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Hello! I am Dr. Dashana Dulin

 

Embarking on my freshman year at Hofstra University, I set my sights on becoming an
advertising specialist. Once I earned my Bachelor’s Degree in Business Administration, I
realized that professionally, I felt unfulfilled. To fill this void, I began to teach various dance
disciplines at a small studio in Queens, NY. I never imagined that watching children develop would bring me so much joy. Once I discovered my passion for teaching, I applied for and received the New York City Teaching Fellowship. This began my path in education, and I became a special education teacher in New York City schools. 


After several years of teaching at-risk students, I developed the understanding that
teachers provide both instructional and social-emotional support for students. With this
knowledge, I sought out and obtained a Master of Science degree in Special Education from Queens College as well as a Master of Arts degree in School Counseling from the University of West Alabama. With these credentials, I expanded my knowledge of how to best support students inside and outside of the classroom. This became especially true of students with learning disabilities. In my instructional and counseling practices, I designed my own archetype to break barriers that often isolated students.


The energy and enthusiasm that exuded from my classroom walls was one that I felt
obligated to share with my colleagues. Through mentoring other Special Education teachers on best practices and leading by example, I made an organic transition into educational leadership. As a leader in any capacity, it is important to me to analyze past practices and refine my craft based on data. I continued my research through pursuing a Doctorate in Instructional Leadership from St. John’s University. My long-term goal is to create a transitional program where core curricula is based on student interests in order to create a springboard into various fields of study.

 

My Educational Philosophy and Vision

My educational philosophy as a school leader is to ensure the highest quality of instruction for all students. Curriculum development is critical for academic equity. It is of high priority to me to ensure there are multiple access points academically for students on all levels. This is
possible through curriculum modification. I am the co-chair of the Brentwood Curriculum
Advisory Council (CAC), and I work diligently to provide perspective on the development
of new district initiatives. As the educational landscape continues to change for students, I accept the charge of safeguarding instructional programming that prepares students for the twenty-first century.

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Dr. Dashana Dulin

EDUCATIONAL LEADER

 

Phone:

347-685-2771

 

Email:

dashanadulin@gmail.com

 

Address:

Baldwin, NY

EXPERIENCE
 
2018-Present

Lead Assistant Principal

BRENTWOOD USFD

 

Oversee strategic planning, operations, fiscal management and teacher coaching for two high school centers. Leads team of 10 administrators, supervising over 300 staff members. Reports to high school principal and central office administration.

Responsible for implementation of school-wide instructional and operational systems
Collaborates with staff to ensure curriculum materials align to most recent research in the fields of literacy development, social justice reform and Next Generation Standards
● Impacts curriculum development by serving on the district-level Curriculum Advisory Committee (CAC)
● Develops and maintains master schedule and state reporting including BEDS
● Provides instructional leadership and coaching for new teachers
● Manages building budget and expenditures
● Supports student academic and social emotional needs.
● Fosters restorative justice practices and routines
● Arranges test administration for all NYS assessments
● 
Provides behavior intervention strategies

2015-2018

Department Head of Special Education

BRENTWOOD USFD

 

Monitored the delivery of special education programs and transition services to ensure compliance with legal guidelines.  Managed a team of 50 teachers and teacher’s assistants.  Led team to increase access and results for students with disabilities.

● Organized all services for Students with Disabilities on the high school level.
● Increased access for special education students through the adaption of curriculum to support multiple modalities of learning
● Responsible for evaluation of special education staff and service providers
● Chaired Committee on Special Education (CSE) meetings and supervised
implementation of IEPs
● Ensured compliance of IDEA regulation and policy.
● Engaged in the development of Functional Behavioral Assessments and Behavior Intervention Plans for students

● Organized parent counseling and training
● Worked with school counselors to create a plan for improving the graduation rate for special education students.
● Coordinated transition for special education students
● Organized NYSELAT testing for dual enrolled students; English language learners and special education students
● Active participant of the high school administrative team. Collaborated in building
initiatives including curriculum development and student management.

2012-2015

Program Coordinator and Special Education Teacher

ROOSEVELT USFD

Coordinated college and career ready programs for general and special education students.  Managed over 500k in grant funds; providing quarterly progress reports to NYS compliance office.  Reported to Building Principal and Director of Special Education.

● Provided academic support for at-risk students to assist in their immediate and long-
term educational objectives and career goals.
● Assisted in development of Building Master Schedule and ongoing refinement
● Managed School Improvement grant funding allocated for college and career ready
programs.
● Member of the High School Grant Writing Team
● Coordinated and facilitated The Princeton Review Program offered to prepare students
for the college admissions tests, SAT and ACT.
● Led the Virtual Advanced Placement Program.
● Conducted School Support Team meetings for at-risk students.
● Collaborated with colleagues to review assessment data and share best practices
● Facilitated college tours including transportation and accommodation arrangements.
● Differentiated curriculum to cultivate critical thinking skills for students with disabilities
● Offered individual and group counseling geared towards crisis intervention, vocational
support and the career/college process.

