LANUZA
EDUCATION: Intro. Letter

I am an educator who values the four A’s: Academics, Athletics, the Arts (AAA/A), and a knowledgeable Administration able to make data-driven decisions through discernment (DDD/D) of both qualitative and quantitative information. As a researcher developing innovative and creative programs of teaching and learning, I welcome diversity, multi-lingual education, value data-driven decisions, and appreciate the validity and significance of integrating the arts to the core curriculum. My aspirations are to provide leadership through service while researching contemporary and futuristic trends in education. I have strong background experiences in pre-K through grade 12 as a classroom teacher and administrator, have much knowledge of educational technology, and have an extensive background in the Visual and Performing Arts. I also have theoretical and practical educational experiences at the college level as an adjunct professor, the English language literacy frameworks as a district trainee, bilingual/bi-literacy education through theory and practice, and diverse systems of assessments, testing, evaluations, and curriculum and instruction as a teacher and administrator. My goals are to engage progressive educational environments while meeting the needs of all students inclusive of the linguistically and ethnically diverse learning communities, teaching and promoting bi-literacy through methods courses integrating the arts and technology with the academics and athletics while providing leadership in program planning and policy, institutional research and development, and educational curriculum and instruction.

 

Personal Criteria

I have a B.A. from UCLA in music with a focus on education and composition, a M.S. from Pepperdine University in administration and management of public school systems, and a Ph.D. from Claremont Graduate University in education with a focus on multicultural studies and San Diego State University in education with a focus on policy studies. I also hold California state professional clear Single and Multiple Subjects Credentials in music and general education from CSULA, a Bilingual Certificate of Competency from USC, and a professional clear Administrative Credential from SDSU.

 

I have been the Director of Curriculum and Instruction at Memorial Academy of Learning and Technology, Director of Education at Horizon Christian Schools, and a Vice Principal at the San Diego School of Creative and Performing Arts, Horace Mann Middle School, Perkins Elementary School, and intersession principal at Marshall Elementary School. Prior to that I was a District Race/Human Relations Facilitator for SDUSD and a classroom teacher at LAUSD and SDUSD.

 

During my summers I worked as Co-Director/Lead Teacher with Migrant Education Programs through SDCOE and Tulare County Office of Education. I have worked as an educational consultant with business communities while establishing direct partnerships with schools, advocating for community concerns, and modeling effective instructional strategies and classroom management systems that match teaching strategies with learning styles. Throughout my educational career I have also held teaching posts as an Adjunct Professor at National University (B-CLAD methods courses), SDSU (Bilingual Teaching Strategies), and Inter American College (VAPA and the 3rd component of the C-SET).

 

I have strong academic and professional background experiences in the Visual and Performing Arts. As a Music Director, Composer and Musician I have produced many plays primarily with the San Diego Repertory Theater and the San Diego Old Globe Theater. I have also given many in-services and courses integrating the academic core subject areas to the Visual and Performing Arts. I was a dance company director/choreographer for many years.

 

Administrative Experiences in a Public School District

Memorial Academy of Learning and Technology.

As an administrator at MALT[1], a grades 6-9 charter school, I developed, coordinated and assessed instructional programs; evaluated certificated classified personnel; provided student and staff discipline, supervision and monitoring systems; managed school site, district, and/or county level fiscal budgets; recruited, employed and assigned certificated and classified personnel and; developed, coordinated, and supervised student support services.

 

As Director of Curriculum and Instruction, I was responsible for VAPA, Technology, ELA, social studies/history, mathematics, science, before and after-school programs, athletics department, and diverse parent/community groups. My duties included directing instructional and curriculum services to meet students’ needs; planning, implementing and evaluating instructional programs with teachers and fellow administrators including learning objectives, instructional strategies, and assessment techniques; applying research and district studies to improve the content, sequence, and outcomes of the teaching and learning process; working with staff to develop, maintain and revise curriculum documents based on systematic review and analysis; involving instructional staff in evaluating and selecting textbooks and other instructional materials to meet the students’ learning needs; facilitating the use of technology in the teaching and learning process; planning the necessary time, resources and materials to support accomplishment of educational goals; leading instructional staff in developing and implementing professional development for administrators and teachers to improve the teaching-learning process and to meet district goals and school-wide objectives and; integrating the VAPA to the core curriculum inclusive of case study/project-based inquiry learning. I participated in the decision-making process, actively supported the efforts of others and provided teachers with research-based strategies, reviewed and assessed the objectives of my assigned staff while evaluating their job performance, implemented the policies established by federal and state law, the State Board of Education, and the local board policy in the area of curriculum and instruction, ensured that programs were cost effective and funds were managed prudently, ensured that department budgets were adhered to, compiled budgets and cost estimates based upon documented program needs, and compiled, maintained, and filed all reports, records and other required documents. Some of the highlights were the implementation of a one-to-one computer program, prep period in-services, a strong team-sports program, and the development of VAPA.

