FCAT with a score of 300+ or by meeting the ACT concordant score of 18 or higher. This is not only an increase over last years percentage, but accounts for four months as a classroom teacher AND the work I did throughout the school year at Saturday school and through ACT Boot Camps.

25% of students that I worked with at Title I schools met graduation requirements either by passing FCAT with a score of 300+ or by meeting the ACT concordant score of 18 or higher, although many more made measurable gains despite not reaching the minimum graduation requirement. These percentages are based on data made available to me which is not complete. 25% is a number that I am happy with considering the brief time I spent with Title I coupled with the fact that I was not the primary classroom teacher. My role was to bring reading strategies to teachers in classrooms, as well as ACT boot camp style test