Elizabeth Minno has over 30 years of experience in K-12 education as a teacher, principal, instructional coach, and adjunct professor. She is seeking the position of Director of School Management Institute to ensure new Basis Schools open successfully by coordinating training for non-teaching staff. As a principal, she increased student achievement at Mary Louise Robins K-8 where it became one of 20 schools to meet reading and math goals. As an instructional coach, she taught new teachers effective instructional methods to increase student achievement and helped teachers obtain recognition as a Master Teacher-Mentor.

1. Elizabeth Minno
750 W. Golf View Dr., Oro Valley, AZ 85737− 520-237-9229 – liz.minno@comcast.net
Objective As Director of School Management Institute, ensure successful openings of new Basis
Schools by coordinating people, budgets, and timelines so training of non-teaching staff
is effective and of high quality.
Experience Adjunct Instructor, College of Education, University of Arizona
August 2013 – present
Supervise and coach student teachers in field assignments. Result: Teacher candidates
demonstrate exceptional instructional skills and professionalism in their work with
students.
Principal, Mary Louise Robins K-8
Tucson Unified School District, Tucson, Arizona
July 2005 –June 2013
Increase student achievement. Result: Robins became one of 20 schools to meet the
Superintendent’s Goals in Reading and Math.
Plan and instruct professional development courses in gifted education, higher level
thinking methodologies, professional learning communities, and the change process.
Result: Teachers across grade levels adopted effective practices in gifted education.
Collaborate with teachers, parents and students in order to plan transition from K-5 to a
K-8 school. Result: Staff was supportive of the transition from and elementary to a K-8
school.
Instructional Coach
Amphitheater School District, Ironwood Ridge HS, Tucson, Arizona
July 2003 – June 2005
Coach new teachers in effective instruction and teaching methodologies in order to
increase student achievement. Result: Teachers learned effective ways to work with
struggling/failing students.
Plan and instruct professional development in Six Traits of Writing methodologies to K-5
new teachers. Result: Teachers had knowledge of district approved instructional
methods to teach writing.
Increase professional recognition of educators by applying to Arizona State Initiative.
Result: Named Master Teacher-Mentor by Governor Napolitano.
Title 1 Reading Facilitator
Amphitheater School District, Nash Elementary, Tucson, Arizona
July 2002 – 2003
Coach individual teachers in effective classroom instruction in order to increase student
achievement. Result: Teachers implemented new ways to teach struggling/gifted
students, manage classroom environment, and use data to guide instruction.
Manage and communicate to teachers quarterly “Success For All” student achievement
data. Result: Teachers had access to “just in time’ data to plan instruction.
Coordinate and support all facets of school-wide transition from “Success For All”
reading program to “Four-Blocks” language arts curriculum. Result: Teachers had

2. [Your Name]
[Street Address, City, ST ZIP Code] [phone] [e-mail]
knowledge and confidence to implement instructional change successfully.
Classroom Teacher K-6
San Manuel SD, Tanque Verde SD, Amphitheater SD
1976 – 2002
Oversee students’ intellectual and social development. Result: Students succeeded as
collaborators, problem solvers, and independent learners.
Collaborate with parents within the classroom community. Result: Created successful
cadre of parent volunteers.
Seek ways to increase professional knowledge and collaborate with other professionals.
Result: Trained by Rick Stiggins on Alternative Assessments and Vicki Spandel on Six-Traits
of Writing and provided professional development on these topics to other teachers.
Education BA, Elementary Education
University of Arizona, Tucson, AZ, 1975
M.Ed. Reading
University of Arizona, Tucson, AZ 1982
Administrative Certificate
Northern Arizona University, Tucson, AZ 2002
References References are available on request.