Phyllis Lopez

• Design and teach interdisciplinary humanities units integrating literature, history, geography, and civics, emphasizing inquiry, critical reading, discussion, analytical writing, and synthesis across texts and perspectives.
• Develop project-based and immersive learning experiences that culminate in authentic products, exhibitions, and community engagement.
• Integrate social-emotional learning and executive-functioning supports into humanities instruction, advising students through goal-setting, reflection, and identity development.
• Collaborate with colleagues to co-design interdisciplinary units and short-term intensives that connect humanities learning to real-world issues and student interests.
• Use qualitative assessment, student work analysis, and observational data to refine instruction and inform program development.
• Participate in faculty hiring, mentoring, and curriculum alignment work focused on inclusive, neurodiversity-affirming practices.

• Provided instructional leadership and curriculum guidance across grade levels, supporting coherence and alignment in humanities and interdisciplinary learning.
• Collaborated with administrators and faculty to strengthen inquiry-based instruction, unit design, and assessment practices.
• Supported professional development initiatives, accreditation processes, and International Baccalaureate (IB) authorization requirements.
• Analyzed instructional resources and supported adoption decisions to enhance rigor, relevance, and equity.

• Taught middle school English Language Arts and history, emphasizing discussion-based learning, literary analysis, research, and historical inquiry.
• Designed CCSS-aligned humanities curriculum integrating writing, reading, and social studies through interdisciplinary units.
• Collaborated with families and student support teams to provide academic and social-emotional support, including IEPs and individualized learning plans.
• Participated actively in curriculum mapping, faculty collaboration, and schoolwide initiatives.

• Contributed to English and history curriculum development and implementation aligned with CCSS and international standards.
• Taught humanities instruction bilingually (English and Spanish), integrating literacy, historical thinking, and cultural studies.
• Directed school performances and community events that strengthened school culture and student voice.

• Led ESL curriculum design and assessment aligned with accreditation requirements.
• Supported content-area teachers in integrating language development within humanities and interdisciplinary instruction.

WES Credential Evaluated