Meghan Mccormick-Ugalino Email & Phone Number

Phoenix, Arizona, United States

Phoenix, Arizona Area

⧫ Coaching corps members around diversity, equity and inclusiveness, to ensure they are making progress in their development as a teacher leader, integrating equitable practices that lead to student success in their classrooms and learning alongside others about the community they are partnering with. ⧫ Observing corps members while they teach at their placement school to help them connect their values and beliefs to their work, stay centered on their classroom visions and goals for student success, and learn critical instructional and leadership skills.⧫ Facilitating small group sessions and design learning experiences that offer best practices and create communities of collaboration, with 98% CM satisfaction with the Homeroom Space at the Fall 2022 All Community Gathering.⧫ Ensuring that CMs feel valued, leading to 100% of CMs agreeing or strongly agreeing that “Coaching conversations with my TLC support me to focus on the needs of my school and classroom community”.⧫ Partnering closely with school leadership to align on goals and support for corps members with 100% satisfaction from school leaders, as compared to 94% organization-wide. (National Principal Survey, 2021) ⧫ Make a direct impact on the organizational mission of finding, developing and supporting leaders to strengthen the movement for educational equity by participating in selection, matriculation, member-facing events, and other regional initiatives.⧫ Navigating my own continuous learning around my identity, history and biases while gaining skills and strategies through professional readings, thought partnering, book groups with my colleagues and attending Elena Aguilar’s The Art of Coaching and Coaching for Equity workshops.

Honolulu, Hi

⧫ Provided opportunities for exceptional learners to succeed and develop confidence in their strengths alongside their teachers and families.⧫ Drafted Individualized Education Plans (IEPs), facilitated meetings and guided eligibility processes according to IDEA guidelines for public schools for a caseload of 15 to 20 students, communicating frequently with their families and other health professionals.⧫ Fostered students’ awareness of their strengths and weakness, and encouraged them to advocate for themselves alongside their family. ⧫ Adapted, modified, and supplemented lessons as needed for exceptional learners and all learning styles, using resources such as assistive technology.⧫ Collaborated with eight to twelve other teachers to best meet student needs through weekly planning meetings and communication around content and student needs and successes.⧫ Mentored five teachers to gather data about their students more regularly and effectively, and further demonstrated how to apply this data to students’ IEP goals.⧫ Co-taught and co-planned multiple disciplinary content subjects (English Language Arts, Math, Science, and History) and one project-based, interdisciplinary, multi-age Essential Question of Sustainability course, all in an inclusion setting, alongside at least three other teachers with disciplinary content expertise.

Hawaiian Islands

- Started a 501c3 to encourage teacher advocacy in Hawai’i- Managed social media in order to involve and engage over 200 passionate, high performing teachers in conversation on educational equity- Encouraged and trained teachers to get involved in writing policy with the support of the Hawai’i Public Access Room- Went through the process to form a 501(c)4 and a 501(c)3 in order to raise funds and ensure autonomy of the organization. Distinguished between the responsibilities of the two organizations.- Created and wrote articles for quarterly newsletters- Managed creative editor and teacher volunteers through open working meetings- Planned at least one event quarterly to engage, educate and involved teachers in policy and advocacy - Formed partnerships with community organizations such as the Hui for Educational Excellence (HE’E), The Learning Coalition, Hawai’i State Teachers Association, Parents for Public Schools and The Castle Foundation- Obtained funding for and co-planned a professional development policy fellowship (PDPF) to create a framework that brought to together 11 teachers from Oahu and outer islands to investigate effective PD strategies and write a white paper to inform stakeholders

Wahiawa, Hawaii, United States

⧫ Co-founded the Leaders with an Emphasis on Achievement and Determination (LEAD) program for “at- risk” middle schoolers in order to provide emotional, behavioral and academic support to students identified by the counselors and administration using a $20,000 Joint Venture Education Forum (JVEF) Grant.⧫ Facilitated a classroom of fifteen to thirty special and general education students, planning units corresponding with standards and tracking the progress of individual students to achieve 80% mastery of each standard.⧫ Worked with school level teams to shepherd the school’s transition from Hawaii State Standards to Common Core Standards and Next Generation Science Standards.⧫ Advocated for student success daily by communicating with parents, mental and behavioral health professionals, colleagues and administration to provide individualized academic and personal support for each child. ⧫ Organized, implemented and maintained IEPs for up to sixteen students on my caseload, tracking progress and mastery of their IEP goals and providing appropriate support, modifications and accommodations, as well as planning and chairing meetings for these students.⧫ Co-chaired Technology Committee and allocated $10,000 a semester to support new purchases and organize training for teachers to use these tools effectively. ⧫ Reinvigorated Wheeler Middle School Environmental Club, directing a school-wide recycling program and writing a grant for $1,500 to create an organic school garden in which to grow vegetables and endemic and endangered Hawaiian plants.

· Attended Professional Learning Community, Commitment to Diversity and Professional Saturdays to further knowledge related to closing the achievement gap in the state of Hawai'i· Communicated and corresponded weekly with my Program Director and other Teach For America Hawai'i staff regarding lesson planning, professional concerns, feedback and new ideas relating to Special Education, Science and teaching in general.· Scheduled observations and de-briefs in a timely manner with my Program Director to further my development as a teacher and a corps member and reach the goal of 80% achievement within my classroom· Rated, commented on and uploaded resources weekly on the Resource Exchange in order to collaborate online with other regional and national corps members· Communicated professionally with donors, founders and alumni at Teach For America gatherings, including Adopt-a- Classroom and Sponsor-a-Teacher events· Participated in the Special Education Action Team to further incorporate Corps member feedback from Mid-year surveys into professional development and training of Corps members in special education

· Led a group of fifteen special education students and three other teachers each week on expeditions around Oahu featuring Hawaiian culture and environmental education · Communicated with parents of students weekly to arrange transportation, chaperones and finances for each Friday trip · Contacted local Hawaiian businesses, museums, art galleries and education centers to arrange for group admission and reduced fees as well as accommodations for our special education students · Integrated Hawaii State 7th and 8th grade Standards into the trips as well as cross-curricular activities, writing as- signments and connections to the classroom curriculum.

- Taught an inclusive 2nd and 3rd grade classroom, lesson planning, attending all meetings and professional development for the school staff community while communicating with parents daily.- Authored a weekly column involving research and observations on children's play to the newsletter.- Rehired for the year as a Literacy and Math tutor and volunteer coordinator.- Continued to work to connect Northeastern community with the local community through volunteer work, reading buddies, a pen pal program and "Adopt-a-classroom".- Obtained grant for environmental education to add books to the school library as well as help to create a school-yard and community garden.- Successfully placed over 25 volunteers and coordinated four annual service days.

· Assisted in day-to-day transitions with six-year-old with autism and two year old with hearing loss and behavioral conduct disorder.

· Worked with students with varying learning disabilities individually using curriculums such as Wilson, Orton Gillingham, Reading Naturally and others. · Communicated professionally with teachers and parents and contributed to the IEP process.

Masters In Teaching, Elementary Education

Activities and Societies: Future Educators of America, Deans Student Council

B.A., Psychology, Urban Education

Activities and Societies: National Residence Hall Honorary (NRHH) , Resident Student Association (RSA) , Northeast Association of College.