Marcello Sgambelluri Ed.D. Email & Phone Number

Yakima, Washington, United States

Supporting the ESD and its districts in developing more effective, collaborative, and community centered systems. Ensuring we serve all students, operate in cohesive and aligned ways within our organizations, and empower our communities to produce better outcomes for all. ESD 105 provides services and support to over 66,000 students across 25 school.

Yakima, Washington, United States

-Provided trainings to all principals and multiple schools to implement practices based on an equity framework-Developed trainings, teacher groups, school-based structures, and student groups to forward equity in the district-Awarded a competitive six-figure grant (College Spark) to support Equity and Student Voice work-Our student voice groups have.

White Center, WA

-Led a 650-student elementary school with three language programs (Vietnamese, Spanish, and English) after a single year where there were over three principals that went through the school, my work focused on reestablishing culture and climate-Collaborated with King County Housing Authority, White Center CDA, and multiple other community organizations to.

Greater Seattle Area

• Evergreen High School had the highest graduation rate and second highest graduation rate respectively in Highline at 86% in ‘17-‘18 and 83.3% in ’18-’19. We beat the state average of 80% both years
• Our school had the second highest percentage of low income, homeless, and ELL students in the district. We had 144% more ELL students, 71% more low income students, and 76% more homeless students than the state average.
• We had a dual language program (Spanish) and were moving to being a tri-lingual program (Spanish and Vietnamese) in 2020, we also created a Somali for Somali speakers course and Vietnamese for Vietnamese speakers.
• We reduced overall referrals, reduced suspensions by 22%, and reduced racial disproportionality in discipline by 16% year over year
• EHS came together in ’17-‘18, we created systems and processes from the ground up for all areas: social emotional, instruction, community engagement, school identity, etc. building on, and cohesively bringing together.

Greater Boston Area

-Worked on year one of a multi-year initiative in Boston to close opportunity and achievement gaps through developing multiple leadership stakeholders around racial equity. -Developed a race and equity framework from the ground up to encapsulate a set of skills and processes to increase cultural responsiveness at the school, community, and district level..

Greater Boston Area

-Filled the role of principal intern at two Boston Area schools: Curtis C. Guild Elementary and Joseph J. Hurley K-8. -Developed family engagement sessions around the APTT model-Coached teachers around Expeditionary Learning, Common Core math, and rigor through depths of knowledge-Led common planning times for multiple grade levels creating agendas.

Greater Boston Area

Engaged in two consultancy practicums, consulting with:-Massachusetts Department of Education on improvements to their receivership model. Created a presentation and report on the current models of receivership in Massachusetts and across the nation. The report included recommendations for next steps at the state level and multiple models that could be.

-Worked with editors and authors at GreatKids to create resources for students and parents. -Supported with the design and content of developmental materials to engage parents around supporting the academic skills of their children. -Materials I supported in creating were used in monthly newsletters to parents and in the website toolkits.

-Provide analysis and feedback on EdTech products-Create lesson ideas and "use cases" for technology in the classroom-Help to build an online community of educators around technology in education

San Francisco Bay Area

-Redesigned and implemented programming from the ground up, focused on creating educational leaders that seek out their own development and are empowered to craft their own teaching vision centered on deeper learning, self-actualization, and justice. -Created supports that were teacher driven and adaptive-Progress monitored and supported 120 teachers.

-Took part in working groups and conferences to connect education policy to teacher practice, worked with professors, politicians, authors, and more.-Worked to create resources that ensure all teachers, parents, and policymakers have access to tools that provide information on our countries current education landscape and increase student.

-Worked with BetterLesson staff on site features and creating a teacher community online.-Provided best practices and unit lesson plans to a growing online teacher community. My resources have been viewed over 100,000 times. -Teacher Advisory Board: worked with BetterLesson staff to provide best practices and community building ideas

Greater Denver Area

-Worked with Colorado Dept. of Ed. on teacher effectiveness creating a statewide platform for teachers and evaluators to use.-Codified best teaching practices and facilitated a training to teacher trainers from across the state.-Worked with Senator Mike Johnston’s office to research implementation and effectiveness of social impact bonds (SIBS).-Researched.

-Worked to further understanding and implementation of the Common Core-Attended Teachfest 2014 with teachers from across the nation to build understanding around literacy instruction-Created lessons to deepen instructional knowledge and increase understanding of standards and pedagogy of the Common Core

San Jose

-Started a programming club to teach kids basic computer programming skills, all of my fifth graders left fifth grade with a business plan and “pitch deck”, took students on a week-long overnight camping trip to Yosemite National Park.-Taught 64 5th graders in ’12 and 56 3rd graders in ‘13-My 5th graders made the most growth and had the highest scores in.

Greater Los Angeles Area

-Coached and managed 8 new 6th grade teachers in developing foundational teaching skills of setting a strong vision, planning, data management, executing, building investment, and classroom management-Facilitated professional development sessions (on data driven instruction, student relationships, literacy instruction and family engagement), observed.

Washington D.C. Metro Area

-Worked in a cohort of 25 teachers to affect education policy change in the District of Columbia and Natinoally.-Gave feedback and worked with the creators of Building the Teaching Profession Act of 2012 (folded into the Rebuild America Act of 2012 in the U.S. Senate), D.C. LIFT teacher career ladder, MET Practice and Policy Brief, and D.C. Neighborhood.

Washington D.C. Metro Area

-Gave professional development sessions on family engagement, writer’s workshop, data driven instruction, and classroom management to Teach for America Corps Members (groups of 10 to 25 participants).-Created the first grade summative ELA assessment for the D.C. Region. The assessment was linked to common core standards and was used across all TFA first.

Washington D.C. Metro Area

• One of 25 Participants chosen from over 300 TFA Corps Members
• Participated in the first year of a program to foster social innovation in TFA Corps Members
• Worked on a project to digitize teacher best-practices and use an internet portal to assess and reflect on teacher instruction

Washington D.C. Metro Area

-The programs I helped to create were studied by John Hopkins University and showed to reduce absences by 24% and correlate to higher reading levels in target populations in DCPS. -Worked with a D.C. non-profit to develop best practices for engaging families in the classroom-Actively implemented family engagement ideas given by Flamboyan Foundation and.

-Started a Keyboarding Club (acquiring 5 piano keyboards), planned and managed the Butler Science Fair with three fellow teachers, implemented Academic Parent Teacher Teams across five classrooms, initiated and coordinated the Family Academics Night (a school wide parents’ night focused on partnering with parents to academically engage students). -Students.

Washington D.C. Metro Area

• One of a cohort of 50 education leaders in D.C.
• Worked on implementing and improving best practices for teacher leaders, expanding our impact to as many students as possible

Mentored students after school and created instructional and recreational activities during a Summer long overnight camp for children with physical and mental disabilities.

Organized schedules, reported hours, and assessed performance of 2-20 workers on a weekly basis. Recruited, trained, supervised, and evaluated more than 30 workers over a two year period. Supervised individual events with up to 20 valets.

Doctorate, Educational Leadership And Administration, General

Master’S Degree, M.Ed. School Leadership

Master Of Education, Curriculum And Instruction In Early Childhood Education

Economics, History, Political Science