Science Instructional Coach
With over 15 years of experience in the educational industry, Roxane Dupuis, seeing the need to bring high quality science to middle grade students, joined the Center for Science and Math Education (CSME) staff at Loyola University in 2012 as a Science Instructional Coach. Passionate about science and its effective implementation in order to reach all students, she works with elementary science teachers to support and maintain best practices through the use of research-based curricula as aligned with the Next Generation Science Standards. As a coach, her responsibilities include: (1) observing instructional delivery and providing feedback to enhance and support each science teacher’s professional growth plan; (2) working with the academic staff (teacher leaders, assistant principals, principals) in order to shift from isolated incidents of improvement to shared participation in the process of school instructional improvement; (3) examining the impact of effective teaching on student learning by looking at student work; and (4) providing additional professional development for teachers and administration based on the needs of the participants.
Prior to working with Loyola University, her career in education began as a High School Teacher teaching physics and chemistry, followed by working for Chicago Public Schools in 2006 to coach high-school teachers in fostering their instructional practices. There, Ms. Dupuis has had extensive experience in coaching and leading the instructional work in Chicago’s high school environment. Her work included: leading a team of Teaching & Learning Specialists who conducts teacher observations, review student data analysis and student assessments based on teaching plans, and provide additional support directly in the classrooms when needed. Her work also oversaw after-school programs and participation in school-based Instructional Leadership Team Meeting (ILT) that focused on ACT and Prairie State Achievement Examination (PSAE) preparation. The results of this work focused on dramatically improving the student’s college and career readiness through their academic work.
She was responsible for increasing student achievement by establishing an educational system focused on: (1) building student academic competencies through a framework of skills-based instruction; (2) providing extensive professional development for teachers; (3) implementing a rigorous student assessment model to monitor and support academic growth; and (4) optimizing student learning environments to ensure students have the conditions to readily learn.
Her work included: building professional development and equity teams focused on the framework of “College Readiness” and culturally relevant pedagogy to increase academic achievement; creating instructional and content area leadership teams to provide forums for teacher observations, curriculum development based on “Understanding by Design”: and overseeing the career development of teachers as they become Teacher Mentors for student teachers entering the profession. A certified teacher in Secondary Teaching, Ms. Dupuis, also has an endorsement in middle school science education. She earned her bachelor’s degree in Biology with a minor in Chemistry, from St. Mary’s College – Notre Dame and holds two master’s degrees; one in the Art of Teaching from National-Louis University, and one in Educational Leadership from Governor’s State University. Currently she is (ABD) in an Educational Leadership Doctoral program at Chicago State University with an expected date of completion in May 2015.