 

SDUSD.

From the summer of 1991 to 2002, I served as VP and Principal with SDUSD for eleven years at all levels, pre-Kindergarten through 12th grades. I worked intensively in staffing, budget, and administration of personnel and programs. I received over 96 hours of intensive training in the Literacy Framework components of read-aloud, shared and guided reading, independent reading and conferencing, reader’s workshop, word study, genre studies, and their writing components.

 

As Vice Principal at the San Diego School of Creative and Performing Arts[2], a celebrated and popular VAPA magnet school, I worked with a diverse student body from throughout the county. I was very active in the school’s accreditation process, their integration monitoring committees, their program quality review teams, the magnet arts focus, their leadership selection teams, the planning of their time/schedule changes, institutionalized new courses, initiated annual festivals, multicultural events, and special world-class concerts, met with national and international visiting educators, organized symposiums, led in-services, created needs assessments, collaborated with faculty and staff on workshops and personal professional developmental programs and professional growth, and established new business partners while monitoring all academic, athletic, arts and administrative departments and programs. During my 5-year tenure I determined each classroom’s performance by running a computer printout of each teacher’s number of A’s, B’s, C’s, D’s and F’s coded by ethnicity, gender, subject area and period and would structure non-punitive conferences with classroom teachers needing more instructional support inclusive of developing programs and supplemental extra-curricular activities for students in need of more attention. Some of our highlights were moving into our newly built campus built specifically for the VAPA, the creation of our Parent Foundation, and the numerous quality concerts, exhibits, and performances by and for our grades 4-12 student body. An innovative teaching program I developed and implemented for two years was a College Experience Symposium where students were allowed to choose courses developed by teachers passionate in that field that they would not normally be able to share with their students. Some of the offered courses were “Anatomy/Art and Dance”, “Balinese Dance and Music”, “History Through the Eyes of the Photographer”, “The Power of Speech in the Media”, and “Theater and Politics”.

 

As Vice Principal at Horace Mann Middle School[3], I was able to work with recently-arrived Somali immigrants and African students, Latinos from both sides of our border, Filipinos, Cambodians, Vietnamese, Laotians and many more Asians. As their VP, I was proactive in maintaining a safe and orderly environment through high visibility and availability on campus. I met with student leaders, both negative and positive, on a periodic basis to establish open lines of communication between the different cultural groups in order to minimize conflicts and worked very closely with student clubs, ASB, and diverse student activities and programs while developing strong and effective parent programs through community outreaches and educational forums. Some of our highlights were maintaining an effective discipline code by allowing students a forum to communicate while enforcing student uniforms and assisting teachers with classroom management, continuing our educational program in the midst of a general week-long teacher strike, and learning the cultures, customs and celebrations of our newly-arrived immigrant students and their families.

 

As Vice Principal at Perkins Elementary School[4] I was directly responsible for the state testing process, procedures and data analyses- meeting and exceeding our goals by 18% according to the API (raising our quartile 1-2 scores while maintaining the 3-4 quartiles). I reviewed quarterly progress reports while identifying patterns and trends correlated to other data such as the SAT9, SABE2, DRA, SDRT, ARI, student portfolios and more while gathering research-driven educational information for faculty and staff. I planned very meticulous purpose-driven observations to determine the areas of need in order to be able to provide meaningful classroom support, provided learning program for our Q1 and Q2 students to progress towards their literacy requirements, and was able to apply my bilingual education sills directly to EL’s by creating before and after-school programs. Some of our highlights were the development of the Barrio Logan College Institute, the implementation of the district’s Literacy Framework, the application of data-driven decisions based on teaching/learning research strategies, and the development of strong bilingual education, GATE and SPED programs. 

 

During inter-sessions and summers I was employed as Principal at Marshall Elementary School and as Co-Director/Lead Teacher for Migrants Engaged in New Themes in Education[5], a Tulare County Region VIII and SDCOE migrant education program housed at UCLA and USD. I developed a syllabus and taught college-bound high/school youth courses in music theory, history and composition; European and American folk dances and; computer science on IBM/AT compatible systems. I observed and counseled students, furnished resources to teachers, and provided instructional leadership to staff and students. I also worked with SDCOE’s Migrant Education Program at Fallbrook, Vallecitos and La Paloma school districts for many years with Mrs. Lyvia Faure-Gault under the direction of Dr. Celia Ramirez.

