ELIZABETH CHAHINE

32 Strawberry Hill Avenue NORWALK, CT 06855 · (203)822-1987

elizabethchahine@gmail.com · https://duallangchahine.weebly.com

Creative visionary (thinker) and enthusiastic team builder who leads by example and motivates
others to achieve positive results for students, families, educators, and community. Passionate,
research-oriented dual language program coordinator, coach, and advocate with proven ability
to evaluate and transform program delivery models to better serve emergent bilinguals.
Seeking a principalship in a supportive dual language community that is open to innovative
solutions to affect change.

Detailed educational knowledge and core skills include:

Dual Language Program Development/ Instructional Coaching/ Biliteracy Curriculum
Development and Implementation/ Building Teacher Capacity/ Team Culture and Emotional
Intelligence/ Family Outreach/ Parent Education/ Teacher and Student Recruitment/ Data-
Driven Instruction/ Servant Leadership/ Fluent in English and Spanish

EDUCATION
CHICAGO, 2006
MASTERS OF EDUCATION IN BILINGUAL EDUCATION
DEPAUL UNIVERSITY

WASHINGTON, D.C. 2003

BA LATIN AMERICAN STUDIES AND ECONOMICS
GEORGE WASHINGTON UNIVERSITY
(Studied Economics at the University of Buenos Aires in 2002)

WALLINGFORD, CT 1999
HIGH SCHOOL DIPLOMA
CHOATE ROSEMARY HALL COLLEGE PREPARATORY SCHOOL

CERTIFICATIONS
CONNECTICUT INTERMEDIATE ADMINISTRATION OR SUPERVISION 092
EXPECTED JULY 2018
CONNECTICUT EMERGING LEADERS PROGRAM
EXPECTED JUNE 2018
CONNECTICUT TESOL K-12 TEACHING CERTIFICATE
CONNECTICUT SPANISH TEACHING CERTIFICATE GRADES 4-12
NATIONAL BOARD CERTIFICATION, EARLY AND MIDDLE CHILDHOOD LITERACY

PROFESSIONAL EXPERIENCE
SEPTEMBER 2016-PRESENT
DUAL LANGUAGE PROGRAM COORDINATOR
SILVERMINE DUAL LANGUAGE MAGNET SCHOOL, NORWALK, CT
Led dual language teachers through a program redesign, changing the delivery model to align with
research-based best practices, and modifying the monolingual district curriculum using a biliteracy
approach. Scope of position includes: teacher coaching, delivery of monthly professional development,
parent communication and education, lottery recruitment and logistics, teacher recruitment, public
relations, assessment modifications for bilingual students, and materials research and selection for
delivery of instruction.
➢ Created a content and language allocation plan that clearly articulates student learning from
Kindergarten through fifth grade.
➢ Collaboratively created a school schedule that allows students to receive Language Arts
instruction in two languages every day while adhering to district mandates.
➢ Facilitated a grade-level data team through multiple Data Driven Instructional Cycles, keeping
on track to end-of-year SMART goals.
➢ Developed a staff culture around adult learning and continuous improvement through book
studies, curriculum writing sessions, and other professional development opportunities.
➢ Introduced a multi-dimensional approach to student data to streamline and formalize
intervention decisions.
➢ Developed a robust recruitment program for incoming Kindergarten students.
➢ Improved opportunities for families and the community to better support their bilingual
students.
➢ Mentored and coached teachers to implement new biliteracy curriculum and teacher practices.
➢ Conduct schoolwide walkthroughs with administration to evaluate alignment and
implementation of non-negotiable best practices.

SEPTEMBER 2016 – JUNE 2017

TESOL K-5 .5 TEACHER
SILVERMINE DUAL LANGUAGE MAGNET SCHOOL, NORWALK, CT
➢ Worked collaboratively with teachers to provide instruction for ELLs so they could access the
classroom curriculum.
➢ Assessed students’ language proficiencies in both English and Spanish.
➢ Created flexible grouping and schedules to meet the unique language and learning needs of all
students.

JANUARY 2016-JUNE 2016

MIDDLE SCHOOL .5 SPANISH TEACHER
NATHAN HALE MIDDLE SCHOOL, NORWALK, CT
➢ Seamlessly took over seventh and eighth grade Spanish classes at mid-year and continued
curriculum using the communicative approach to language teaching.
➢ Created a rigorous and relevant end-of-year, cross-curricular student performance task for
eighth graders that allowed students to plan a trip to a foreign country using authentic digital
resources in the target language such as Google Maps, travel apps, consulate websites, and
travel blogs.

SEPTEMBER 2012-NOVEMBER 2012

 RTI CONSULTANT
INTERAMERICAN MAGNET SCHOOL, CHICAGO, IL
➢ Worked on a team of three to develop a school-wide intervention plan to service the lowest
achieving student population. We were able to do this by integrating district mandates while
meeting the needs of the classroom teachers in a dual language setting.
➢ Analyzed existing data, researched and chose additional assessment programs, and began a
pull-out regimen to both assess and provide supports to students in grades kindergarten
through fifth grade.

SEPTEMBER 2006-JUNE 2012

THIRD GRADE DUAL LANGUAGE TEACHER (SELF-CONTAINED, 80-20 MODEL)
INTERAMERICAN MAGNET SCHOOL, CHICAGO, IL
➢ Transitioned the school to an aligned literacy model, serving as a model classroom and teacher
coach for Lucy Calkin’s Workshop Model.
➢ Elected by my peers to serve on the Local School Council as the teacher representative for two
years.
O Served on the budget committee.
O Served on the principal selection committee.
➢ Developed a third grade Cross-Curricular Social Studies curriculum that was aligned with the
Schoolwide Social Justice Curriculum of the Americas.
➢ Served on the school curriculum committee.
➢ Wrote grants to secure school and classroom funding, including 35 iPads for the school learning
commons.
➢ Promoted Student Service Learning through various annual fundraising and charity events
driven by the students for causes of their choosing, raising over $1,000 each year with my
students.

PROFESSIONAL DEVELOPMENT, PRESENTATIONS, AND

FAMILY OUTREACH
Facilitated a yearlong book study of “Teaching for
Biliteracy,” by Karen Beeman and Cheryl Urow.
Worked with the Center for Teaching Biliteracy to
develop plans for teacher release days and school-
based PD days.
Provided parent info sessions about the following topics:
The Emergent Bilingual, Curriculum and Program
Restructure, New Family Recruitment, and
Kindergarten Orientation.
Developed/ revised school documents used to
disseminate information about program, such as:
Program handbook, flyers, website and resources,
school tour literature, family contract
Produced monthly dual language newsletters, in
collaboration with Parent coordinator, to promote
program, offer tips for families, and build community.
Worked hand-in-hand with the Center for Applied
Linguistics to develop a 4-day summer curriculum
writing session to launch our curriculum rewrite.
Trained teachers through the use of hands-on
activities, classroom modeling, and one-on-one
coaching sessions on the implementation of
biliteracy strategies.
Presented to District officials, The District Curriculum
Committee, School Governance Council, and PTO
Council about school vision and curriculum
changes.
Facilitated monthly parent coffees with Parent
Coordinator about such topics as: increasing
family involvement, supporting your bilingual
child, technology resources for bilingual students,
etc.