Anna W. Email & Phone Number

Philadelphia, Pa, Us

In my role, I ● manage a dynamic team of literacy coaches across a diverse portfolio of schools to enhance educator coaching and development, thereby improving daily instruction and child outcomes● lead comprehensive instructional reviews at school and system levels through learning walks, diagnosing needs, and collaborating closely with leaders to develop tailored action plans aligned with their values and resources● serve as the primary point of contact for project, district, and school partners, providing support, connecting with resources, and addressing targeted instructional challenges● strategically manage deliverables and activities within the portfolio to ensure alignment with organizational goals● oversee partnership retention efforts and lead contract renewal conversations with current partners to sustain and enhance relationships● support executive leadership in designing and facilitating regional presentations and training sessions to attract potential new partners● collaborate with the national content team to refine and develop practical tools and systems for internal staff members to optimize their support efforts● lead continuous reflection sessions with the team to identify challenges and develop innovative solutions for ongoing improvement● build relationships with school and system leaders to support action plan implementation and adapt strategies as needed● design and facilitate learning experiences for coaches, fostering ongoing development, goal-setting, and progress monitoring● facilitate adult learning experiences for school and system leaders to promote knowledge sharing and best practices within and across systems

Nashville, Tennessee, Us

My research interests are focused on school leadership pipelines, specifically in school leadership preparation and selection, and how these pipelines vary by urbanicity.

Chicago, Illinois, Us

In my role, I:● shaped strategy for Chicago’s principal pipeline through managing multiple working groups comprised of members from the education, nonprofit, parent, and philanthropic communities● supported rollout of new succession management strategies through tight communication and relationship management with key CPS leadership● designed and delivered professional development series on best practices in talent management for principals and principal supervisors across Chicago ● designed and launched multiple pilot programs from initial concept to full-scale implementation, driving innovation and achieving measurable results ● implemented robust project plans, conducted research, secured necessary resources, and collaborated with cross-functional teams to ensure seamless execution and achievement of program objectives

Chicago, Illinois, Us

In my position, I:● engaged with multiple stakeholders within the organization, across Chicago Public Schools central office leadership, in the research community, and in the Chicago nonprofit landscape to redesign the eighth wave of the organization’s annual survey instrument of all 600+ Chicago’s principals● managed relationships with multiple vendors to support the launch of the survey and provide ongoing technical troubleshooting● managed across teams, central office leadership at Chicago Public Schools, area universities, and local nonprofit partners to support survey outreach and communications, improving upon survey response rates from last year in both the charter and non-charter sectors

Washington, Dc, Us

Courses taught: EDU-610 Overview of Qualitative and Quantitative Research Strategies. Course description:Students are introduced to concepts and principles of social science research design. Observation, interview and survey design, literature reviews, development of problem statements and research questions, surveys of quantitative and qualitative data analyses, and formative and summative evaluation techniques are emphasized. Students demonstrate their competencies by engaging in a small-scale research study.

Oakland, California, Us

As a part of the Educator Effectiveness team, I• train 16 teacher leaders on how to conduct observations, rate teachers according to the Oakland Effective Teaching Framework, and deliver feedback to peers• support 14 elementary principals and assistant principals across 11 schools in East and North Oakland in implementing the Oakland Teacher Growth and Development System (i.e., coordinating time and resources, training them on the TeachBoost platform, determine accurate teacher evaluation ratings, and deliver quality feedback)• assist both teacher leaders and school leaders in the change management surrounding the first year of the Teacher Growth and Development System's full rollout in Oakland Unified School District. • support teacher recruitment and selection endeavorsThe Teacher Growth and Development System is designed to support the continuous growth and development of teachers by building an asset-focused evaluation system that empowers leaders, in and out of the classroom, to provide regular, consistent, evidenced-based feedback to the teachers that improves their practice for students.

