Vanessa Baldini Sawyer Email & Phone Number

New York, New York, United States

• Utilize backwards design to write standards-aligned ELA curriculum for multilingual learners with research-based integrated high-leverage instructional strategies, embedded targeted assessment, and project-based learning.• Initiate the design, implementation, and execution of key ELD curriculum components used in all grades.• Design cross-functional meetings and professional learning series based on ELD expertise and deliver to project team members for alignment, cohesion, and collaboration.• Collaborate with grade level content teams, vertical English Language Development team, consultants, and national experts to enhance and develop equitable access to content, implement feedback, and refine curriculum design and writing process.• Evaluate literature and texts for curriculum alignment, representation, and grade level appropriateness.• Coordinate alignment of California English Language Development Standards and Common Core State Standards in lessons, while addressing CCSS shifts.• Integrate Social Justice Standards and culturally-relevant pedagogy into lessons.• Design and write formative and summative assessments, learning outcomes, and benchmarks for assessment with a focus on the specific needs of multilingual learners.• Demonstrate flexibility and creativity during the design process with continuous improvement of the curriculum.

Bronx, New York, United States

• Provided tiered support to school leaders and teachers to implement highly effective instructional practices through classroom observations and developmental feedback that advanced the learning of students.• Led and supported schools in the strategic implementation of EL Education Curriculum to provide a shared and inclusive curriculum through professional development, curriculum unpacking, classroom support, and feedback cycles.• Designed and led school-based and district-wide professional development series for administrators, coaches, and teachers on culturally relevant curriculum design, instructional shifts, priority learning standards, project-based learning, and ENL instructional service models as aligned to the district instructional goals.• Collaborated with fellow members of the District Instructional Leadership Team to ensure cohesive and aligned instructional and curriculum support rooted in equity and access for all students.• Designed and facilitated yearlong District Assistant Principal and Teacher Leader Professional Development Series focused on equitable instructional practices, curriculum refinement, and the instructional core to build the capacity of school-based leaders.• Developed a shared vision and strategic plan to address the instructional needs to the Community School District Superintendent, bilingual teachers, ENL teachers, as well as district- and school-level goals, assessments, and professional development plans in all content areas.• Supported and collaborated with fellow members of the District Equity Team to identify and launch a change idea to support adult-driven equity practices to drive Culturally Responsive-Sustaining Education (CR-SE) and social-emotional learning (SEL).• Built the capacity of instructional coaches, teachers, administrators, and District ENL liaisons to leverage assessment and data to target supports and resources for schools, teachers, and students to make informed instructional decisions.

Manhattan, New York, United States

Provided differentiated and targeted professional development to teachers to improve instruction and student outcomes, thus assisting in improved test scores over a two year period with 80% of students scoring proficient on the ELA State Exam and 81% scoring proficient on the Math State Exam for the year 2017, an increase from 69% for ELA and 75% for Math for the 2015 school year.• Conducted observations and provided timely, actionable, differentiated, and specific feedback to teachers to inform high expectations of accountable and best practices using the Charlotte Danielson Framework for Teaching.• Implemented Yale’s RULER Approach, an evidence-based approach for integrating social and emotional learning into schools.• Oversaw special education compliance, initiatives, and services as Special Education Liaison by conducting weekly School Implementation Team (SIT)/Response to Intervention (RtI) meetings.• Oversaw English as a New Language (ENL) compliance, instruction, and best practices through ongoing professional development.• Spearheaded the Inquiry Leaders Team, supporting and engaging grade level leaders in cycles of Professional Learning Communities, looking at student work, creating SMART goals, informing best practices, and tracking student progress.• Analyzed school-wide data to set the instructional focus, develop the Comprehensive Education Plan (CEP) goals, and monitor student performance in collaboration with the school community.

Harlem, New York, United States

• Developed, designed, and implemented CCSS-aligned curriculum, lessons, and instructional practices for English Language Learners to provide data-driven, differentiated instruction to meet the needs of all students with various levels of English language.• Led the Response to Intervention (RtI) team and provided intensive, targeted, and goal-driven Academic Intervention Services (AIS) to identified students.• Aligned instruction to students’ IEP goals while collaborating with classroom teachers, families, and other service providers to provide instructional cohesion for students.• Spearheaded school-wide Inquiry Team where 91% of students in the target population met the long-term goal of increasing reading levels by working on self-correcting.• Created, tracked, and assessed CEP goals while collaborating with members of The School Leadership Team (SLT) as Chairperson.

• Administered training sessions and support for parents and teachers focusing on research-based reading strategies.• Conducted weekly reading intervention sessions for target students in several NYC Public Schools.• Retrieved data from parents and teachers through weekly interviews to measure effectiveness of intervention.

Bachelor Of Arts (B.A.), Psychology/Elementary Education

Master Of Arts (M.A.), Bilingual, Multilingual, And Multicultural Education/Tesol

Master Of Education (M.Ed.), Special Education And Teaching

Education Administration - School Building Leader