 

Prior to my work as a school administrator, I was a District Race/Human Relations Facilitator[6] (R/HR) for SDUSD. I was assigned to several school sites, district departments, community organization, and parent groups. Our goal was to encourage positive attitudes toward all human diversity, be it racial, cultural, linguistic, physical, educational or other. I created assemblies through multicultural programs and performances, and created forums, clubs and after-school activities to support extra-curricular programs. I in-serviced faculty and staff on such topics as: equity; instructional issues; climate-teambuilding; inter-actional skills for a culturally diverse society; awareness/respect of cultural diversity; home/school community and; models for shared decision-making. To foster ownership and personal responsibility, a systematic approach for identifying site-based R/HR needs and writing a site R/HR plan was developed, implemented, and evaluated on an annual basis.

 

Evaluating Faculty while Promoting Effective Teaching and Learning

According to data-driven research, trends tend to indicate that though solicitations are promulgated for scholarly teaching, scholarly research is given much more credence.

"Currently, policies, procedures and criteria for evaluating professors reward research over teaching and tend to emphasize technical over substantive aspects of teaching, focus on process over the outcomes, lack strategic concern for the use of evaluative data, and are devoid of the very substance through which academics derive any sense of identity- their discipline" (http:/www.springerlink.com/content/kx035075m365r847/fulltext.pdf).

 

As a public school administrator for almost twenty years, I have been very active in evaluating faculty. Every year I formally evaluate approximately 20 teachers and informally evaluate about that same number. I do classroom observations, and management by walking around in monitoring teaching and learning practices. I gather data on student grades and disaggregate it by teacher, course, and student demographics. I then meet with professors/teachers, to discuss whatever data I have gathered. We discuss and share our perspectives regarding the meaning of the data. We share a few ideas that could be implemented to improve teaching and learning. We then create a set of common goals and objectives for the year and include benchmarks and timelines. Throughout our discourses I make sure that my presence is non-threatening, that my ideas are not constraining, and that the whole process is non-punitive. In closing the following seven principles guide my approach to serving faculty while improving and promoting effective teaching and learning.

(1) Acknowledge and respect diversity in actions, intentions and beliefs.

(2) Involve multiple and credible sources of data.

(3) Assess substantive, as well as technical, aspects of teaching.

(4) Consider planning, implementation and results of teaching.

(5) Parallel other forms of judging scholarly work.

(6) Contribute to the improvement of teaching.

(7) Work in consultation with key individuals.

 

Classroom Teaching Experiences in LAUSD and SDUSD

Throughout my educational career as a classroom teacher and college professor, I have been heavily involved with second-language students, immigrants, and bilingual education. As a classroom teacher with LAUSD, I taught grades 3-4 and 5-6 combination classrooms in bilingual transition education programs in regions C and G. At 49th Street Elementary School[7], I oversaw the entire bilingual education committee of Spanish-speaking teachers parents, and staff in creating and implementing a team of teachers to improve the school-wide language arts curriculum, and organized school-wide year-end multi-cultural celebrations involving staff and community. At 1st Street Elementary School[8], I organized an after-school music program as part of a federally-funded grant to address basic skills, directed weekly social studies assemblies for all grade levels in the auditorium, participated in the school site council and diverse parent organization and community events.

 

At SDUSD’s Sherman Business and Government Preparatory Academy Magnet Elementary School, I taught grades 5-6 and 3-4-5 combination classes in both bilingual and transition settings. I created a scholarship fund, was a student and parent liaison, and was on the school council. I was a key participant in creating the mission/vision statement and working with staff to create team-teachers, computer schedules, curricular strategies, modes of instruction, and systems of assessments in developing a new magnet program. At the end of each academic year my students would outperform all other students including the GATE/Seminar students at each of my assigned school sites in the state standardized test scores. I was using rubrics, portfolios, project-based learning and case study approaches long before districts were mandating it.

 

Reasons for my successes were the following: (1) well-planned units and accompanying lesson plans integrating the visual and performing arts with the core curriculum; (2) nurturing classroom environment that was inviting and stress-free allowing the students to become engaged, active and participating apprentices in the art of scholarly research and study; (3) frequent use of interactive software and audio/ visual equipment including MIDI systems, computers and other technology and; (4) the use of systems of accountabilities and ownership requiring students to be held responsible and liable for their own grades. My classroom standards were very high and discipline problems were practically non-existent due to my classroom management techniques and teaching strategies that matched my learners’ learning styles.

