Jessica Claire
Montgomery Street, San Francisco, CA 94105 609 Johnson Ave., 49204, Tulsa, OK
Home: (555) 432-1000 - Cell: - - -

A highly qualified and experienced educator providing comprehensive oversight and direction to students, parents, and stakeholders. I am highly qualified to deliver consistent and collaborative decision maClaire with the RTI/MTSS teacher, parents, and students rooted in best practices. I am committed to adherence of all rules and policies governing student affairs and conduct. I am data oriented and capable of disaggregating data from numerous assessments with training in PARCC, NWEA, and Explore as diagnostic and academic target identification as a means to meet the needs of all student profiles by studying and reporting student outcomes at the elementary and high school levels.

Core Qualifications

Plan and Drive instruction according to data

Strong interpersonal skills

Advocate for parental and community involvement

Use school data for student outcomes

Excellent leadership qualities

Developing teachers in balanced literacy


Nominated to participate in the New Leaders Aspiring Principal Program 2015 cohort

Decreased Rich Central High School suspension rate by 60% for the 2014-2015 school year

Designed and delivered a professional development multidisciplinary unit for the DuSable Museum in 2005 Superior Teaching Rating from 1998 to 2002

Students showed a year or more growth in reading and math for four consecutive years Assisted Sizemore Academy with receiving a three-year charter renewal 2012-2013 school year

Created school wide data binders and data walls throughout campus to monitor growth

Achieved a 20% improvement on student MAP and ISAT scores overall by worClaire closely with teachers to develop learning strategies

Introduced "Parent's Outreach Committee" to foster a positive home-school partnership for students that were transitioning from elementary school to high school.

Professional Experience
2013 to 2014
Dean of Students Friendship Schools Washington, DC,
  • Responsible for a safe and conducive environment for high school students
  • Warranted appropriate consequences for inappropriate school behaviors
  • Support students with internal and external interventions and mentors
  • Created school wide data boards involving real time data and goal setting for attendance, in-school and out-of-school suspensions, and expulsion
  • Facilitation of parent-teacher meetings as in-house mediation and intervention
  • Supervised all sporting events and after school activities
  • Collaborated and created expulsion packets for disciplinary hearings
  • Responsible for alternative school placement and intake appointments Maintained order in the lunchroom and hallways of the building
  • Collaborated with guidance counselors and attendance clerks by monitoring the number of truancies and tardiness on a daily basis Facilitated and promoted P.B.I.S.(Positive Behavioral Intervention and Supports) by creating a Freshman Academy school store
  • Collaborated with school police liaison and local police departments involving school and non-school related criminal activities and using restorative justice as a re-entry plan for students
  • Co-designer the Rich District 227 Progressive Discipline Handbook.
09/2012 to 04/2013
Intern Principal Isaac Elementary School District #5 Phoenix, AZ,
  • 240 hours Integrated literature circles/Socratic seminars through the school improvement process including the use of data analysis to meet the needs of all students including diverse population.
  • Introduced and implemented differentiated instruction using thematic units in literacy.
  • Displayed evidence of effectiveness by assessing the culture and climate through school data and implementing strategies to improve the culture and programs using targeted strategies that will capitalize of diversity.
  • Utilized school-wide data and demonstrated a clear connection to identify the needs of all student populations.
  • Established a plan of action focusing on effective management of time, human and material resources with a priority to student learning.
2012 to 2013
Reading Support Specialist Barbara Ann Sizemore Academy City, STATE,
  • Responsible for delivering small group Tier III literacy instruction for intermediate/middle school students using the Pearson Inform data system coupled with Power School
  • Assessed kindergarten through eighth grade students using Qualitative Reading Inventory (QRI-4), Fountas and Pinnell Benchmark Assessments, Curriculum Based Assessments (CBA) and CORE Assessments
  • Mentoring and coaching primary and intermediate teachers using best practices.
  • Collaborating and planning using Common Core Standards/College Readiness Standards
  • Responsible for purchasing instructional materials for grades kindergarten through eighth grade
  • Executed professional development for intermediate/middle school teachers involving differentiated instruction (Guided Reading and Guided Math)
  • Assisting teachers with six-week lesson planning using NWEA Descartes, MAP scores, and Study Island Created school-wide S.M.A.R.T. goal template for teachers to use for individual students
  • Created school-wide Data Binder template to track student performance and growth.
2010 to 2012
Classroom Teacher Chicago Public Schools/ Academy For Urban School Leadership AUSL Myra J. Bradwell School Of Excellence City, STATE,
  • Responsible for delivering instruction to fourth grade students using the Balanced Literacy approach
  • Fostering and nurturing the classroom environment Collaborative lesson and unit planning with colleagues
  • Differentiate Instruction based on MAP/RIT scores Implemented small group instruction based on BAS/STEP data
  • Responsible for analyzing data and using the data to create unit plans Implemented RTI for students that need extensive academic support.
2002 to 2010
Classroom Teacher/Primary Instructional Lead Teacher Betty Shabazz International Charter School City, STATE,
  • Responsible for delivering instruction to second grade students (Initiated instructional strategies for student achievement)
  • Created a supportive classroom environment to gain student achievement
  • Collaborated with colleagues to create curriculum multidisciplinary maps LRE (Least Restrictive Environment) Team for Special Education Students
  • Supervising teachers in literacy and classroom management
  • Researching and presenting the latest teaching strategies to early childhood teachers
  • Assisted with the hiring process of potential teachers.
1998 to 2002
Classroom Teacher/Middle School Instructional Lead Teacher Octavio Paz Charter School City, STATE,
  • Responsible for delivering instruction to middle school students
  • Designed activities to promote different learning styles
  • Responsible for unit planning with middle school teachers
  • Created and instituted student behavior modification strategies for grades fourth through eighth
  • Responsible for overseeing curriculum purchases for intermediate/middle school students Staff development training in disciplining adolescent students
Expected in 5/2013
Master of Arts: School Leadership
Concordia University - Chicago, IL
GPA: GPA: 3.96

G.P.A. 3.96

Expected in 5/2006
Masters of Arts: Elementary Education
Roosevelt University - Chicago, IL.
GPA: GPA: 4.00

GPA: 4.00

Expected in 1998
Bachelor of Arts: Board of Governors
Chicago State University - Chicago, IL.

Type 03 Professional Educators License/Elementary Education

English Language Arts and Social Studies Endorsement (Pending)

Type 75 Professional Educators License/ General Administrative License


Association for Supervision and Curriculum Development

International Reading Council

Cambridge Who's Who Among Executive and Professional Women in Teaching

National Education Association

Leadership Comittment

As an administrator, I will:

•Focus on Data-Driven Results: Use raw and disaggregated data to support the culture and climate of the school

•Leadership: Coach, mentor, and challenge others to excel despite obstacles and challenging situations and build positive relationships in and out of the organization.

•Commitment to Equity: Increase my pedagogical knowledge of the academic, socioeconomic, cultural, and ethnic backgrounds of a diverse student population

•Innovative Problem-Solving: Approach work with a sense of possibility and see challenges as opportunities for creative problem solving, take initiative to explore issues and find potential innovative solutions involving the community and stakeholders.

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Resume Overview

School Attended

  • Concordia University
  • Roosevelt University
  • Chicago State University

Job Titles Held:

  • Dean of Students
  • Intern Principal
  • Reading Support Specialist
  • Classroom Teacher
  • Classroom Teacher/Primary Instructional Lead Teacher
  • Classroom Teacher/Middle School Instructional Lead Teacher


  • Master of Arts
  • Masters of Arts
  • Bachelor of Arts

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