Danielle Chamoun Goffi

Dmgoffi485@gmail.coM • 847.370.9862 • Chicago, IL • http://www.mrsgoffi.weebly.com

Licensure
ILLINOIS
Professional Educator License
• English (Senior High School), with Language Arts and Social Science Endorsement (Middle School)
• License ID: 2084243, effective through June 30, 2023

Teaching Experience
SOUTHBANK INTERNATIONAL SCHOOL • LONDON, ENGLAND • AUGUST 2015-NOVEMBER 2017
International Baccalaureate Language & Literature Teacher in Middle Years & Diploma Program (Grade 7-12)
Reason for Leaving: Relocation back home to Chicago for husband’s job
• Collaborated with English Department to develop and implement conceptual units aligned with the IB
guidelines for Middle Years Program and Diploma Program
• Fostered global mindedness, metacognition, and inquiry through the Service as Action Project in Grade
7, the Community Project in Grade 8, the Personal Project in Grade 10, and the Extended Essay in
Grade 11-12
• Designed a year-long curriculum plan for Diploma Program students in a Language & Literature course,
focusing on inquiry statements, essential questions, and key approaches to learning
• Created and moderated common assessments with English Department to ensure equality within each
grade level
• Evaluated and reported assessments using standards-based criteria: analysis, organization, producing
text, and using language
• Spearheaded and developed independent reading program for Grades 6-9, encouraging students to
create individual goals and reflect on progress throughout the year
• Organized and led a Grade 8 trip to Shakespeare’s Globe Theater
• Assisted in leading a two-day field trip to Auschwitz-Birkenau concentration camps for Grade 10
students
• Created a paperless classroom through Google Drive and Google Classroom for more efficient
feedback, to facilitate more collaboration, and to effectively organize students
CARLETON WASHBURNE SCHOOL/SKOKIE SCHOOL, DISTRICT 36 • WINNETKA, IL • AUGUST 2013-DECEMBER 2014
Language Arts and Social Studies Teacher (Grade 6) // English Teacher and Advisor (Grade 7 and 8)
Reason for Leaving: Relocation for husband’s job opportunity in the United Kingdom
• Designed and employed differentiated grammar, fiction reading and writing, and informational
reading and writing lessons, based on the reading and writing workshop, using pre-assessment
and post-assessment to determine (flexible) grouping for each skill taught
• Co-planned and co-taught with Special Education, English, and Social Studies teachers
informational and argumentative units, aligned with the Common Core State Standards (CCSS)
• Communicated with team teachers and parents regarding the progress of students through
anecdotal records, classroom formative and summative assessment data, and the district
assessment, STAR, scores
• Assisted students in creating reading and writing goals and encouraged students to track the
progress of these goals each trimester through reflection and one-to-one conferencing
• Integrated 1:1 technology and encouraged 21st century learning strategies through the use of
iPads by co-planning and co-teaching with media specialist and technology teachers on
various units, such as fiction reading and informational writing
• Fostered healthy social and emotional habits through numerous advisory activities, which
targeted the district’s advisory goals: reflection, resilience, relationships, and responsibility
• Collaborated with grade-level teachers to create an integrated Social Studies and English
curriculum using essential questions and the readers’ and writers’ workshop model from
Teacher’s College
• Modified lessons and assessments, in collaboration with the Special Education teacher, to meet
the needs of all students
WILMETTE JUNIOR HIGH SCHOOL, DISTRICT 39 • WILMETTE, IL • AUGUST 2012-JULY 2013
Differentiation Support Teacher (Grade 7)
Reason for Leaving: Desire to return to classroom to enhance professional practice
• Collaborated with core, elective, and technology teachers to prepare and implement
differentiated, co-taught lessons, activities, and assessments for reading, writing, social studies,
science, and math in order to challenge the district’s gifted and talented students
• Assisted science and history teachers in the implementation of cross-curricular differentiated
lessons, such as an inquiry-based science lesson to incorporate researching, reading informational
text, writing, speaking and listening, in order to align curriculum more closely with CCSS
• Created a 7th grade Reading Challenge, which contained rigorous, high-school level texts in which
students discussed on a blog
• Assisted core subject and elective teachers in designing lessons based on Khan’s flipped
classroom initiative to target the goals of WJHS’s School Improvement Plan (SIP)
• Analyzed classroom assessment and district standardized assessment, Performance Series Scantron
(PSS) to recommend (flexible) grouping for differentiated activities and to communicate students’
progress with core teachers and parents
• Implemented a research and narrative writing unit for the local Daughter’s of the American
Revolution (DAR) writing contest; three students placed in first, second, and third in the contest
MILFORD JUNIOR HIGH & MILFORD HIGH SCHOOL • MILFORD, OH • SEPTEMBER 2010-MAY 2012
College Prep English Teacher (Grade 10) // Literature Teacher (Grade 7)
Reason for Leaving: Desire to move home to Chicago
• Prepared and executed lessons for a drama, grammar, fiction, and non-fiction unit to assist
students in meeting graduation requirements and becoming career/college ready
• Modified lessons and tests to accommodate students with special needs and different learning
styles
• Administered AimsWeb/MAZE assessment as part of the Response to Intervention (RTI) Process
• Designed and employed differentiated reading and writing strategies to increase student
participation, target all students’ learning styles and needs, and engage higher-level thinking,
based on Bloom’s taxonomy
• Co-taught various lessons with intervention specialist to accommodate students on an IEP or 504
plan
• Administered Short Cycle Assessments (SCA), the district’s standardized test, to monitor students’
progress in preparation for the 7th grade Ohio Achievement Assessment (OAA) and the 10th grade
Ohio Graduation Test (OGT)
• Encouraged parental involvement through monthly newsletters and a teacher webpage to
communicate weekly assignments and grade updates
• Collaborated with parents, administration, team teachers, and intervention specialist to
monitor student progress, as required on the IEP or 504 plan, and to modify assignments and
assessments, as necessary

