T. Liza Campbell is an accomplished teacher, coach, and instructional leader with over 20 years of experience in education. She has held various leadership roles in the Chicago Public Schools including serving as a Network Liaison and Instructional Support Leader. Her experience also includes being an Assistant Principal and working as a Curriculum Coordinator for Gifted and Talented Programs. She has a strong background in literacy instruction, curriculum development, and data analysis.

1. T. Liza Campbell
630 Waveland Ave Chicago, IL 60613–(224) 829-2041–tlizacampbell@gmail.com
Accomplished teacher, coach, and instructional leader. Experienced in Gifted/Talented and Twice Exceptional Students, as well as curriculum and instruction. Interested in
organizational development, adaptive change and grant writing. Energetic, organized, and able to handle the demands of multiple projects and deadlines.
LEADERSHIP Chicago Public Schools (CPS) in partnership with Illinois Center for School Improvement (CSI)/ISBE Chicago, IL
EXPERIENCE Network Liaison, (Jan.2015-Present)
As a network liaison, I am charged with implementing systems and supports to build district/networks capacity to develop and
implement continuous improvement plans in order to improve student achievement. This involves providing coaching and
supports to ISBE-identified priority and focus schools, with the goal of turning around persistently low-achieving
schools/networks. I am additionally responsible for assisting networks with analyzing school, class, grade-level, and subject area data in
curricular programs and report findings for the purpose of sharing information with teachers and making informed decisions relative to
instructional practices.
• Provide coaching to build network capacity to significantly raise student achievement for all students and
to ensure the use of effective continuous improvement planning and implementation processes at district
and school levels.
• Create and provide tools and templates to support instructional leadership teams and teachers with
development and monitoring of effective instructional practices and coaching.
• Perform data analysis and strategic planning to create, implement, and assess network continuous
improvement plans
• Coordinate implementation of statewide supports for networks including analyzing progress, identifying
service gaps, regional needs, and provide recommendations for improvement.
• Work collaboratively Illinois CSI, ISBE, and CPS to align and coordinate services on the basis of levels of
need and differentiated accountability for networks and schools.
• Conduct reviews of services, and determine effectiveness of programs, practices, and policies.
Network 4 & Burnham Park Network, Chicago Public Schools Chicago, IL
Instructional Support Leader (ISL), (Sept. 2012 – Jan. 2015)
Lead: CCSS Literacy, K-2 Literacy Initiative, Professional Development, Multi-Tiered Systems of Supports
As an ISL, I was responsible for the facilitation, implementation, and monitoring of 10+ school wide continuous
improvement plans. I additionally was responsible for compiling data from a variety of sources for the purpose of
evaluating network and school literacy curriculum instruction, as well as developing literacy programs services,
instructional, monitoring, coaching tools.
• Develop and facilitate ongoing network professional development for 65+ school and teacher leaders in
the areas of balanced literacy:
o Literacy alignment to CCSS/PARCC
o Prek-2 literacy
o Literacy integration in the content areas
o Gradual release and close reading
o Prose constructed response
• Implement, support, and monitor literacy demonstration school models of professional development, in
partnership with DePaul University, which focuses on the alignment of CCSS/PARCC and instruction.
• Conduct workshops in collaboration with DePaul University/Polk Education Foundation on effective
literacy practice and planning
• Assist school leaders with the creation, development and refinement of school Theory of
Action/Continuous Improvement Plans and yearlong performance targets through outcomes oriented
action planning. (i.e. Intentional data cycles, goal setting, professional development aligned to school.
goals/priorities, and systems for implementing data driven instruction and assessment alignment).
• Support school leaders to refine their observation of teacher practice (relative to task rigor) and offer
targeted and constructive oral/written feedback delivery via individual coaching or protocoled walk-
throughs.
• Build capacity of ISL team in the areas of balanced literacy, leadership and coaching through PLC,
professional development and weekly meetings
• Responsible for acquiring and managing over $175,000.00 in grant funding which included selecting,
vetting and evaluating vendors

