________________Allania Moore________________

Profile

Transformational instructional leader focused on student academic achievement through social emotional,
physical, language, and cognitive development
Qualified educator for over 13 years in Chicago and South-Suburban Public Schools
Strong background in curriculum and instructional design, organizational management, data-driven instruction,
problem resolution, technology, adult learning principles, and District-wide financial systems
Skilled in program development, classroom management, grant writing, organizational systems management,
technology integration, teacher/staff observation and feedback facilitation, and professional development coaching

Experience
ADMINISTRATION
Nancy B. Jefferson Alternative High School, Assistant Principal, Chicago, IL (August 2014-Present)

Designed, Coordinated, and Implemented STAR Teacher Institute. The STAR assessment, similar to NWEA or
EPAS assessments, measure the growth of students in alternative schools. With the use of data collected from the
STAR, I provided a series of customized professional development sessions to teachers who teach students that are
considered Automatic Transfers to the Department of Corrections. This Institute provided teacher training on data
driven instruction, social emotional learning, data talks, and instructional design in unique academic environments.
As a result of implementing this institute, 87% of our teachers who teach automatic transfers use STAR data to
inform their instruction, plan units/lessons, and assessment with fidelity. All students meeting/exceeding growth
targets in reading went from 48% to 64%, and all students meeting/exceeding growth targets in math went from 47%
to 68%. Progress monitoring measures have been implemented. As a result, 75% of diverse learners are
meeting/exceeding student growth targets in reading, and 72% of diverse learners are meeting/exceeding student
growth targets in math

Coordinated Nancy B. Jeffersons curricular programs to include review and evaluation responsibilities, to establish
effectiveness and feasibility of programs, and offer recommendations for revisions and/or improvements as required

Developed and maintained regular communications with stakeholders, research and responded to inquiries from
Chicago Public Schools concerning school-based issues

Delivered and provide monthly Curriculum and CIWP (Continuous Improvement Work Plan) status reports to the
Appointed Local School Council

Developed protocols, structures for collecting verifiable data points, and Supervised a team of teachers in the
collection and communication of school-wide data as the School-Wide Data Coordinator

Built teacher capacity by providing the following school-wide professional development sessions: Hess Matrix of
Cognitive Rigor, CPS Code of Ethics, Bullying and the IDEA/504 Law, Common Core in an Alternative Setting,
Creating a safe and inclusive classroom, Data-Driven instruction, Formative Assessments, Assessment Vetting, and
with the collaboration with DePaul University, Common Assessment Development

Built weekly Departmental Structures geared towards building of integration of literacy across content areas,
promotion of common planning collaboration, professional learning community/instructional practice time where
teachers facilitate the learning through professional development, research, shared learning, article and strategy
reviews. In addition to this, teachers are now vetting common assessments, participating in data-driven discussions,
and teachers are collaborating with co-teachers

Developed and implemented REACH Teacher Observation Calendar and Coaching structures that have improved
time management for the administrative team. These structures are designed to plan REACH observation schedules,
document teacher observation dates, track formal/informal/mini-observations, and capture feedback session notes

Designed systems and protocols to successfully conduct REACH observations, feedback, and coaching in an
alternative high school setting

________________Allania Moore________________

Improved communication between parents, students, teachers, and the Juvenile Temporary Detention Center, though
my implementation of a quarterly student newspaper, weekly staff bulletins, parent/teacher conference protocols, and
daily presence in the classroom and hallway

Ongoing collaboration with the Juvenile Temporary Detention Center Gang Intelligence Office

Collaborate with executives from the Juvenile Temporary Detention Center bi-weekly to address student needs

Healy Elementary School, Resident Principal (New Leaders-Aspiring Principal Program/Chicago Leadership
Collaborative-CLC) Chicago, IL (August 2013-July 2014)

Serve as Administrative instructional coach for grades kindergarten through 2nd grade, as well as 6th and 7th grade
reading teachers which resulted in an increase of an additional 18% of students meeting proficiency in reading spring
2014 (from 63% to 81%)

Reduced incidences resulting in suspensions by 52% by establishing a Code of Conduct Committee that provide
behavioral interventions that include research based restorative justice strategies, classroom management coaching,
and teacher/student mentoring