As a real-time teacher coach, I• train teachers on Lee Canter's positive behavior management framework,• help teachers design and revamp their classroom culture systems (e.g., incentives, routines, consequences, etc.)• use an earpiece and walkie-talkie to deliver teachers feedback on their instruction in real time, while they teach• coach teachers on how to develop better relationships with the students and families that they serve• facilitate teacher conversations around equity, identity, bias, and how they impact instruction

Redwood City, Ca, Us

At Rocketship, I • evaluate and iterate our internal structures and routines around data-driven instruction• lead biweekly collaboration sessions between school leaders• coach 20+ school leaders of diverse backgrounds and experience levels in driving the coaching cycle with their teachers (i.e., plan and implement action steps, gather and analyze qualitative and quantitative data on the action steps, and collaboratively problem-solve) • design and curate coaching resources for school leaders• manage and develop programming and professional development for our grade level lead teachers as part of a network initiative to diversify school leadership pathways and opportunities• drive external partnerships for teacher and leader training (e.g., UChicago STEP, GLAD, RAFT, New Leaders, Reach Institute) I have also • designed processes to streamline testing administration across eight school sites, with 100% meeting all necessary state deadlines • planned and managed operations of our 2013 summer training program serving 200+ teachers • designed project plan to improve existing routines around formative assessment to better prepare students for Common Core

Philadelphia, Pa, Us

Mastery Charter Schools is a non-profit charter school network currently operating fifteen schools in Philadelphia serving over 9,600 students in grades K-12. Their mission is to ensure that all students learn the academic and personal skills they need to succeed in higher education, compete in the global economy and pursue their dreams. At Mastery, I• coached 80+ secondary teachers of varied grade levels, disciplines, and experience across five turnaround school sites • designed six-week individualized coaching plans for each teacher and led weekly one-on-one coaching conversations• employed varied arsenal of coaching strategies (e.g., demonstration teaching, video analysis, real-time coaching, lesson rehearsal) • facilitated and helped design professional development sessions to large groups of teachers new to the network • conducted one-on-one data analysis conversations with teachers

Philadelphia, Pa, Us

As an English teacher at Mastery's flagship charter, I • Administered scripted phonics intervention and reading skill programs to struggling readers up to seven years behind grade level• Raised reading scores of the inaugural middle school class fifty points to 85% proficient or advanced, with over 50% advanced, within two years▪ Maintained weekly home communication for 120 studentsAs a site-based instructional coach, I▪ Provided in-house coaching support to colleagues on positive classroom management and student motivationAs the 8th Grade Team Lead, I ▪ Created agenda for and led weekly meetings for grade team of eight teachers▪ Spearheaded and oversaw the implementation of grade-wide policies around behavior and academic habits▪ Delegated responsibilities for planning grade-level initiatives and events▪ Facilitated difficult conversations around sensitive topics (e.g., student retention decisions)As an English Content Lead, I• Drove network initiatives and the use of instructional best practices among peers by delivering content-specific professional development to peers

New York, Ny, Us

TFA corps members attend a five-week training institute as part of their pre-service development. During this time, they teach summer school; learn essential teaching frameworks, curricula, and lesson planning skills; build relationships within their school and community; and work with experienced teachers, including Corps Members Advisors, who observe and coach them to improve their skills quickly throughout the summer. At Institute, I coached 28 first year teachers on lesson planning and execution, the creation and implementation of incentive and consequence systems, and the development of positive classroom culture through▪ Observing each teacher at least 2x a week, providing written feedback, and discussing areas for development in weekly co-investigation conversations ▪ Partnering with veteran district teachers to provide corps members with regular program-aligned feedback throughout the summer▪ Facilitating small group lesson rehearsal protocols to help corps members improve their instructional delivery and classroom management strategies▪ Planning and leading weekly lesson planning clinics ▪ Facilitating smaller breakout conversations in daily curriculum sessions, wherein corps members would learn the fundamentals of teaching and practice teaching techniques▪ Delivering professional development workshops on analyzing student achievement data, positive classroom management, and phonics instruction ▪ Providing feedback for 60-80 lesson plans a week

New York, Ny, Us

▪ Created four 8th Grade Social Studies summer school curricula, including unit plans and unit assessments, used across the Teach For America Philadelphia summer training institute and the School District of Philadelphia