2. William Ray Elementary, Chicago Public Schools, Chicago, IL
Assistant Principal, (March 2013-Dec. 2013)
As an assistant principal, I was responsible for the providing support to all major functions of the school, which
included scheduling, staffing, coaching and observations, evaluations, and monitoring the school improvement
plan. Additionally as a “welcoming school”, I provided an entry plan for new students attending from closing
school(s) in the area.
• Provided instructional leadership and collaboration among teacher teams, set goals, and developed/implemented a
plan to improve instructional practices in math and literacy aligned to CCSS.
• Created an after-school program that focused on fine arts opportunities that included partnerships with
University of Chicago and other local programs.
• Created and provided professional development opportunities for all staff members including summer
PLC, math and literacy instruction alignment, and professional book discussion groups
• Evaluated teachers utilizing the REACH model of evaluation and assessment. Provided feedback and
coaching in the area of weakness.
• Collaborated with staff to implement school-wide behavior program CHAMPS including professional
development.
• Managed student discipline and daily building operations such as FIMS, Dashboard, and RLS
• Created and managed daily and meeting schedule
• Communicated with the residential and business community of Hyde Park
• Rebuilt a relationship with the University of Chicago Neighborhood program
o Managed over 12 student volunteers
Consolidated School District 158 Huntley, IL
Curriculum Coordinator of Gifted Talented Programs (September 2008 – September 2012)
Principal Intern
As the coordinator of Gifted and Talented Programs for D158, I implemented and managed all aspects of Gifted
and Talented division which included identification of students, curriculum development, instructional planning
and monitoring, analysis of assessment data, and district wide gifted/talented programming.
• Created and implemented an integrated scope and sequence in the area of literacy aligned to CCSS.
• Developed and oversaw a summer literacy institute for students in grades 2-8.
• Monitored and evaluated the efficacy of program as a whole and teacher instructional quality
• Devised and executed coaching plans with individual teachers on instructional, family communication,
and management improvement.
• Participated in bi-weekly budget and operations meetings with the school director of operations
• Created and reviewed beginning of the teacher and specials yearly schedules including lunch, prep,
recess, grade level meetings, staff meetings, and teacher professional development
Fresno Unified School District Fresno, CA
Administrator in Charge (August 1999- December 2000)
• Coordinated program to eliminate achievement gaps for diverse student populations.
• Developed an after and before school program that differentiated instruction focused on literacy and technology
California State University Fresno Fresno, CA
Master Teacher (July 1998-December 2000)
• Met with student teachers to hone in on an area of instructional difficulty for group presentation
• Modeled instruction using a gradual release system
• Evaluated and provided feedback with regards to student teachers instructional and organizational progress
• Facilitated conversations with a group of 1-10 student teachers to address instructional dilemmas
• Trained and supported students teachers to facilitate teaching, instructional conversations, and presentation

3. TEACHING Consolidated School District 158 Huntley. IL
EXPERIENCE Grade Teacher, Grade 5 (February 2002-Aug. 2008)
Fresno Unified School District Fresno, CA
Grade Teacher; Grade 5 & 6 (February 1998- December 2000
Grade Teacher; Grade 1& 2 (October 1997- February 1998)
EDUCATION Northern Illinois University ◊ Masters of Education, Leadership and Administration, December 2010
Northern Illinois University ◊ Masters of Education, Curriculum and Instruction, May 2006
California State University Fresno ◊ Bachelor of Arts, Liberal Studies, December 1995
CERTIFICATION California State Clear Credential, K-9 Teaching; California CLAD Certificate, K-9
Illinois State Teaching Certificate, K-9 Teaching; Illinois ESL Certificate
Illinois State Administrative Certificate (Type 75), Principal License
Gifted/Talented Certified Instructor, Illinois
Committees &
Organizations Illinois Center for School Improvement/ISBE
Multi-Tiered System of Supports (MTSS)
Chicago Public Schools Chicago. IL
CCSS, Literacy Team, Data Analysis, MTSS, Principal Institute
Organizational Development Network Chicago, IL
Member
Association Supervision and Curriculum Development National
Member
826CHI Chicago, IL
Volunteer
Illinois Assoc. Gifted and Talented Illinois
Member
FW: Chicago Chicago, IL
Member
Additional References & Phone Numbers Available Upon Requests
Dr.
Barbara
Radner,
DePaul
University
bradner@depaul.edu
John
Price,
Evanston
School
District
priceJ@district65.net
Dr.
Kiljoong
Kim,
Chapin
Hall,
University
of
Chicago
kkim@chapinhall.org
Ernesto
Matias,
Chicago
Public
Schools
ematias@cps.edu