Gabrielle Westbrook, M.Ed. Email & Phone Number

Memphis, Tn, Us

Memphis, Tennessee, United States

• Coaches teachers on the effective utilization of the following curriculum in instruction: ALLMemphis (Foundational Reading Skills), Core Knowledge Language Arts (English Language Arts), and Curriculum Associates’ i-Ready (Mathematics). Cultivates a culture of commitment and professionalism by streamlining MCP’s Academic Playbook to establish systems and routines, clear expectations, and professional standards for educators. Conducts and supports annual, quarterly, and more micro, i.e., weekly and daily, data analysis that ensure leaders and teachers can identify critical learning gaps and action plans to close those gaps either immediately or over time. Established a G.A.P.S. protocol that sets goals, checks for accountability, monitors progress, and identifies next steps for educators to be successful. Collaborates with the school’s Cultural Awareness Team [C.A.T.] to address behavioral challenges that impede upon academic growth and identify various supports for teachers and students in need of assistance. Evaluates teachers’ performance based on three phases of instruction: preparation, execution, and data-driven decision making. Monitors the progress of school performance with an explicit eye on student outcomes and key teacher and leader inputs that drive those outcomes. Other duties include, but are not limited to: executes professional development for staff, creates quarterly interims to assess scholars on core standards, and plans and assists with school-wide events, e.g., Literacy Night.

Memphis, Tennessee, United States

 Established or reignited partnerships with five schools in the Memphis – Shelby County School (M-SCS) district under the Together for Students Initiative Grant to ensure that students at community schools or schools projected to be community schools received integrated student supports. Analyzed data to understand and adjust CISM Programming under the advisement and direction of the Director of Programs. Cultivated school partnerships by building rapport with school leaders to maximize joint efforts and ensure the longevity of the partnership. Managed eight student support specialists at schools within M-SCS and the Achievement School District (ASD) by providing professional support during one-on-one sessions, ensuring data input, assisting with the planning and execution of Tier I, II, and III student and school-wide supports. Conducted 90-day and annual performance evaluations with regard to core competencies and strategic goals that would further the mission of CISM. Created W.O.W. Wednesdays, which were weekly, professional developments designed to equip specialists with the necessary strategies to be successful and provide time and space to intentionally “work on the work.”

Baltimore, Maryland, United States

 Coached 2020 Baltimore core members during their first 90 days as secondary teachers of the 2020-2021 academic school year in order to strengthen their instruction, classroom culture, and overall teacher effectiveness. Provided instructional tools as well as social and emotional support on a weekly basis to core members experiencing a myriad of trials and triumphs during the unprecedented times of virtual learning in the midst of the 2020 COVID-19 pandemic.  Evaluated core members and conducted post-observation conferences on a bi-weekly basis in efforts to align core members’ instruction with the instructional framework and the Wit & Wisdom curriculum, when applicable, as specified by Baltimore City Public Schools.

Beijing City, China

 Managed a staff of 25+ members during the COVID-19 pandemic across two hemispheres, three continents, four countries, and five time zones. Designed and supervised the implementation of the virtual learning platform for the Spring 2020 semester due to COVID-19 pandemic. Created a staff support cell group initiative with five primary leaders to provide professional and personal support during the COVID-19 outbreak. Fulfilled the following administrative duties: provided professional support to novice and veteran teachers, increased staff and student morale, mediated staff conflict, implemented best practices for instruction and classroom management, and addressed noncompliance when necessary.  Conducted student interviews for prospective students and assessed the school’s ability to address the needs of students with special needs. Interviewed new hires to evaluate a candidate’s capacity to be an asset to our school culture and learning environment. Maintained duties as the Dean of Students, the Middle School Remediation Support English teacher, and the 8th grade English Literature teacher.

Beijing City, China

 Assumed the responsibilities of headmaster during the 2018-2019 school year due to the year-long unexpected absence of the school’s headmaster. Coordinated, developed, and presented school-wide professional development sessions targeted at increasing teacher effectiveness, classroom management, and student engagement. Conducted periodic meetings with parents and teachers to address concerns and encourage close collaboration among all educational stakeholders. Organized student-centered activities in an effort to promote a positive school culture i.e. schoolwide shout-outs and perfect attendance celebrations. Counseled students using student-centered approaches with regard to academic performance, social skills, self-esteem, and school attendance. Intervened in occurrences of inappropriate student behavior and determined appropriate disciplinary actions for students with behavioral challenges.  Directed Individualized Education Program (IEP) meetings and developed intervention strategies for students with varying challenges. Facilitated a weekly boys’ group, “Wednesdays with Westbrook,” that targeted anger management, social skills, and conflict resolution training.

