1. Sheila Y. Youngblood, Ed. D
6619 South Paulina St. Chicago, IL 60636 (773) 471-1770 firstname.lastname@example.org
Faculty Higher Education & Implementation
An Educator, Teacher & Mentor Offering Over 30 Years of Experience
A dedicated, passionate, educator with over 30 years of experience working in a multitude of school
systems. Known as an effective leader, serve as a key member Chicago High School Redesign Initiative
and Chicago Public School Transformational team. Often lauded by colleagues as an educator adept at
designing and delivering lesson plans that result in higher test scores and increased learning potential
in the classroom. Effective at delivering lesson plans targeted at classrooms with 15-30 participants, is
gifted at inspiring students to achieve and exceed school requirements and personal goals.
Teaching & Learning Curriculum Development Creative Lesson Plans Mentoring
Student Success Technology Integration Classroom Management Discipline Strategies
Student Involvement Parental Relations Instructional Leadership Program Management
Administrative Functions Community Involvement Managerial Tasks In-Service Leadership
Test Administration Curriculum Design Learner Assessment
EXPERIENCES AND ACHIEVEMENTS
Destiny Christian Elementary School, Chicago, IL 2016 –
Planning for improvement of the curriculum and of the curriculum development program. Helping to
evaluate continuously both the appropriateness of the curriculum and the quality of the curriculum
development program. Arranging time, facilities and materials for curriculum improvement.
Helped orient teachers.
Helped in selecting teachers for appointment.
Completed questionnaires dealing with instructional matters.
Directed the development of curriculum materials.
CICS RALPH ELLISON, Chicago, IL 2014 – 2015
Grade Writing Course
Ensured that students learned the content and skills for academic success as defined by the
instructional objectives and overarching school goals. Additionally, developed effective lesson plans that
accommodated the learning styles and needs of students in the classroom.
Created a learning environment that encouraged positive social interaction, active engagement
Course topics included grammar and composition taught to a class of diverse learners.
Achieved an average of a four grade level increase on the EPAS assessment.
GARY LIGHTHOUSE COLLEGE PREPATORY ACADEMY, Gary, IN 2011 – 2014
Grade English Literature Courses
Utilized state standards, course overviews and planning templates to create rigorous, objective driven
lessons. Additionally, differentiated individual student needs based on their unique learning ability and
prepared lesson plans accordingly.
Presented academic content through a variety of instructional strategies (arts-infusion, Socratic
seminar, Cooperative Learning and performance-based learning) and incorporated relevant
technology aimed at reaching all learners.
Provided several opportunities for students to achieve mastery while working to promote the
achievement of all students within the class.
Lauded for quantifiably raising English scores on the 10th
grade ECA exam.
2. Sheila Y. Youngblood Resume, Page 2
CHICAGO PUBLIC SCHOOLS, Chicago, IL 2009 – 2011
Performed instructional planning including written lesson plans and preparation in accordance with the
objectives of the curriculum. Additionally, provided a positive learning experience for all students.
Effectively evaluated all pupils progress and maintained current and accurate records.
Applied contemporary principles of learning theory and teaching methodology.
Participated in the development and implementation of new teaching techniques.
Effectively participated in programs to improve student attendance and promote anti-vandalism
in the schools.
APPLIED ARTS SCIENCE & TECHNOLOGY ACADEMY, Chicago, IL 2004 – 2008
Grade English Literature Courses
Effectively designed and developed a curriculum based on academy learning requirements for multiple
levels of student classes. Additionally, prepared detailed lesson plans that were approved by the
department after presentation.
Actively served as lead teacher responsible for student affairs.
Collaborated with the Behavior Modification Coordinator to formulate management strategies for
individual students as necessary.
Collaborated with our school’s external partner to create and implement social-emotional
learning program initiative known as the Student Advocacy Program.
Conducted grade level lesson planning, modeling, and strategies for the Student Advocacy
ADDITIONAL EMPLOYMENT HISTORY
Rezin Orr High School, Teacher, Chicago, IL, 1997 – 2003
Freshmen Orientation: Best Practices Reading & Writing Strategies, Aug. 2004-2008
Technology: GradeQuick, Teacherease, and Choices Planner, Aug. 2004-2008
Prof. Development: Implementing Social-emotional Learning Curriculum, Aug. 2004-2008
“Teachers’ Perspectives on Implementing Social-Emotional Learning Standards”
Delivered September 15, 2015 to ProQuest
Doctor of Education, Walden University, Minneapolis, MN, 2015
Dissertation Topic: “Teachers’ Perspectives on Implementing Social-Emotional Learning Standards”
Master of Arts in Education Administration, Governors State University, University Park, IL, 2001
Bachelor of Arts in Education, English, Andrews University, Berrien Springs, MI, 1976
American Federation of Teachers, Member, 2000 - Present
Association for Supervision and Curriculum Development, Member, 2004 - Present
National Alliance of Black School Educators, Member, 2015-Present