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 districts, 19 cities, and 4 counties.

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 provided feedback directly to the board and superintendent on SROs, balanced school calendars, student voice, and more. Students have also developed a draft student voice policy that would be the first of its kind in Washington and one of only a couple in the nation.-Developed a student voice program focused on reciprocity, action orientation, and college/career skills. The program had the following outcomes -Student driven writing and successful passing of a Student Voice Policy for the district, a first of its kind in the state and possibly nation. The policy process was one of the most robust in the district's history with over 1,000 people engaged and an over year long campaign to garner support and input. -Student led presentations on district policy and best practices in student voice work presented to AWSP/WASA, WSSDA, the State Superintendent, all regional superintendents, and more. -Student developed Equity Policy Measurements to measure the success of the everyday work of the policy -Board approved Mental Health Awareness Week proclamation, establishing the first of it's kind official week in the district for students to lead activities and resource creation around improving student mental health -Board approved district wide definition of Student Voice

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 bring wrap around services to the school and community-Created a position to hire a Somali staff member to lead a Somali after school program, also partnered with a local Somali preschool program to have an on-site Somali language preschool-Facilitated teacher leadership in creating campus-wide PBIS structures/shared practices and professional learning cycles that included peer learning walks, PLCs, instructional walkthroughs, and a focus on visible learning strategies

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 course in the 18-19 school year, over 50 languages were spoken at our school• 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, three different schools’ systems

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. Created a professional development toolkit and session for use at the district and school level. -Provided professional development to 10 schools, district level staff, every principal in the district, parents, and a local non-profit.-Individually led workshops with over 600 participants in sessions of 6 to 130 people. -The work I created centers around taking a holistic, empathetic, and human view to race work. The framework sets up teachers and teams to see the larger picture while developing next day actions to begin working towards a practice that includes and empowers all.

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, activities, and resource kits-Facilitated family meetings to create more responsive schools and policies, connecting to a citywide equity in education initiative-Participated in year-long planning, curriculum development, staffing, scheduling, teacher coaching, and budget work.

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 implemented with their respective factors of implementation (scalability, effectiveness, cost, etc.). Our report and presentation was delivered to the Department of Education's Center for District Support.-Wellesley School District in scaling implementation of the Data Wise model. Worked with a cabinet member to assess implementation and develop a framework around scaling work. Produced a case study to be used in trainings for engaging in high-level initiatives.

-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 across 4 different districts-Worked with web development teams to create online communities for video sharing and self-selecting professional development-Created a first of its kind fellowship around quantifying great teaching and bringing in world class research and best practices

-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 achievement.-Participated as an educator at NBC's Education Nation in 2012 and 2013.-Led a workshop with 77 teachers at Launch LA Common Core Conference that centered around implementing the common core through the use of technology and web resources-Presented at conferences in multiple states to groups of 20-100 teachers on using data to engage communities and students.-Participated in a national round table at the Department of Education with 7 other teachers, two principals, Randi Weingarten, Arne Duncan, and other national leaders to discuss the Excellent Educators for All Initiative.-Worked with the fellowship team on planning and facilitation of conferences, supported other fellows in creating impact projects.

-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 the implementation and effectiveness of multiple state wide programs and innovative social programs-Created guidelines for implementation, measurement of success metrics, and estimated outcomes of programs related to diabetes, Nurse Family Partnerships, and forest management. This work led to and supported the passing of a SIBS bill to implement early childhood education.

-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 the network, one of the highest performing networks serving low-income ELL students in CA. My students scored 20 points above national norms (NWEA test) and grew more than two years. -Grade level lead of 112 3rd graders, our grade level had the most growth of all fully enrolled third grades across the network. Students grew 40% more than the national norm. -Raised over $4,000 dollars to purchase 30 Chromebooks for the school, using Google products to drive learning and PBL projects.-Participated in the working group and facilitated training to create/guide curriculum for the network during the ’13 school year.-Led PD sessions on technology in the classroom, community meetings, family engagement, and data management.

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 classrooms daily and held weekly coaching conversations.-Participated in the first year of a new ELA pilot for TFA institutes, focusing on common core standards

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 Report. -Attended the International Summit on the Teaching Profession 2012, culminating in an article in the Huffington Post.

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 grade classrooms in D.C.

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 brought best practices back to the Foundation-Assisted Flamboyan Foundation in developing a framework, trainings, and toolkits for teachers in the DC area to create family engagement plans and practices including Academic Parent Teacher Teams and home visits. -Piloted and coordinated the implementation of Academic Parent Teacher Teams at Butler Elementary across five classrooms.-Implemented unit newsletters, a website, YouTube videos, home visits, parent led data conferences, Library Saturdays, parent tutoring sessions, Fabulous Literacy Fridays, text trees, parent surveys, and a Google Voice account in improving family engagement in my classroom.-Worked on panel discussions and PD sessions to facilitate family engagement techniques at district schools.

-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 grew 1.26-1.45 years in ELA and mastered over 80% of all math objectives, in my third year my students grew 15% more than their peers across the nation (first year of national assessments at the school)-Raised over $1,200 to acquire books, ELA resources, a keyboard, and science materials-Member of the Positive Behavioral Interventions and Supports (PBIS) Committee, which created a new school wide positive behavior management system centering around a “Matrix of Excellence”. Office referrals went from over 90 a year to less than 30 a year. -Butler Elementary (my school) went from 11th best in D.C. to 4th best over my three years there. -Worked in a group of 5 teachers to create constructivist and student centered curriculums in 1st and 2nd grade for the whole network (6 schools).-Created instructional and classroom videos for students and parents, the video have been viewed over 29,000 times.-Implemented individual tracking binders, class mottos, class chants, motivational posters, and data tracking; all extracurricular of the requirements and resources provided by the school.-Attended over 200 hours of professional development opportunities outside of school mandated PD

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