Philadelphia, Pa, Us

Between 2005-2007 and prior to its charter turnaround, John B. Stetson Middle School was labeled a "persistently dangerous" school by the district and was plagued by a history of low test scores. It is located in the north Kensington neighborhood of Philadelphia, which is predominantly Latino and was, at the time, notorious for being both crime- and poverty-ridden: 57% of the neighborhood lived below the poverty line, and the school itself was adjacent to one of the top 5 drug corners of Philadelphia. As a Teach For America corps member at Stetson Middle School, I▪ Planned and delivered lessons to 250+ 7th and 8th grade students, including students who were overage, English Language Learners, and/or had special needs▪ Supervised an after-school homework club for struggling students ▪ Co-taught an extended-day classroom of thirty fifth-grade students twice a week

Philadelphia, Pennsylvania, Us

The mission of KIPP Philadelphia Charter School is to develop the character, knowledge, and skills of our students so they will succeed in top-quality high schools, college, and the competitive world beyond. The Summer Academy was designed to provide struggling students with additional academic support and extracurricular enrichment to prevent summer slide. At the KIPP Summer Academy, I▪ Facilitated small guided reading groups and readers’ theatre activities for struggling readers ▪ Managed afternoon extracurricular programming for 20-40 students

Champaign, Il, Us

The Bureau of Educational Research fulfills a broad mission of enriching the research culture for faculty and students in the College of Education by supporting interdepartmental or interdisciplinary collaboration; nurturing faculty research, especially for those who are at critical passages in their careers; and grant writing and liaisons with funding agencies.To accomplish this mission, the Bureau works with faculty to secure research funding, including supporting grant proposal writing and proposal submissions, and also helps coordinate the placement of campus research projects in schools in collaboration with the Center for Education in Small Urban Communities.At the Bureau, I▪ Edited grant proposals, outgoing mail, and website text ▪ Sourced scholarly articles for research ▪ Coordinated logistics for for department seminars

Chicago, Il, Us

The Chicago International Children's Film Festival was the first competitive festival of films for children in the U.S. and the first children's festival in the world to be recognized by the Academy of Motion Picture Arts and Sciences as an Academy qualifying festival. CICFF introduces new, culturally diverse films for children to American children's audiences and recognizes excellence in children's filmmaking. It seeks to empower children by involving them directly in the jurying process. As a programming intern, I▪ Organized all information and materials for 400+ entries within a master Excel database ▪ Corresponded with local industry professionals to develop festival children’s workshops ▪ Reviewed submissions and provided Programming Director with detailed notes and programming suggestions ▪ Wrote synopses of films and festival programs to be used in promotional materials ▪ Organized information and materials for weekly Selection Committee and Jury convenings▪ Assisted with writing and editing program book and schedule materials

Champaign, Il, Us

The Illini Union Board is comprised of student ambassadors who plan and program a variety of events based on student demand. Since 1942, IUB has served as the voice of the students and advise the administration staff on building policies and procedures. Each semester, it sponsors the production of a extracurricular musical entirely run by students as part of the programming for Parents' Weekends. As the assistant director for "Fiddler on the Roof", the 2004 Moms' Weekend Musical, I▪ Managed rehearsals for 20 hours a week ▪ Communicated comprehensive daily rehearsal notes to cast members via email ▪ Scheduled rehearsals for a cast and staff of 50+ with unique sets of timing conflicts

SNSF is a Chicago based law firm serving mid-market closely held businesses and local and regional commercial banks. There, I▪ Edited content and format for firm’s monthly newsletter ▪ Managed the newsletter's publication and distribution

Brooklyn, New York, Us

The Independent Filmmaker Project (IFP) connects artists with essential resources at all stages of development and distribution. During its 35-year history, IFP has supported over 8,000 projects and offered resources to more than 20,000 filmmakers, including Miranda July and Michael Moore.At IFP/Chicago, I▪ Edited email newsletters to local members▪ Maintained mailing list

Doctor Of Philosophy (Ph.D.), Leadership, Policy, And Organizations (K-12)

Master Of Science (M.S.) In Education, Urban Education

Bachelor Of Arts (B.A.), English Literature With Distinction; Rhetoric (Creative Writing Focus)