 

Administrative Experiences in a Private School District

As the Director of Education for Horizon Christian Schools, I was directly responsible for overseeing the budget, site principals, staff and faculty for two pre-schools, one elementary school, one junior high school, one senior high school, a home-school program, and an inner-city/urban outreach satellite school. We acquired a full-term WASC and ACSI accreditation for our two high schools, raised the level of instruction and learning, introduced the state standards and frameworks, and met or exceeded annual standardized SAT-10 test score results. I also formalized accountabilities in: curriculum and instruction, staff and faculty assessments, student dress codes, discipline policies, personal professional development plans, lesson plans and delivery, and daily classroom observations and teacher coaching. I instituted venues of two-way communication that included surveys and questionnaires, and addressed growth and integration of the arts, academics, and athletics. I assessed and implemented the California education codes and how they impact the communities in such areas as child abuse, teaching practices, school graduation and articulation requirements, transportation, and all sports programs. Much restructuring went into effect within the district’s table of organization, committee structures, and daily procedural systems. Many of these changes were in the areas of professional growth, personal professional developmental programs, and ongoing evaluations. Decisions were data-driven but with much discernment. I created and taught a 3-unit continuing education (CEU) course for teachers addressing how to teach in a modified block schedule. I also served as the educational outreach director for national/international festivals, created a monthly parent forum, initiated the process of addressing special education, reviewed legislation impacting our student body, addressed foreign and second language methodologies, offered more AP and honors courses, and opened a non-remedial summer school program. I was very active in accomplishing annual goals, meeting semester objectives, following-through on monthly activities, and overseeing daily operations on all campuses. I in-serviced the staff and faculty on teaching strategies, learning styles, and teaching to the state standards while directing all district personnel on departmental and site-specific policies, procedures and processes. I started the planning stages for implementing the International Baccalaureate Diploma Program and the applications for recognition as a California school of distinction.

 

Program Development

The development of innovative programs that integrate VAPA have been a natural outgrowth of my life’s work in the arts and education. My major concern has been to facilitate venues to inspire critical thinking and creativity through discovery in learning that is at once fun and challenging. The programs I have developed range from long-term outreach programs to weeklong conferences integrating the international community with our universities and public schools. All programs required budgets, schedule coordination, communication systems, media contacts and publicity, and needs assessments and program evaluations.

 

While at UCLA, I facilitated master dance classes and lecture-demos focusing on the work of major dance innovators Jose Limon and Anna Sokolow, and was a co-founder and co-director of UCLA’s 1st Annual Mexican Arts Symposium. I also co-founded and co-directed an educational outreach program entitled Music, Movement, and Media Arts Project interfacing UCLA’s College of Fine Arts, Santa Monica/Malibu Unified School District, local businesses, and the community to provide much needed services and experiences in the arts to 2nd language and special education students.

 

I have worked with the La Jolla Museum of Contemporary Art as a coordinator/instructor to public school teachers from San Diego County in week long in-services for two years on effective ways and issues regarding integrating the arts into the core curriculum. This course challenged educators to consider the tremendous power of the arts in their own lives and society in general, and how creative infusion of the arts in all aspects of the curriculum can stimulate both students and teachers equally in particular. This program incorporated the experience of music-making to enlighten aspects of math, the process of drawing and the use of the visual arts to stimulate and motivate positive writing and reading experiences, the creativity of theater to experience the potential and possibilities inherent in the social and physical sciences, and the power and physicality of dance as a creative form of expression without the written or spoken language to expand on units in language arts. I also developed and presented similar weeklong programs for SDUSD’s BECA teacher interns (Bilingual Education Certification Alternatives), to inspire and educate future teachers about the importance of integrating the arts into the core curriculum.

 

I have created community dance ensembles that have developed into performing ballet companies including: the Lanuza Brothers Mexican Folkloric and International Ballet Companies, including flamenco. In Los Angeles I was involved with a non-profit theater organization named “Teatro Primavera”, providing programs and services to communities with Guillermo “Chino” Loo- a UCLA theater arts director. I have attended and volunteered for local, national and international educational conferences for students advocacy groups such as MEChA and BSU through UCLA and SDSU. I have also worked directly with church groups in developing musicals, choirs and special services and events such as summer VAPA and Bible camps through the following churches: The Good Shepherd Family Bible Church in Los Angeles with Pastor Samuel Gamboa; the United Methodist Church in San Carlos with Reverend Green, and more recently with Horizon Christian Fellowship (Mike McIntosh and Rob Glickman) and Apostolic Churches. I have presented numerous special assemblies and programs in LAUSD, SM/MUSD and SDUSD organizing activities, chairing community meetings, planning productions, and implementing projects through Title VII CETA funds, university-sponsored organizations, and corporate sponsorships.