SPRINGBORO HIGH SCHOOL • SPRINGBORO, OH • JUNE-JULY, 2010 & JUNE-JULY 2011

Credit Recovery College Prep English, Summer School Teacher (Grade 9-12)
• Created and executed differentiated lessons for a 5-week credit recovery course in conjunction
with the English curriculum to assist grade 9 - 1 2 students in meeting graduation requirements
• Increased completion rate of homework and in-class assignments by implementing a reward
system

Coaching & Leadership

Led yoga and mindfulness sessions for grade 12 • London, England
Presented close reading, differentiation, and student-driven strategies for school staff • London, England
Piloted 10th grade e-assessment • London, England
Organized 10th grade interdisciplinary unit, involving English, Math, Science, History • London, England
Trained Google guide for staff • London, England
Supervised run club for MYP students • London, England
Coached volleyball for MYP and DP students • London, England
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Advised literary magazine extra curricular club for MYP and DP students • London, England
Partook in response to intervention committee • Winnetka, IL
Participated in English/Language Arts (ELA) curriculum reevaluation committee • Winnetka, IL
Presented SEL activities at New Trier Township Professional Development for staff • Winnetka, IL
Presented inquiry based learning techniques during an Academy 39 workshop for staff • Wilmette, IL
Participated in ELA committee • Wilmette, IL
Advised literary magazine club for grade 7-8 • Wilmette, IL
Partook in CLIMB committee for social and emotional growth of staff • Wilmette, IL
Participated in building leadership committee (BLC) • Wilmette, IL
Coached cheerleading for grade 7 • Milford, OH
Coached Girls on Track (GoT) for grade 7-8 • Milford, OH

Professional Development
When Hate is in the Headlines, led by Facing History and American Teacher’s Federation • 2017
Culturally Responsive Literature, led by Harvard Graduate School of Education • 2017
Self-led professional reading: Notice & Note: Nonfiction Reading by Beers & Probst • 2017
First Aid training • 2017
Self-led professional reading: Advancing Differentiation: Thinking and Learning for the 21st Century by Cash • 2016
Talk-Less Teaching, led by Isabella Wallace • 2016
Autism training, led by Center for ADHD and Autism Support • 2016
Literature in Translation, led by Hannah Tyson • 2016
Language and Literature, Diploma Years IB Training • 2016
Google Apps training, focusing on Google Classroom • 2016
International Baccalaureate: Principals into Practice, attended in Doha, Qatar • 2016
Extremism in English schools training • 2015
Close Reading and Conferring Through Reader’s and Writer’s Workshop, led by Teacher’s College • 2014
Response to Intervention • 2014
1:1 devices in the classroom (iPads) • 2014
Flipped classroom strategies through the use of Schoology • 2013-2014
Self-led professional reading: Teach Students to Ask Their Own Questions by Rothstein & Santana’s • 2013
Social and emotional learning in advisory • 2012
Unpacking Common Core Standards • 2011-2012
Understanding Poverty in the Classroom, surrounding Ruby Payne’s book • 2011
Reading strategies and differentiated instruction • 2010-2011
Co-teaching and co-planning in the English classroom • 2010-2011

Education
UNIVERSITY OF DAYTON • DAYTON, OH • AUGUST 2008-DECEMBER 2009
Master of Science in Education and Allied Professions
UNIVERSITY OF DAYTON • DAYTON, OH • AUGUST 2003-JUNE 2007
Bachelor of Arts in Journalism, Minor in English
Study Abroad in Florence, Italy, 2005

Awards
The Alliance for Early Childhood Teacher Tribute in Winnetka, IL • 2014
Wilmette Junior High Wall of Honor • 2013

Volunteer & Other Work Experience

Part-time Resource Center Associate at Greeley Elementary School D36• Winnetka, 2017-2018
Glenview D34, Winnetka D36, Wilmette D39, Esperanza School, Francis Parker, Oak Park and River Forest High
School Substitute Teacher • Chicagoland Area, 2018
Discovery Education Freelance Publicist • London, April-October 2015
Cardinal Vaughan Memorial School Library Assistant Volunteer • London, February-April 2015

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American School in London Substitute Teacher • London, February-September 2015
Leo Burnett Administrative Assistant • Chicago, August 2007-July 2008

Publications
The Southbanker • Supervisor of student-led literary magazine, 2016-17
“The Future of Edutech: A View from the States” • Teach Secondary online, May 2015

References

ANGELA JOHNSON, Head of English Faculty ELIZABETH MARUT, Literacy Facilitator

Southbank International School • London, England Carleton Washburne/ The Skokie School • Winnetka, IL
Angela.johnson@southbank.org elizabethmarut@winnetka36.org

KELLY TESS, Principal JOSHUA SWANNER, Principal

The Skokie School • Winnetka, IL Greeley Elementary School • Winnetka, IL
kellytess@winnetka36.org joshuaswanner@winnetka36.org
CHRIS JOOB, Special Education Co-Teacher
Carleton Washburne School • Winnetka, IL
chrisjoob@winnetka36.org

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