2005-2012

Special Education Teacher

NYC DEPARTMENT OF EDUCATION

● Created differentiated lessons and assessments for Algebra, Geometry and Trigonometry.
● Implemented modifications, including but not limited to assistive technology to support English Language Learners
● Employed various team-teaching models as a means of re-teaching and/or enriching small groups
● Held Professional Development to support staff in learning how to effectively differentiate lesson content and co-teaching
● Contributed to improved student achievement by participating in school-wide inquiry groups
● Participated in data-driven grade level and departmental teams.
● Actively engaged in the Individualized Educational Planning for each student with special needs
● Created Transition, Secondary and Academic goals for School Based Support Team.

EDUCATION
 
MAY 2019

Doctor of Education-Instructional  Leadership

ST. JOHNS UNIVERSITY

JULY 2014

Advance School Leader Certificate

MASSACHUSETTS COLLEGE OF LIBERAL ARTS

MAY 2011

Master of Education-School Counseling

UNIVERSITY OF WEST ALABAMA

MAY 2008

Master of Science-Special Education

CUNY QUEENS COLLEGE

MAY 2005

Bachelor of Business Administration-Marketing

HOFSTRA UNIVERSITY

PERSEVERE UNTIL SUCCESS HAPPENS (PUSH)

The PUSH program was established to provide hope and motivation to very high-risk students. Program participants were retained for two or more years prior to entering the high school-making this population of students over-aged and under-credited. PUSH provided wrap-around services to support both the academic achievement and socio - emotional development of program scholars. As a teacher and at-risk counselor of the program, I supported students as they navigated through both bright and challenging times of their lives. By the end of the second year of implementation, students were back on track with their age-level peers, and graduation bound. At the conclusion of the three-year program, 87% of program participants earned a high school diploma.

THE PRACTICAL NURSING PROGRAM

The need for students to excel in both college and essential trade work is paramount. The partnership between Roosevelt High School and The Practical Nursing Program at the Vocational Education and Extension Board (VEEB) afforded high school seniors the opportunity to achieve licensure as a practical nurse. Students were transported daily from the high school campus to VEEB, where they received hands-on training and experience to fulfill licensure requirements. I worked in the capacity of lead administrator for this initiative, and remained in constant communication with the students to ensure a seamless transition into the program full-time post-graduation and continued academic success. Program participants showed an increase in school attendance and grade point averages.

THE FRIENDSHIP CLUB

In SY2018, Brentwood High School collaborated with the Special Education PTA (SEPTA), to launch The Friendship Club. The intention of this initiative was to unify students and encourage them to embrace diversity. Students share socially engaging strategies to develop lasting friendships that are healthy. The Friendship Club provides opportunities for positive socialization between general education and special education students. The Brentwood High School Student Community recognized The Friendship Club as one of top outlets to address social-emotional issues. (Teen Truth Leadership Summit, 2018)

PROJECTS
 
ACKNOWLEDGEMENTS
 
TOWN OF ISLIP CELEBRATES WOMEN'S HISTORY

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March 2nd, 2020 – In honor of March, Women's History Month, the Town of Islip is shining a spotlight on 14 women throughout the town, who have an impact on residents through their businesses, their civic engagement, as educators or as physicians.

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Brentwood, N.Y. (November 2019)—Brentwood families had the opportunity to tune into several mental wellness resources and options within the community at the Mental Wellness and Music Fair on Saturday, November 16th from 9 a.m. to 1 p.m. Hosted by Brentwood Union Free School District (BUFSD) at Sonderling's gymnasium, the event reinforced the various resources available to students and families to combat the risks of suicide, anxiety, and depression in the community.
"Encouraging students, families, and community members to begin dialogue on the importance of mental health education and awareness is vital in the movement to combat the various stigmas and risks surrounding it," said Mr. Richard Loeschner, Superintendent of Brentwood Union Free School District. "As educators and mentors in the district, it's our job to foster a safe, nurturing and stable school environment where students can thrive both academically and socially. Brentwood is focused on providing the necessary support and resources to our students and families to ensure the mental well-being of each student within the community."
The main stage in Sonderling's gymnasium featured performances by Brentwood alumnus and local musician Dudley Music, as well as several of the district's dance groups and quartets. Professionals and experts from various Long Island organizations including Response Crisis Center, Suffolk County Children's Single Point of Access (SPOA), Adelante of Suffolk County, Long Island Council on Alcohol and Drug Dependence, South Oaks Hospital, Northwell Health, Youth Enrichment Services (YES), Family Service League, EOC Suffolk, Adelphi School of Social Work, L.L. Bean, and the Mindfulness Bus filled the room with tables and educational resources for the community. Translators will be available for Spanish speaking community members.
 
The event is spearheaded by Dashana Dulin, chief organizer and Assistant Principal of Brentwood High School, with help from the Brentwood Board of Education, teachers, students, district counselors, and Suffolk Community College.
SKILLS
 
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Strong Organizational Skills

Professional Development /

Teacher Coaching

Crisis Intervention

NYSED Compliance Monitoring

Special Education Programming

Data Analytics

Microsoft Office Suite - Advanced

Microsoft: Teams | Forms | Sway | One Drive | One Note - Advanced

eSchool Management System - Advanced

Google Suite -  Proficient

Zoom - Advanced

 
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