 

An Example of Improving Student Achievement While Instituting Change

Assessments.

As Director of Education for Horizon Christian Schools, a private pre-K through 12 school district in San Diego, my immediate goal was to achieve full-term WASC and ACSA accreditation. To prepare for the visiting committee I produced student data and correlated this information with their grade point averages, disaggregated the data with the demographics of the student body and faculty, determined the diverse curricula’s connection to the state standards and frameworks, observed classroom teaching strategies, and created varied forms of quantitative and qualitative instruments in order to better recognize the issues, understand the patterns, and seek the remedies that would improve and support classroom teaching and learning. Individual and group needs assessments were distributed to faculty and staff, key student leaders were interviewed, and a monthly parent forum and staff meeting with the leadership team was initiated in order to gain more information, provide data, and to generate a question and answer session. I met with my immediate supervisors including other leadership teams and VIP’s, attended many church and school sponsored events and extra-curricular activities, and had several small-group and one-on-one discussions in order to gain a more broad awareness of the institutionalized culture before introducing the planned changes including the district’s Table of Organization.

 

Action.

Upon closer examination of the data from the aforementioned sources, I was able to determine that communication and collaboration were the key ingredients missing in our organization. I developed committees that met weekly on an ongoing basis in order to better communicate and address issues and concerns in the following areas: (1) administration (educational leadership), (2) cabinet (discipline), (3) school site council (annual goals and objectives), (4) school-student study team (special education), (5) a school advisory council (budget), and  (5) the following departmental committees: English, foreign language, VAPA, PE, history, science, mathematics as well as regularly-scheduled meetings by grade level. I also created and introduced a chart indicating our school district’s accreditation committees’ members, their responsibilities, and the timelines we were to follow. The next step was to raise the standards of teaching and learning by addressing the classroom teachers’ curriculum and modes of instruction. Each teacher and administrator was required to provide an annual personal professional development plan addressing an area they wanted to improve on. They were also mandated to attend monthly professional growth in-services and provide evidence of improvement in three areas of need based upon an agreed-upon objectives and timeline between the evaluator and the one being evaluated. Each department then conducted textbook assessment meetings to determine if and how their department’s textbooks met the state standards. We held meetings to discuss our educational programs’ standardized and non-standardized test results, the scope and sequence, established systems for interdepartmental communication, and systemized teacher-generated quizzes and examinations. We developed policies on grades, quizzes and end-of-chapter tests, held everyone accountable for the data, and created systems of support for the class-room teachers. The administration implemented daily two-hour classroom observations, management-by-walking-around, research-driven approaches, data-driven decisions, and established non-remedial summer school programs for public and private school students throughout the city. Finally, we established a structure for monitoring activities up to the accreditation committee’s visit.

 

Accountabilities.

Many changes were promulgated during this period. Students were now required to wear uniforms, some departments were offering their textbooks free of charge while other departments discovered that their curriculum did not meet the state’s standards, the foreign language department introduced the immersion methodology while ELA started using SDAIE strategies for EL’s, and classroom-specific data was supplied to the class-room teacher on a quarterly basis with benchmarks including student outcomes used to address the data. Meetings were held to focus on students achieving at the 1st and 2nd quartiles and/or un-able to attain a grade of a “C” or better. We hired specialized staff in the areas of mathematics, computers, and the physical sciences, provided for many extra-curricular student activities including international and national festivals, and continued to provide forums for discussions into the art of pedagogy, critical thinking, higher order skills, and the importance of integrating the VAPA with reading, writing, listening, and speaking across the curriculum in order to attain thinking and literate students. Throughout this time, I established and taught a course that specifically addressed our own patterns and trends in our district while giving each participant 3-unit continuing education units (CEU). By the end of my tenure, we were able to procure a full-term WASC and ACSI accreditation, raised our standardized test scores, and gained a positive correlation between the standardized and the non-standardized grade reports.

 

College-Level Administration and Professorships

Inter American College.

As an Adjunct Professor at the IAC under the direct supervision of both Dr. Maria Marin (VP) and Mr. Lorenzo Marin (President), I have learned much regarding accreditation. I have been teaching the following courses since 2000 to mainly immigrant students seeking an alternative approach to education: Art 106, Dance 106, Music 106, and VAPA/ED 160. I have designed and implemented courses within the four categories of the VAPA to provide the participants with a conceptual and working knowledge of the visual and performing arts in education with a focus on elementary through middle/junior and senior high school program teaching strategies. I also taught a course on how to pass the VAPA component of the C-SET. These courses are important to me because I have been able to stay abreast of recent legislation in education while promoting the integration of the core curriculum with the arts.

