Comprehensive resume which reflects a commitment to education and the future of our students and teachers.

1. Instructional Leader
Purposeful, strategic instructional leader. Consistently demonstrates knowledge, leadership and applied decision-
making in the following areas:
 Curriculum Design and Implementation  Scheduling
 Professional Learning  Student Success Planning
 District/School Improvement  Educator Evaluation
Connecticut Administration/Teaching Endorsements: 093, 092, 102, 002
PROFESSIONAL SKILLS AND EXPERIENCE
Classroom Teacher and University Professor:
 Extensive training and classroom experience in a variety of areas including:
Middle School Literacy
Middle School Reading
Read 180
Kindergarten General Education
Third Grade General Education
Fourth Grade General Education
 Comprehensive graduate level course development and implementation encompassing the following:
Literacy in the Content Area
Technology and Literacy
Curriculum and Instruction: Adaptive Strategies
Curriculum Development
Teacher Observation and Evaluation
Professional Training:
 Coaching and professional development experience in numerous areas such as:
Data Analysis, Data Teams and Data Driven Decision Making
Professional Learning Communities (PLC) and Building Common Formative Assessments
Crisis Prevention and Intervention (CPI), Positive Behavioral Interventions and Support (PBIS)
Teacher Education and Mentoring Program (TEAM)
Classroom management, Restorative Justice and Safe School Climate
Curriculum Development, Differentiated Instruction and Intervention Strategies
Technology in the Classroom
Scheduling and Budgets
Instruction and Assessment Support
 Create a climate of high expectations and reflective instructional practices, increasing the capacity of peers
and colleagues.
 Lead processes to analyze assessment data to target student needs and improve classroom instruction
through applying Scientific Research-Based Interventions.
 Devise support structures to assist teachers to use tiered assessment data for the purpose of identifying
students in need of academic interventions.
23 Newman Drive ▪ Easton, Connecticut 06612
860-605-8918 ▪ hbrown8@att.netHEATHER E. BROWN

2. EMPLOYMENT
 Teaching Vice Principal Current
Waterbury Public Schools, Waterbury, CT
 Adjunct Professor Current
University of St. Joseph, West Hartford, CT
 Adjunct Professor Current
University of Southern Connecticut, New Haven, CT
 Sixth Grade Reading Teacher 2006-2009
Waterbury Public Schools, Waterbury, CT
 Summer School Principal 2007-2008
Waterbury Public Schools, Waterbury, CT
 Educational Consultant 2003-2006
Harcourt School Publishers, North East Region
 Kindergarten, Third and Fourth Grade Teacher 1999-2001,
Bridgeport Public Schools, Bridgeport, CT 1994-1995
 Kindergarten Teacher 1996-1998
New York City Public School System, New York, NY
 Kindergarten Teacher 1992-1994
Westport, CT
 Administrator 1984-1986
Germantown Friends School, Philadelphia, PA 1988-1990
EDUCATION
 Doctorate – Educational Leadership and Policy Studies 2014
Southern Connecticut State University, New Haven, CT
 Sixth Year Professional Certificate – Educational Leadership 2009
Sacred Heart University, Fairfield, CT
 Sixth Year Professional Certificate – Reading 2009
Southern Connecticut State University, New Haven, CT
 Master of Arts – Educational Leadership 2000
Yale University, New Haven, CT
 Master of Arts – Elementary Education 1987
Bank Street College of Education, New York, NY
 Bachelor of Arts – Psychology, Sociology and Education 1984
Colgate University, Hamilton, NY
PROFESSIONAL AFFILIATIONS/COMMITTEE PARTICIPATION
 District Safe School Climate Committee
 District Reading/ Language Arts Curriculum Committee
 Community and School Garden Organization, Facilitator
 National Council on Teacher Quality
PUBLICATIONS
 Waterbury Public Schools Safe School and Positive Behavior Handbook, 2013
 The Interpretation and Implementation of the Anti-Bullying Legislation in Connecticut
REFERENCES FURNISHED UPON REQUEST
PAGE 2HEATHER E. BROWN