Elizabeth Lind Email and Phone Number

Utilized principles of gamification, narration and cognition, responsiveness, and learning and cognition to develop engaging, relevant, efficient, and authentic micro-lessons.• Utilized the ADDIE and backwards design models to storyboard content, design and develop content, and analyze user feedback to determine needed systems and training changes. • Developed external and internal help materials to explain how to use the company’s learning management system. • Co-authored the publication Luma Connections: Building Learning Communities to Connect Learners Remotely which provides quick tips for fostering collaboration and connection within learning communities.• Managed large-scale training projects using project management software such as Asana and Trello.

Created and converted in-person and virtual instructor-led courses for the New York City Department of Corrections and for the company’s training catalog.• Managed aspects of the design process from research and analysis including creating course outlines and Course Design Documents, designing PowerPoints, developing Learner Guides, developing Instructor Guides, and revising course content based on pilot course feedback.• Worked with subject matter experts to develop and revise course content. • Interpreted existing course content and conducted research to convert courses to be more instructionally sound and design and develop original courses that were accessible and 508 compliant.

Conducted leaner and task analysis for Sailor 2025 Wave 4B.• Prepared FC AEGIS SPY Functional Requirements Document (FRD) workbooks for the FRD Workshop.• Attended FC AEGIS SPY FRD Workshop and collaborated with SMEs. • Drafted the daily report/comments for Path V04A during the FC AGEIS SPY FRD Workshop.• Completed the FC AEGIS SPY FRD workbook. • Attended training to conduct the Rating Domain Analysis (RDA) and Media and Fidelity Analysis (M/FA) Workshops. • Developed courseware in AIM II/Learning Object Module (LOM).

Designed, wrote, and built all facets of K–12 curriculums for distance/cloud-based learning, including lesson plans, tutorials, student content, and instructional guides, using Articulate, Illustrator, and Canvas.• Co-authored original SEL e-stories and curriculum for K–2 learners, including lesson plans, teacher guides, and student materials. Examined and clarified Illinois Learning Standards to vertically align learning targets for all grade levels.• Co-built high school SEL Canvas courses for Grades 9–10 and 11–12. Structured layout and inputted content expert’s material in Canvas. • Developed SEL curriculum with project-based learning (PBL) units for grades 3, 4–5, and 6–8.  Mapped learning targets; wrote lesson plans and student and teacher materials; and created learning tutorials.• Served on team auditing all company educational system/program functions to build system architecture document.

Taught grades 6–8 with an average of 17–24 students per class, including gifted, second language speakers, and exceptional student education (ESE). Use differentiated instruction to meet students’ various learning needs.• Developed lesson plans, outlining learning goals/objectives, assessment forms, goal-aligned activities, and educational technologies and resources.• Designed and delivered instruction, using UDL as framework for representation, expression, and engagement.• Created digital and non-digital curriculum, using backwards design planning process, ADDIE, and ARCS models. Constructed learning goals, created rubrics to evaluate mastery, and developed goal-aligned formative and summative assessments.• Documented and analyzed formative and summative assessment data to measure students’ achievement of learning outcomes, assess effectiveness of instruction, and identify trends. Modified instruction to students’ performance and understanding of skills, providing remediation to struggling students and enrichment opportunities to students performing at or above grade level.  Improved learning outcomes from 60–70% to 80–90% across various student groups.• Researched, integrated, and evaluated effectiveness of digital tools and technology–Pear Deck, Kahoot, Padlet, Socrative, quizzes, and educational games–to increase student engagement and learning. Resulted in increase of 60% passive engagement to 95% active engagement.• Provided one-on-one technical assistance to other teachers on using digital tools and programs.• Applied rotational and flipped models in designing informal learning experiences.• Created a variety of instructional media.

Taught grades 6 and 8 with an average of 17–24 students per class, including gifted, second language speakers, and exceptional student education (ESE). Use differentiated instruction to meet students’ various learning needs.• Developed lesson plans, outlining learning goals/objectives, assessment forms, goal-aligned activities, and educational technologies and resources.• Designed and delivered instruction, using UDL as framework for representation, expression, and engagement.• Created digital and non-digital curriculum, using backwards design planning process, ADDIE, and ARCS models. Constructed learning goals, created rubrics to evaluate mastery, and developed goal-aligned formative and summative assessments.• Documented and analyzed formative and summative assessment data to measure students’ achievement of learning outcomes, assess effectiveness of instruction, and identify trends. Modified instruction to students’ performance and understanding of skills, providing remediation to struggling students and enrichment opportunities to students performing at or above grade level.  Improved learning outcomes from 60–70% to 80–90% across various student groups.• Researched, integrated, and evaluated effectiveness of digital tools and technology–Pear Deck, Kahoot, Padlet, Socrative, quizzes, and educational games–to increase student engagement and learning. Resulted in increase of 60% passive engagement to 95% active engagement.• Provided one-on-one technical assistance to other teachers on using digital tools and programs.• Applied rotational and flipped models in designing informal learning experiences.• Created a variety of instructional media.

Taught grades 6 and 7 with an average of 17–24 students per class, including gifted, second language speakers, and exceptional student education (ESE). Use differentiated instruction to meet students’ various learning needs.• Developed lesson plans, outlining learning goals/objectives, assessment forms, goal-aligned activities, and educational technologies and resources.• Designed and delivered instruction, using UDL as framework for representation, expression, and engagement.• Created digital and non-digital curriculum, using backwards design planning process, ADDIE, and ARCS models. Constructed learning goals, created rubrics to evaluate mastery, and developed goal-aligned formative and summative assessments. Trained subject/grade teachers on implementing backwards design via one-on-one sessions and workshops.• Documented and analyzed formative and summative assessment data to measure students’ achievement of learning outcomes, assess effectiveness of instruction, and identify trends. Modified instruction to students’ performance and understanding of skills, providing remediation to struggling students and enrichment opportunities to students performing at or above grade level.  Improved learning outcomes from 60–70% to 80–90% across various student groups.• Researched, integrated, and evaluated effectiveness of digital tools and technology–Pear Deck, Kahoot, Padlet, Socrative, quizzes, and educational games–to increase student engagement and learning. Resulted in increase of 60% passive engagement to 95% active engagement.• Provided one-on-one technical assistance to other teachers on using digital tools and programs.• Developed and delivered self-directed e-learning modules to meet learners’ various needs, accelerating and remediating students per individual mastery of learning outcomes.• Applied rotational and flipped models in designing informal learning experiences.• Created a variety of instructional media.

Taught grades 7 and and with an average of 17–24 students per class, including gifted, second language speakers, and exceptional student education (ESE). Use differentiated instruction to meet students’ various learning needs.• Developed lesson plans, outlining learning goals/objectives, assessment forms, goal-aligned activities, and educational technologies and resources. Constructed learning goals, created rubrics to evaluate mastery, and developed goal-aligned formative and summative assessments.• Documented and analyzed formative and summative assessment data to measure students’ achievement of learning outcomes, assess effectiveness of instruction, and identify trends. Modified instruction to students’ performance and understanding of skills, providing remediation to struggling students and enrichment opportunities to students performing at or above grade level.  Improved learning outcomes from 60–70% to 80–90% across various student groups.• Researched, integrated, and evaluated effectiveness of digital tools and technology–Pear Deck, Kahoot, Padlet, Socrative, quizzes, and educational games–to increase student engagement and learning. Resulted in increase of 60% passive engagement to 95% active engagement.• Provided one-on-one technical assistance to other teachers on using digital tools and programs.• Created a variety of instructional media.