Karmin Mendoza

411 S. Clela Ave, Los Angeles CA 90022 | 323-893-6261| [email protected]

Objective: A learning-focused educational coordinator who advocates for rigorous academics for all learners, especially at-risk,
English Learners, and homeless & foster youth, improving teacher capacity, and encouraging community and parental
involvement.

Education Concordia University, Irvine, CA

Masters of Art in Educational Administration with Preliminary Administrative May 2020-Present
Credential

Mount St. Mary’s University May 2014

Clear Credential Program May 2010
Master of Science in Secondary Education & Single Subject Preliminary
Credential Program
December 2004
Bachelor of Arts in English and Political Science
Professional Griffith STEAM Magnet Middle School, Los Angeles, CA 7/2018-Present
Experience Targeted Student Population Adviser
 Provide instructional support for teachers regarding effective strategies for English
learners, foster youth and low-income student learning and academic success.
 Conduct demonstration lessons to improve instruction for English learners, foster youth,
and low-income students.
 Facilitate grade-level team/department meetings to analyze assessment data, review
student work, discuss best practices, identify student needs, and plan differentiated
instruction for English learners, foster youth and low-income students.
 Facilitate peer coaching by working with teachers to plan, deliver, and analyze lessons.
 Provide professional development, to all stakeholders, which supports the English
Learner Master Plan program implementation.
 Support the English Learner Advisory Committee (ELAC) and the School Site Council
in fulfilling their legal responsibilities
 Maintain English Learner Program documentation as required by state and federal
mandates.
 Assist the administrator with the enrollment process, administration of assessments,
placement for English Learners, and assignment of paraprofessionals.
 Assist with identifying the initial English Language Development level of newly
enrolled English learners.
 Represent the school site at district meetings and training pertaining to Title One
students, English learners, and foster youth
 Assist with the development of the school’s Parent Involvement Policy and School-
Parent Compact, if working at a Title I school.
 Maintain documentation as required for district, state, and federal English Language and
Title One programs accountability

Griffith STEAM Magnet Middle School, Los Angeles, CA

English Language Arts Teacher
 Developed cross-curricular lessons to align with Social Studies classes. 9/2014- 6/2018
 Integrated and instructed LANGUAGE! Curriculum and district curriculum to support
and challenge low performing students in two Accelerated Academic Literature course
for 8th and 7th grade students.
 Developed and implemented extensive SBAC writing instruction using Jane Schaeffer
writing strategies in preparation for SBAC State exam.
 Used technology in classroom, when available, to enhance student learning through
websites such as NEWSELA and internet research.
 Analyzed available data from district Interim Assessments to drive instruction and
modify as needed.
 Taught test taking and preparation strategies for the California English Language
Development Test during Saturday school for students who needed to reclassify
 Used cooperative learning and SDAIE strategies to meet the needs of all students,
 specifically ELL.

MANUAL ARTS SENIOR HIGH SCHOOL, Los Angeles, CA

English Language Arts Teacher
 Developed and executed 10th grade unit plans that addressed Common Core content
standards to meet district benchmark assessments. 9/2012-6/2014
 Attended Common Core trainings and met with content-alike faculty to plan and align
instruction according to Common Core standards.
 Attended weekly professional development meetings within grade level content to
collaborate to improve teaching practice focusing on problem of practice and modify
instruction.
 Developed and implemented extensive CAHSEE and CST preparation in student
instruction with an overall 72% passing rates
 Analyzed student periodic assessment data to drive instruction and modify as needed.
 Implemented and instructed the Scholastic English 3D curriculum program for two
Long-term English Learner focus classes to prepare students for language
reclassification.
 Taught test-taking strategies and CAHSEE preparation lessons during Saturday school
sessions for at-risk juniors and seniors.

JAMES A. GARFIELD HIGH SCHOOL, Los Angeles, CA

English Language Arts Teacher
 Developed and executed 9th, 10th, 11th grade unit plans that addressed state content
standards through lecturing, demonstration, and use of audio-visual 9/2010-6/2012
 Attended professional meetings and teacher training workshops to maintain and improve
in teaching practice.
 Participated in weekly Professional Learning Community meetings with content- alike
faculty to plan and align curriculum to ensure that instruction follows curriculum
guidelines and meet state and school requirements.
 Set short- and long-term goals to drive instruction and modified as needed.
 Prepared students for and administered district and state mandated performance
assessments.
 Implemented use of the Scholastic Read 180 Intervention Program to assist Far Below
Basic, Below Basic, and Basic students improve at least two performance bands on the
California Standards Test.
 Taught test-taking strategies during two eight-week Saturday school sessions to prepare
at-risk students achieve passing scores in the California High School Exit Exam.
 Used cooperative learning strategies, and SDAIE strategies to meet the needs of students
with multiple learning styles.

Committees Community Relations Liaison- Social Media and Webmaster 2017-Present

English Department Chair 2015-2018
Served
2015-2016
School Decision Making Council
2014-2016
PLC Facilitator 2013-2014
Instructional Leadership Team-10th Grade Academy Lead