The goal of Chiariello Consulting is to promote equity and support diversity with inclusive, culturally responsive and academically rigorous educational practices in Curriculum and Instruction, Professional Development, School Climate, ELA and Literacy, Social Studies and Humanities, Anti-bias Education, Standards and CCSS, Diversity and Inclusion and Coaching and Mentoring. Services include: program design, content development, professional development and training, project management, education research and writing.

I evaluated and developed anti-bias, multicultural, social justice curriculum and professional development resources. My primary role was as lead developer of Perspectives for a Diverse America, a K-12 literacy-based anti-bias curriculum that connects culturally responsive teaching with the Common Core State Standards.

• Facilitated teachers’ understanding and implementation of the Common Core State Standards and the DCPS Teaching and Learning Framework by developing and executing Collaborative and Individual Learning Cycles.• Created detailed coaching plans, which included focused goals and measures of success, to drive learning cycles.• Supported teachers’ achievement of goals by using coaching strategies that gradually release responsibility for implementing instructional practices to the teacher (for example, co-planning, modeling, co-teaching, side-by-side coaching, and observing).• Consistently analyzed teacher practice through ongoing classroom observations, data analysis, and examination of student work.• Provided clear and direct feedback to teachers based on analysis of practice.• Tracked student and teacher progress to assess the effectiveness of coaching.• Developed teachers’ capacity to collect and analyze multiple sources of data to improve student learning.• Fostered collaboration and teacher leadership.• Participated actively on the school’s Academic Leadership Team.• Attended professional development meetings, trainings, and all events led by the DCPS Instructional Coaching Program.

Mentored twenty beginning teachers, in four different schools across the city. • Developed a trusting, confidential, and reflective professional partnership with beginning teachers• Provided weekly on-site support to each beginning teacher to ensure strong implementation of the Teaching and Learning Framework• Delivered high quality, job-embedded support through various approaches such as individual discussions (formal and informal), coaching sessions, demonstration lessons, and professional learning communities• Modeled research-based instructional approaches and collaborate with various teachers and roles to meet the needs of individual learners• Informally observed teachers and provide specific feedback on instructional delivery and implementation of the Teaching and Learning Framework• Utilized the formative assessment process to facilitate a new teacher’s growth and development in reflecting and analyzing their practice and reviewing student work to inform instruction and improve student achievement

• Collaborated with Department of Youth Rehabilitative Services (DYRS) in an educational setting; provide educational services in a youth detention center, serving adjudicated male youth from Washington, DC • Instructed a high school social studies class in an engaging and effective manner, using a variety of instructional techniques, curriculum resources, media and technology, including interactive whiteboard• Created, developed, and implemented a unique social studies curriculum, aligned with multi-grade level DCPS social studies standards • Assessed students’ learning and communicate students’ progress to fellow teachers and staff to facilitate future instruction and re-entry into school and community• Contributed to school culture and tradition by assisting in awards ceremonies, student panels, incentive programs, tutorials, and interdisciplinary projects • Planned and led job-embedded professional development on a variety of instructional topics: interactive whiteboard use, critical thinking skills, Bloom’s Taxonomy, differentiated instruction

• Served as Director of Curriculum from 2006-2009: designed curriculum framework, created curriculum development process, led and trained others in curriculum development, recruited, directed and supported members of the Curriculum Committee• Wrote lessons, activities, resources and teaching tools based upon youth-written reflections • Integrated One World Education’s mission into the curriculum’s teaching and learning objectives • Communicated and collaborated with Development, Communications and Technology committees

• Worked closely with the CDF Freedom Schools Curriculum Coordinator and Senior Specialist for Curriculum and Evaluation to develop and assess summer and after-school curricula• Assisted in coordinating a multi-year CDF Freedom Schools National Evaluation Project to measure the impact of the CDF Freedom Schools program model and CDF national trainings• Provided technical assistance on an ongoing basis to local sites on matters related to curriculum implementation, evaluation protocol, and fundraising efforts • Designed and facilitated music therapy training program for over 800 college-aged interns • Conducted outreach to public education arena: schools and schools districts, national associations, charter and alternative schools, and informed internal and external audiences of relevant research and issues from public education field as it related to CDF Freedom Schools• Aligned the CDF Freedom Schools model with national standards and research-based promising practices • Wrote and submitted grant applications

• Taught High School and Middle School Courses, using a variety of instructional techniques, curriculum resources, and materials (Civics, Ancient World History, 20th Century World History, Philosophy, Ethics, Test Preparation, Exploring Personal Identity and 9/11: Causes and Consequences)• Created, developed, and revised social studies curriculum for grades 7-12• Assessed students’ learning and communicated students’ progress to parents and fellow teachers • Organized and supervised “Greek Scholar’s Club” trip to Greece and a service learning trip to Ethiopia • Managed school-wide contests, workshops, speakers, talent shows, town hall meetings, and field trips• Contributed to a department chair administrative team, making decisions about school-wide issues• Worked with administration to prepare an annual budget• Assisted with recruiting, interviewing and hiring of new teachers• Observed and evaluated upper school and middle school social studies teachers

• Ensured corps members are proficient in key teaching skills and practices by providing critical feedback and guidance, based on classroom observation and extensive interaction with the corps members outside the classroom • Facilitated daily CMA team discussion sessions focused on specific curriculum objectives • Tracked corps member progress through weekly assessments

Taught science, social studies, and language arts in a comprehensive intervention program designed to prevent student drop-out.