Beijing City, China

 Taught English Literature to primary and secondary students, focusing on strengthening students’ comprehension, literary, and analytical skills. Taught English remediation to secondary students below grade level in their English proficiency utilizing the Reading A-Z curriculum. Provided English Language Learner (ELL) Support to elementary and secondary students, focusing on grammar, Latin roots, oral articulation, and written expression in 1-on-1 and small group classes. Developed an integrated Social Studies and English curriculum based on the Common Core standards for secondary students. Operated as one of the chief editors for all official school correspondence i.e. newsletters, progress reports, and weekly school updates.

Washington D.C. Metro Area

 Surveyed IEL’s networks of over 3,000+ members through focus group calls, interviews, individual calls, and online surveys to identify the greatest systemic barriers the network members experience or perceive in their communities around access to high-quality education and workforce development and possible solutions to address these barriers. Compiled the data from the surveys to assist IEL in creating federal policy that addresses the systemic barriers and advocates for the proposed solutions indicated in the surveys.

Beijing City, China

 Taught grammar and vocabulary classes to local Chinese fifth graders; all classes had a maximum of a 12:1 student-teacher ratio. Taught novel study to second and fourth graders returning from overseas to keep their language proficiency on par with their peers abroad.

Beijing, China

 Taught English as a Foreign Language to 10th grade students preparing to attend universities in America, Australia or the United Kingdom.  Developed lessons, intervention tools and test-taking strategies specifically tailored to increase the proficiency levels of students ranging from below basic to advanced.  Emphasized command of written and oral language as well as critical thinking and listening skills in preparation for the Test of English as a Foreign Language (TOEFL). Served as a committee member for the 10th grade English Department, creating presentation rubrics and planning events. Administered, proctored and assessed school-wide standardized tests in multiple disciplines.

Washington D.C. Metro Area

 Taught 10th grade government to four cohorts of sophomores Taught 9th grade U.S. History (1850-2014) to four cohorts of freshmen.  Taught English Enrichment Monday through Saturday for 12 weeks to 10th grade students in need of intensive remediation and instruction for the annual district-wide standardized test (DC-CAS).  Tracked student mastery of Common Core standards through Paced Interim Assessments and planned lessons accordingly.

Washington D.C. Metro Area

 Taught 6th grade Humanities for two years at Jefferson Academy, which serviced Southwest D.C.’s low-income communities. Implemented curriculum based on the Common Core standards during their initial roll-out plan by the District of Columbia. Utilized the Paced Interim Assessments to monitor student progress and differentiate instruction.

Washington D.C. Metro Area

Greater Philadelphia Area

 Developed and implemented a five-week summer school curriculum focused on reading and math skills primarily to under-performing Latino students at Juniata Park Middle School.  Completed research based courses which included: Instructional Planning and Delivery, Elementary Literacy, Classroom Management and Culture, Teaching as Leadership, and Learning Theory.  Collaborated with a team of veteran and new teachers to determine strategies for increasing student achievement.  Created measurable objectives, tracked student data, analyzed student progress, and assessed student performance through goal-based assessments.

Greater Chicago Area

 Conducted specific research on federally funded and state funded early childhood education programs.  Crafted presentation materials, press releases and writing essentials for the creation of Advance Illinois’ comprehensive, bi-annual publication, “The State We’re In”, which focused on the state of public education in Illinois from birth to post-secondary education.

Greater Nashville Area, Tn

 Conducted extensive research aimed to develop human capital specifically within the Sudekum-Napier area Established a vested interest in the Sudekum-Napier community between the residents and the greater Nashville community  Developed a list of recommendations for improvements that could be forth going in the near future and over time.

Bachelor Of Arts (Ba), Public Policy: Concentration In Urban Development And Impoverished Communities

Master Of Education (Med), Curriculum And Instruction

Bachelor Of Arts (Ba), Corporate Communications