 

San Diego State University.

Up till 2002, I was an Adjunct Professor for three years at SDSU under the direct supervision of Dr. Alberto Ochoa. I taught Policy Studies 515: Bilingual Teaching Strategies while researching my doctoral dissertation. This course described and analyzed the philosophical and constitutional bases that supported educational equity and bilingual education for language minority students, examined and analyzed the socio-cultural characteristics of the school community of the ethno-linguistic student, developed a socio-cultural profile of an ethnically diverse school community, examined and analyzed specific bilingual education programmatic structures and guidelines that are both minimal and desirable in the implementation and evaluation of bilingual programs that address the cognitive, affective and volitional needs of the ethno-linguistic student, and examined and analyzed theoretical principles supporting bilingual education theory that described major principles that support bilingualism and bi-cognitive development. I learned how departments work, how important it is to establish network systems, and the importance of clear communication and organization.

 

National University.

Prior to SDSU, I was an Adjunct Professor at National University under the direction of Dr. Maria Marin. My courses offered two credential bilingual methods classes for aspiring teachers: B-CLAD622A- Curriculum and Instruction I: language arts, history, physical education, and VAPA; and B-CLAD622B- Curriculum and Instruction II: mathematics and science. My courses emphasized SDAIE/ELD methodologies through ELA, basic approaches to curriculum and instruction, all the state standards/ frameworks, classroom management/discipline, evaluation/assessment, lesson plan writing/delivery, thematic units, reflective thinking, review of the California education system, critical thinking strategies, multiculturalism, multi-media and computer systems, and professional and ethical responsibilities of teachers. While there I learned much regarding the differences in policies, procedures and programs between public and private institutions of higher learning.

 

Educational Technology & Computer Use

I have taught numerous courses on educational technology throughout Southern California for several years to both teachers and students at both the college and K12 levels mainly using it to enhance data analyses, research documents, and for organizing office business in general, and for MIDI-A/V applications in particular. I also understand online courses and the need to address a global audience inclusive of diversity in learning styles, cultural backgrounds and experiences. This is why courses need to be free of cultural bias, representative of a diverse population with adequate feedback mechanisms in place, and receptive to learning environments that promote openness and freedom to communicate with the professor. Courses need to reinforce enthusiasm for a student’s contributions and participation by engaging them to reciprocate their interests, strengths, and vision for class, and continue this engagement by posting regular messages to increase their involvement. I conduct pre and post test of all my students to ascertain their abilities and what they need to know in order to be successful in class. I design courses with clear expectations for student outcomes culminating with grades based on rubrics designed with activities, resources, and tasks to engage the students in exposing them to the possibilities while maintaining a certain level of sophistication to achieve mastery in their expected outcomes. Once I design the concept, I work backwards in establishing the kind of learning activities (lectures/readings/case studies/onsite visits/projects/lesson plans…), and the type of support students need, for example- posting sample lesson plans on the course website, having discussions with them through synchronized online discussions via microphones mounted on headsets, tapping into a chat box where a one-at-a-time presentation type of format would be used, and of course having hybrid lecture-online sessions.

 

I have many examples of using technology in the classroom and have given several presentations in diverse arenas such as: MOCA, SDUSD, IAC, SDSU, and more recently at the Computer Using Educators (CUE) conference. I use PDA’s, 160 gig i-Pods, MAC and WIN laptops, visual and audio projectors, diverse keyboards, rack modules, and synthesizers, laser pointers, cell phones, the internet, podcasts, DVD’s and CD’s, e-mail, and hyperlinks to teach multiple subjects and to integrate academics with the arts. I have designed and taught a MIDI Music Production program course to prepare students for a potential career in music studio production and related occupations. I have provided students with a broad base of knowledge in MIDI, GarageBand, ProTools, MOTU/DP6, and other Digital Audio Workstations (DAW) including sampling, sequencing, and synthesis. Final student products are CD’s, DVD’s, performances, compositions and written assessments. During the student walkouts a local magazine solicited a lesson plan from me that, though it was not published, was disseminated throughout school districts by classroom teachers. This lesson plan had several multi-media hyperlinks, an MP3, and internet visuals as an example of how teachers can use technology in their lesson plans.