Coordinated the high school fair in which twenty three high schools sent representatives to Healys 155 eighth
graders. Among the representatives were one principal and three assistant principals. As a result of this fair, over
75% of Healys 8th graders are going to the top high schools in the City of Chicago

Met one-on-one with 100 parents and students to discuss the high school options they qualify for, as well as dialog
deadlines, and other planned 8th grade High School events. As a result of this conversation and the high school fair,
75% of Healys graduating class (117 students) are going to the top high schools in the City of Chicago

Created an individualized class schedules for over 450 middle school students by utilizing the NWEA scores,
Individualized Educational Plans (IEP), and Bilingual Education recommendations

Assessed school-wide staffing needs, and conducted interviews to fill staff vacancies as deemed necessary

Designed and Coordinated the Healys 5Essentials Feedback Initiative. Used data gathered from an online survey I
created to strategize and improve stakeholder feedback. As a result, over 402 parents, 100% staff, and 94% of
student population provided valuable feedback that has and will inform decisions as it pertains to Healys Local
School Council, Staff, Parent Club, Bilingual Parent Committee, and Parent Advisory Council

Managed finances strategically to guarantee the appropriate alignment of resources, technology, and programming to
student outcomes. This lead to my administering a school-wide budget audit which provided data that influenced the
creation of a student centered CIWP

Designed systems and protocols to successfully conduct an average of 7 weekly REACH informal and formal
observations using the CPS Framework for Teaching to improve teaching practice and data driven instruction aligned
to Common Core Standards and WIDA English Language Development (ELD) Standards

Built the capacity of the Dean of Students to use data to coordinate efforts to improve student attendance, pen point
and create behavioral interventions for specific student populations, increase the number of students meeting health
compliance expectations, and serve as a liaison to partner At-Risk students with teacher mentors

Designed an online Discipline Tracking Tool that tracks office referrals, interventions, parent communication, and
stores data that assists the administration team in supporting teachers around classroom behavioral and procedural
management.

Produced systems and protocols for teachers to participate in Healys first year of peer observation implementation.
This peer feedback has allowed teachers opportunities to reflect, and will serve as the teachers evidence in Domain 4
of the Reflect and Learn Teacher Evaluation Tool

________________Allania Moore________________

Improved communication to parents by leading a team in updating the emergency contact for 1, 217 students.
Because of these efforts the Parent Advisory Committee, Parent Club, Bilingual Advisory Committee, and school
staff can send out important communication via email and text blasts through an automated system called Blackboard
Connect. This has also allowed us to archive and document contact, parents are better informed, and time is used
efficiently

Facilitated Professional Development series on Data Driven Instruction, Efficacy, SPED Policy, Building an
Equitable Learning Environment, Code of Conduct

Coached lead teachers in developing a series of professional developments surrounding writing, questioning and
discussion techniques, small group instruction and intentional independent, cooperative, and collaborative student
learning opportunities through the researched based best practices for reading and math

Recruited over 22 parent volunteers to assist in our Annual Walk-A-Thon. This fundraiser raised over $10,000

TEACHING
Schmid School(5th, 6th,7th, and 8th) Chicago, IL (2011-2013)
Gompers Fine Arts Option School(6th Grade) Chicago, IL (2008-2011)
Brookwood Jr. High-Lead Teacher, (8th Grade), Glenwood, IL (2005-2008)
Octavio Paz Charter School- Teacher, (5th Grade),Chicago, IL. (2003-2005)

Taught Middle School English/Language Arts, Social Science, Science, and Entrepreneurial Education to 5th, 6th, 7th,
and 8th graders

Completed the New Leaders Emergent Leader Program where I strengthened adult leadership skills, and lead a
literacy team of teachers from grades 1st through 8th in increasing benchmark assessment results by 21 percentage
points

Served as Teacher Representative for the Local School Council (LSC) during the 2011-2012 and 2012-2013 school
year

Member of the Instructional Leadership Team and the School Staff Interviewing Committee during the 2011-2012
and 2012-2013 school year.

