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Prior to her time at Santa Cruz, Juliana worked in the energy sector. At Santa Cruz, she implemented end-to-end talent management plans that optimized school organization and strengthened campus culture.
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Juliana previously served for five years as human resources director at Colégio Santa Cruz. She brings more than 15 years of experience in talent management and development gained at leading schools and multinational corporations. Juliana Salles joined Avenues São Paulo in 2017 as director of people and culture. In partnership with the rest of the leadership team, she intends to develop the program as a model of for innovation, as well as sustainable, intercultural and interdisciplinary educational design. At Avenues, Cristine leads the Brazilian program. She has published several books and taught courses on creative writing and language learning. In 2010, Cristine became the director of teaching and learning, and vice-general director at Santa Cruz.Īlongside her work as an educator, she has completed a postgraduate course in communications and semiotics at São Paulo’s Pontifícia Universidade Católica (PUC), a master’s degree and a doctorate in Education at the Faculty of Education at the University of São Paulo (USP). Cristine held a range of roles at Santa Cruz, including teacher of literature and writing, head of college preparation and director of elementary school. She began her career as a Portuguese teacher in the Secondary Division of Colégio Santa Cruz, where she remained until 2017. Her husband is Brazilian and she has two children, and considers both the United States and Brazil her home.Ĭristine Marie Tedeschi Conforti has dedicated herself to education since her undergraduate studies in Literature at Universidade Estadual Paulista (UNESP). As a native of New York and long-time resident of São Paulo, Lisa is fluent in both English and Portuguese.
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Her experience in international education has led to a deep appreciation for the value of diverse communities and dual-diploma learning programs. At Graded, she served as admissions director, responsible for increasing enrollment developing sustainable financial aid and scholarship programs and forming impactful partnerships with peer institutions and corporations. She has worked with tens of thousands of families from Brazil and around the world, and has welcomed generations of students to transformative experiences in education. Most recently, she served as the director of admissions at Graded–The American School of São Paulo. Lisa Lund Peixoto has more than 16 years of leadership and administrative experience in independent education. Also, don’t forget to find a planning routine that helps spark JOY for you! Whether it’s digital or paper or a happy combo, whatever works best for you and your students.īuild your custom Teacher Lesson Planner and please share how you use them for planning your lessons this school year.Director of Admissions and Enrollment Management Your planner doesn’t need to be perfect and beautiful every single week you want your planning routine to be functional and sustainable. Planning is such a personal practice and you have to find what works FOR YOU. Tip for teachers with over 30 students: since the Teacher Lesson Planner checklist pages have 30 lines each, you may want to do like I did (I had 32-36 students every year) and put half on one page and the other half on the next. Most of the formal assessments were input digitally into various websites we used.
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I would also use these record pages to track weekly spelling tests and sight word tests. I used these checklist pages mostly for checking and tracking their progress and completion in their learning centers. Those checklist pages came in clutch when it came time to track ongoing weekly assignments my students would turn in. When it came to grading and tracking scores in my classroom, I used a combination of digital tracking and the checklist pages found in the back of the Teacher Lesson Planner. Use digital tracking and paper checklists for grading.