 

Some of the equipment that I own and use to teach and perform includes:

DP6/MOTU828mk3, XT-MIDI, 24i, ProTools LEII, ADAT/DAT/CD mastering capabilities, AudioDesk, Finale, MacBook Pro with Leopard, MAC G4 Dual Tower, i-Mac, Korg OASYS-88 and Korg Triton Extreme 88 sampler-sequencer-synthesizer workstations, Hammond XK-2 and Hammond B-3 organs with a Leslie 122, Korg Karma Workstation, Korg 01Wfd Workstation, Roland XP-30, E-mu Carnaval rack system, Boss Dr. Rhythm DR-770, Alesis SR-16, Alesis Sumo 300, 2-Peavey KB300 systems, 4-Mackie SR active speaker systems and 2-Mackie SR sub-woofers, Panasonic Digital Camcorder (0-lux) and digital cameras, cable internet/CDR, DAW’s, f/x processors, Behringer mixer boards, and other rack-mounted systems and peripheral A/V equipment.

 

I understand from a practical practitioner's experience how A/V systems and educational technology work in and out of the classroom. I appreciate them as necessary tools and equipment to be installed in all classrooms, implemented into daily instructional strategies, and personnel training to be ongoing in order to optimize its use for both instructional and learning activities and lessons. I also understand the importance of educational technology for administrators as a necessary tool for research, documentation, quantifying information, creating data bases, presenting information to the staff, producing PowerPoint presentations and other multi-media productions, and for staying organized and in touch with the latest research-based strategies and information.

 

 

Philosophy and Vision for High Quality Leadership Criteria

I understand that much collaboration and teamwork is required to support a school in meeting its annual goals and objectives. I accomplish this by establishing professional relationships with my staff. I work together with the learning community to determine priorities, and engage in ongoing professional growth for staff and parents while collaborating with staff in planning, facilitating and leading professional growth. I assist others by working alongside educators while responding to requests for support, provide non-punitive/constructive feedback while facilitating demonstrations of research-driven teaching approaches, and meet with individual educators to plan observations, demonstrations and instructional goals. In the spirit of collaboration and teamwork, I direct educators to appropriate professional reading resources, learning opportunities, and meet regularly with my staff. I understand the importance of organizing for effort, having school-wide clear expectations in order for students to set and evaluate their own goals, and celebrating accomplishments through recognition of everyone’s efforts. In order to maintain high standards, there needs to be a system of fair and credible evaluations in which students are engaged in active reasoning through academic rigor in a thinking curriculum. Students also need to talk to others in accountable ways because responding to demands is fundamental to learning. Intelligence is learning by living in an environment conducive to learning and working in a nurturing environment that socializes intelligence by having classroom teachers teach intelligently and having students understand their role as learning apprentices. In the classroom, students need to be immersed in diverse reading materials and teachers need to model how to read for diverse reasons and both need to be willing to engage themselves in the art of learning. We get what we expect, therefore, it is crucial to have high expectations for everyone by empowering students to make their own decisions (responsibility), allowing for skill development (practice), teaching how to make mistakes (estimations), and be able to round-off (approximation) as essential ingredients to the growth process, as well as reliable and valid feedback in terms of assessments (response).

 

My work in education has been primarily in public institutions as a teacher, professor, and administrator in public and private school districts and college/university systems. Part of my personal mission is to help the staff help students be better prepared to meet the challenges of higher learning while allowing for smoother transitions between one grade to another or from one subject to the next one or the workforce by advocating for our professional educators and aspiring students throughout my community and network systems. I am accessible, accountable, and available to my constituents. I firmly believe that all people are capable of learning and are not bound by limitations. Students learn through creative, innovative, and exciting approaches using the latest research-proven methodologies and educational technology. Our challenge is to improve student learning, encourage the use of effective and innovative teaching methods, provide meaningful opportunities for faculty, staff and students, and shift from a rule-based to a performance based system of accountability with increased flexibility. In all of my work as an educator and artist, I have considered it equally important to educate and stimulate the learner with innovative approaches that are sensitive to today’s needs and challenges but also respect traditional forms and time-tested techniques. I carry the same philosophy with my approach to educational administration that keeps me open-minded to innovation but also respectful of maintaining a sense of tradition and culture that works towards success.

 

My vision for any educational institution of learning is to:

(1) continue to raise the standard of excellence through theory, research and application/performance while working collaboratively with the community to establish and maintain its mission, core values, vision, and priorities;

(2) involve more inter-departmental awareness by integrating the study of academics to the study of the arts through the core curriculum while capitalizing on the strengths of the teaching staff and our ethnically and linguistically diverse learning communities;

(3) have clear channels of communication, collaboration and cooperation as we realize our future long-range goals through short-term objectives by meeting challenges in positive and innovative ways;

(4) increase the leadership potential of every employee through personal professional developmental plans inclusive of professional growth through support systems for both faculty and staff;

(5) use diverse information systems that will hold everyone accountable to decisions that are data-driven through quantitative and qualitative analyses;

(6) provide leadership in fostering partnerships with area schools and school districts, and institutions of higher learning, and facilitate faculty involvement in school improvement activities by continuing to be a part of the greater community through outreaches, recruitment, and student programs;

(7) involve all major stakeholders in policy decisions while working collaboratively with university development staff, business partners, and local VAPA organizations;

(8) have a concept of team players that are optimally trained and educated to do their part towards the success of the entire team;

(9) develop new courses and programs as needed;

(10) address concerns, questions, and issues raised by the data’s patterns and trends, needs assessments, and other instruments.

