LAUSD Application Letter Sample

It is with tremendous respect and enthusiasm that I submit this letter as my request to be considered for the Principalship of the Los Angeles Center for Enriched Studies. My resume reflects 23 years of dedicated service to LAUSD’s students, parents, and staff as a teacher’s aide, teacher, counselor, English Learner Expert, Title III Instructional Coach, and Assistant Principal. My varied experiences at both the middle and high school levels bridges instruction across targeted population such as English Learners (ELs) and special education students as well as high-achieving and gifted populations. I believe I possess the knowledge, the vision, and the leadership skills to affect positive change for a diverse student population, such as the

This position provided me with the opportunity to affect positive change for two student populations with distinct needs: Long Term English Learners and English Learners who received special education services. During my tenure, I led teachers of ELs in analyzing CST and Periodic Assessment data in English Language arts and Mathematics, identifying the appropriate ELD and Access-to-Core/SDAIE strategies to meet students needs, through lesson/strategy study cycles. Through lesson study and coaching conversations with teachers, Monroe’s EL subgroup achieved a 38-point increase on the CST ELA during the 2012-2013 school year, surpassing its AYP targets for math and English Language Arts for this subgroup. While an impressive achievement, the students’ success reflected the underlying mandate to provide rigorous content to all ELs with fidelity to SDAIE and Access to Core strategies by teachers and the professional understanding that we are a team of teachers working together each day to impact student

During my four years at Pacoima MS, I have had the pleasure of being an instructional leader on campus to affect positive growth on student performance. I led the math department in analyzing SBAC and interim assessment data and classroom observation data to determine areas of instructional focus and to target classroom practices and strategies to meet those students’ needs. Through this collaboration, 60% of students showed growth in math on the SBAC. I also spearheaded the use of Constructive Conversation skills in math classrooms as part of our ongoing commitment through the Community of Practice collaboration, and have have documented increases in both academic vocabulary and student engagement in math classrooms as evidenced by classroom observation