Rachel L. Albert Teacher  Leader  Artist

Assumptions about the Position I understand that the ideal candidate for this position will be responsible for planning, assessing, leading, communicating and providing a safe environment for student learning. I believe that my varied skill set in supervision, facilitation, counseling, differentiation of instruction, leadership and public relations would be beneficial in completing the expected managerial and supervisory roles of leadership in your school. I welcome the challenges associated with interacting with all facets of the school community- students, parents, staff and stakeholders.

Personal Vision As the saying goes, I believe that all students can learn, just not on the same day, in the same way. ISLLC Stnd 1; Disposition: the educability of all I believe that thoughtful and appropriate accommodations to meet students’ needs thorough the use of technology and also personal relationships will raise achievement among students. ISLLC Stnd 1; Disposition: a school vision of high standards of learning I believe that a safe environment managed by a consistent voice on both challenges and achievement will aid in student performance and staff morale. ISLLC Stnd 1; Performance: a school vision of high standards of learning an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated

Success as a Leader Vision Committee chair on SACS evaluation; Facilitated a group of 20 faculty and staff to reach consensus on the collective mission and vision of our school. ISLLC Stnd 1; Knowledge: effective consensus-building and negotiation skill ISLLC Stnd 1; Performance: the vision is developed with and among stakeholders Selected as a member of the Professional Learning Community Steering Committee of the school. Working with school community members to create a PLC program that will promote learning and professionalism within the school. ISLLC Stnd 1; Disposition: the inclusion of all members of the school community Committee chair of the Faculty Advisory Committee for 3 years. Working with staff on continuous school improvement through the engagement of stakeholders on a regular basis. ISLLC Stnd 1; Disposition: continuous school improvement

Success as a Teacher Regularly develop unit plans that integrate technology, reading strategies to support language learners, and standards based instruction. ISLLC Stnd 1; Performance: the core beliefs of the school vision are modeled for all stakeholders Provide opportunities for personal expression within the structure of the outlined program of studies. ISLLC Stnd 1; Knowledge: learning goals in a pluralistic society Facilitate heterogeneous groups of high school age students in learning beside one another and from one another, including but not limited to teen moms, new immigrants and special education students. ISLLC Stnd 1; Performance: barriers to achieving the vision are identified, clarified, and addressed

Success as an Artist and Art Therapist Published author in the Journal of the American Art Therapy Association. Being Both: An Integrated Model of Art Therapy and Alternative Art Education. Vol. 27, No. 2, pp 90-95, 2010 ISLLC Stnd 1; Disposition: a willingness to continuously examine one's own assumptions, beliefs, and practices Graduate studies professor at the George Washington University. Advanced Issues is Psychotherapy and Art Therapy: Art Therapy in Schools, spring semester, 2007-present. ISLLC Stnd 1; Disposition: doing the work required for high levels of personal and organization performance Presenter at national conference of the National Art Education Association. Working with English Language Learners, 2007 ISLLC Stnd 1; Disposition: ensuring that students have the knowledge, skills, and values needed to become successful adults Selected as a Mentor Teacher from the Education Department at the Phillips Collection, Washington, DC., 2006 ISLLC Stnd 1; Disposition: doing the work required for high levels of personal and organization performance

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