 

I have had many experiences in both the pre-K through 12 public and private school districts as well as with institutions of higher learning. It is because of these experiences that I can assure all my colleagues that I shall ensure a positive presence on campus within the teaching and learning systems and in the education community, will demonstrate leadership in state and national policies and accreditation entities, and will continue to promote and practice the core value of shared governance.

 

Leadership

A leader is one who respects the importance of accountability, is clear about what is expected of others, and sets the standards in place to assure that goals and objectives are met. Institutions of higher learning are best served by educational leaders who push everyone to be their best and by supporting those professionals instrumental to the schools’ educational success. A leader demonstrates his/her abilities to be a collegial decision maker by listening, weighing, deciding, executing, and evaluating the results as they make decisions with abilities to create and sustain an effective working relationship with the faculty and staff. A leader needs to consult with a school’s community members and build consensus around decisions. While they have management skills, above all they facilitate financial management and fundraising while prudently respecting fiscal responsibilities. They understand the unique ways the business side applies to school districts and communicate that understanding to school boards and their communities. I also understand and appreciate the importance of philanthropy in education, the uniqueness of business partnerships and what they bring to educational systems, and the development of community partnerships in developing career awareness and apprenticeships for students at all levels.

 

I am an educational leader with a vision and understanding of the importance of examining new ideas and adopting those that hold the most promise for improving our educational programs if we expect to continue to flourish in the decades ahead. A leader must have the ability to inspire those around him/her, while not sacrificing the institution’s unique culture. I have demonstrated successful teaching and learning experiences while working effectively with diverse communities and understand related policies such as educational codes, bargaining associations, legislation, and local board policy directives. I communicate clearly and candidly, inform others through individual and/or group conferences, and invite all of my constituents and potentially impacted parties of impending decisions to committee and staff/faculty meetings. I have a servant attitude and understand my role as one who provides services, resources, and leadership to my school and district. I am an educational leader very interested in participating in educational public forums, maintaining an enviable reputation in the local, national, and international circles while working hard to continue my record, reputation and excellence in education through participation in both local and national organizations while mentoring future generations of our schools’ faculty and staff, and recruiting and developing quality faculty and leaders. I set ambitious goals, am very proactive and am willing to commit to personal as well as institutional goals.

 

In closing, let me clarify that I love working with people and have several years of successful experiences in leadership, administration and management of K-12 public and private school systems including IHL’s. I have an understanding of and sensitivity to national, international, and cross-cultural exchanges and have a proven ability to establish partnerships, implement communication systems, organize special events, execute multi-faceted projects, and evaluate team-based environments. I have demonstrated interpersonal and personnel management skills while multi-tasking and meeting deadlines. I am professional, outgoing, enthusiastic, and have a proactive attitude. I am also bilingual (Spanish-English), cross-cultural (Mexican-American), have a strong background in VAPA (music, dance, theater, and the visual arts), have hands-on experiences with state-of-the-art technology (WIN/MAC/MIDI/MOTU-DP/Pro-Tools), and am in strong physical condition (long-distance jogging/biking) to carry out my daily duties and responsibilities. I thank you for taking the time to read my lengthy letter and curriculum vitae and trust that my education, energy, expertise, and background experiences will provide me the opportunity to meet with you.

 

Sincerely,

 

 

Dr. Fredrick B. Lanuza, Ph.D.



[1] Mr. Marco Curiel (Principal-Lead Educator).

[2] Mrs. Florence Johnson (Principal- deceased) and Mr. Bob Saunders (Principal- currently with SDCOE).

[3] Mrs. Julie Elliot (Principal).

[4] Mrs. Charlene Sapien (Principal- currently with Chula Vista Elementary School District).

[5] Mrs. Lyvia Faure-Gault (Director) and Dr. Celia Ramirez (Director at MEP/SDCOE).

[6] Dr. Francine Williams (Director).

[7] Dr. Katie Gaspard (Principal) and Dr. Linda Mora (Vice Principal).

[8] Elizabeth Morin (Principal).