New Teacher Mentor through Governor State University and Illinois State Board of Education and Field Based
Supervisor for Student Teachers from Chicago State University

Recognized for participation in the Museum of Science and Industrys interactive videoconference pilot program
called Mission to Mars through Chicago Public Schools Spotlight article on the district website,
http://www.cps.edu/Spotlight/Pages/Spotlight323.aspx. Students participation was made evident in the Museum of
Science and Industrys Life on Mars exhibit on the ground floor of the museum, and in the museums interactive lab.
Students engaged in inquiry-based and hands-on science learning experiences and collaborate between peer groups
using video conferencing technologies. The students also worked with a NASA scientist, NASA personnel, and
students from schools in rural communities

Piloted the Calm Classroom program to assist students in practicing self-regulating techniques that foster positive
social behavior through the development of emotional control, self-awareness, and mental focus. As a result, there
was a 15% increase in overall student G.P.A, student surveys indicated that 82% of the students felt focused and
ready to learn, and my class was featured on FOX news. Data gathered informed programing to support over 55,000
students, 4,000 teachers, and 1,000 administrators. http://www.calmclassroom.com/media/

School Coordinator for the Institute for Positive Living Open Book program, as evident by
http://openbookprogram.org/checkusout_August_2012.htm. In this program, students worked in literature circles,
prepared dramatic interpretations of text that combined various forms of media, and performed this interpretation in
front of text authors, competing schools, and mixed audiences

School-Based Parent/Student employee coordinator for the Institute for Positive Living Program
Co-coordinator for the Middle School Incentive Points program that assisted in motivating, encouraging, and increase
student outcomes, self-esteem, and positive behaviors for grades 5th through 8th grades

________________Allania Moore________________

Coordinated several after school programs to meet student social emotional and achievement needs. Those programs
include being the Health and Fitness Coordinator for the 21st Century After-school program, Color Me Beautiful Girls
After school mentoring program, Cheerleading Coach, Peer Mediation Coach, Readers Theater Coach, History
Club/Debate Club Coach, Girls to Women Etiquette Club Facilitator, and School Play Coordinator

Co-Coordinator of the R.A.Y. Mentoring program that serves as an outreach to At-Risk children.

Chicago Public Schools- Differentiated Facilitator Teacher (DFT)-Provided oversight and management for the
important school-based components of the 2012 Summer Bridge and Extended School Year (ESY) program for 9
schools in the Lake Calumet Network

Summer Bridges Professional Development Provider for the Brookwood School District

Educational Technology consultant for Brookwood, Harvey, and Calumet City School Districts

Taught Entrepreneurial Education Program where I received on-going professional development from the NFTE,
Network for Teaching Entrepreneurship through the Northwestern Universitys Kellogg School of Management

INTEL Technologies Instructional Lead Teacher and Professional Development Provider for the State of Illinois
E2T2 Technology Grant. I supported teachers and staff members from the Brookwood, Harvey, Calumet City,
Brooklyn UD 188 School (Lovejoy, IL), and City of Chicago School Districts
Brookwood School District Curriculum Planning, District Writing, PBIS, and Grant Writing Committee Member
Chicago Foundation For Education Grant Winner

Assisted in the school-wide program preparations for Mayor Daley, Mayor Emanuel, CAPS, United States
Representatives, and City Alderman visits
____________________________________________________________________________________________________________

Education
Chicago State University, Chicago, Illinois
Masters of Science in Education Degree
Major: Masters in the Art of Teaching/Elementary Education

(2002-2005)

Langston University, Langston, Oklahoma

Bachelor of Business Administration
Major: Organizational Management, Marketing emphasis

(1995-1997)

Illinois Licensure Test: 186 Principal (Passed)

(September 2013)

CPS Principal Eligibility: (Passed)

(May 2014)

REACH Certified

(June 2013)

Endorsements: Principal (Kindergarten through Grade 12), General Administrative (Pre-Kindergarten through
Age 21), Middle School Language Arts, Social Science, Business, Marketing, and Management,
and Self Contained General Education (Kindergarten through Grade 9)
Type 75:

(June 2014)

AFFILIATIONS
Delta Sigma Theta Sorority Incorporated, New Leaders, Chicago Leadership Collaborative (CLC), Burnside Community
Baptist Church Youth Leadership Committee, Board of Directors for the Florzel L. Porter Youth Leadership Foundation,
National Council of Teachers of English (NCTE), National Middle School Association (NMSA), Chicago State University
Alumni Association, Local School Council Parent/Teacher Association, and Chicago Teacher Federation, CTU, American
Federation of Teachers (AFT).