Curriculum Vitae
LINDA P. MARTINEZ, ED.D. PROFESSIONAL PROFILE •
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Highly dedicated education professional with solid reputation for initiating positive change in large and small organizations by engaging people to discuss and define important matters, align goals, and implement strategies through “out-of-the-box” thinking that bring innovative solutions into focus. Dynamic, articulate leader who possesses extraordinary communications and interpersonal capabilities in rare combination with theory, wisdom, and practical ideas, leading to highly successful problem-solving initiatives. Creative, resourceful solutions facilitator, who is known for expertise in many critical areas, including education reform, school-improvement planning, leadership skill building, and emotional intelligence. Enthusiastic service provider who implements activities with professionalism and flair and frequently offers pro bono speeches, workshops, fundraising, and other work for state and local organizations. Bilingual communicator, fluent in Spanish.
EDUCATION Doctor of Education in Administrative Leadership, Vanderbilt University, George Peabody College for Teachers, Nashville, TN, 1989 DISSERTATION: Principal As Artist: Model For Transforming School Community Master of Education in Curriculum and Supervision, Vanderbilt University, George Peabody College for Teachers, Nashville, TN, 1985 Bachelor of Arts in Liberal Arts, California State University, Northridge, CA, 1979 Certificate, Administrative K-12, and Elementary K-8, New Mexico State Department of Education
ACADEMIC/TEACHING EXPERIENCE Educational Consultant, Martinez & Associates, Inc., Santa Fe, NM, 1986 to Present
Organizational Development and Research • Specialize in researching and facilitating large-scale educational change processes, school culture, educational leadership and professional development, culturally relevant instructional practices, programs for school/family/community partnerships in communities with indigenous populations and diverse cultures throughout Southwest United States and worldwide. • Utilize creativity to analyze group dynamics, to build and reinforce alignment, and to enhance team’s ability to think and act synergistically – with full sense of coordination and unity. • Offer both fresh and seasoned insights to encourage development using inquiry, reflection, dialogue, and shared understanding. • Leverage client competencies by providing common vision and creating energetic and inspired atmosphere. • Enable educators to reconfigure their thinking and achieve breakthrough solutions to their problems. Problem-solving • Address systemic causes that lie beneath surface of problems and conflicts and provide opportunities for clients to become familiar with underlying issues. • Apply highly specialized cultural insight and understanding to resolving conflicts. • Ensure client organizations understand need to shift from dysfunctional dynamics to embracing perspectives that lead to fuller functioning and healthier organizations. • Provide value-added service that improves student learning and achievement, staff communications and relationship building, by specifically addressing situational uniqueness and individual concerns. • Approach problem-solving through out-of-the-box thinking to bring solutions into focus that might otherwise go unnoticed. • Apply sensitivity to misunderstandings on personal and professional levels and address the dynamics that determine organizational success or failure.
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Facilitate process to improve productive collaborative relationships by employing cooperation and constructive action to achieve widest possible common ground. L. Martinez – page two
Faculty, Educational Leadership Program, New Mexico Highlands University at the Santa Fe Center, NM, 2005 to 2009 • Spearhead recruitment, admissions, curriculum development, and administration of Educational Leadership preparation program for students in Santa Fe, Espanola and Taos, New Mexico. • Teach Educational Leadership and Principal Preparation courses to Graduate level students • Collaborate with Santa Fe Center and main campus faculty members to plan activities for graduate-level students; assured cultural sensitivity and relevance for Hispanic and Native American students. Assistant Professor-Tenure Track, Educational Leadership Program, New Mexico Highlands University, School of Education, Las Vegas, NM, 2002 to 2004 • Spearheaded recruitment, admissions, curriculum development, and administration of Educational Leadership preparation program. • Collaborated with team members to plan activities for graduate-level students; assured cultural sensitivity and relevance for Hispanic and Native American students. • Led educators’ research projects; chaired committees; taught graduate-level classes; participated in committees at State Department of Education to ensure maintenance of high standards and certification requirements. Faculty, Cultivating Our Own to Lead (COOL), United States Department of Education Grant, Santa Fe, NM, 2002 to 2004 • Trained Native American teachers as administrators in State of New Mexico. • Developed instructional program for Native American educators, which implemented culturally relevant pedagogy and curriculum. Faculty, College of Santa Fe, Education Department, Santa Fe, NM, 1990 to 2001 • Taught courses on multicultural education, creative leadership, and educational philosophy. • Assisted in research, design, and development of graduate master’s program with emphasis on at-risk youth. • Provided student-teacher mentoring and participated in curriculum development. Adjunct Faculty, University of Arizona, School of Education, Department of Language, Reading and Culture, Tucson, AZ, 1993 to 1994 • Taught bilingual administrative leadership and multicultural education. Assistant Professor, University of Connecticut, Department of Educational Leadership, Storrs, CT, 1992 to 1993 • Assisted in the Educational Leadership Department for Danforth Foundation Grant/Connecticut Administrators Preparation Program (CAPP). • Taught courses, including Art of Leadership, Administration in Multicultural Communities, and Educational Leadership and Practice. Team Member, Office of Indian Education Programs (OIEP), Evaluation and Monitoring Division for Bureau of Indian Affairs (BIA), Washington, DC, 1990 to 1999 • Executed periodic on-site program evaluations and accreditation review of BIA schools throughout United States. Elementary School Principal, U.S. Department of Interior, Bureau of Indian Affairs, K-6, San Juan Day School, San Juan Pueblo, NM, 1988 to 1992 • Functioned as administrator of ongoing processes of all elementary-school activities, including curriculum development and implementation of culturally relevant instructional practices; Title I and Title VII program implementation; parent, community, and tribal involvement; budget and personnel; procurement and facilities management. Instructor, Santa Fe Community College, Business Management Division, Santa Fe, NM, 1988 to 1992 • Taught courses on leadership development. Consultant, Office of Educational Service, George Peabody College of Vanderbilt University, Nashville, TN, 1986 to 1988 • Spearheaded grant writing, data collection via qualitative and quantitative instruments; interpretation of results and assessments; report writing and presentation of empirical research to local districts. Graduate Research Assistant, Department of Educational Leadership, George Peabody College of Vanderbilt University, Nashville, TN, 1984 to 1989
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Studied organizational theory under guidance of Dr. Terrence E. Deal, author of Corporate Cultures, and numerous other publications. Researched organizational culture, symbolism, and leadership development. L. Martinez – page three
COURSES TAUGHT -
Graduate: − Leadership Exploration − Reflective Leadership − School Community Relations − Change-Technology and Governance − Multicultural Education
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Creative Leadership Educational Philosophy Sociological Perspectives Understanding At-Risk Youth The Principalship
COURSES DEVELOPED − − − − −
The Art of Leadership Creative Leadership School as a Learning Organization Issues for Educators in Native American Communities Becoming a Leader in Bilingual Districts: Issues and Answers
INNOVATIONS IN TEACHING • • •
Introduced Experiential Education methodology, a process that catalyzes a shift for individuals into seeing new possibilities. Implemented Future Scenario Planning as a process to help adult learners better perceive complex realities, and shape the future. Created teaching pedagogy for developing educational leaders which explores artistic realms of music, painting, theatre, and sculpture to enhance the reflective process.
EDUCATIONAL CONSULTING Salesian Missions, Inc. New Rochelle, NY • Formulate and introduce strategies aimed at improving the overall quality of education in local indigenous schools, in Santa Cruz, Cochabamba and La Paz, Bolivia. • Design, present, and implement “Mejoramiento Escolar” school-improvement process, assuring that educational research practices align with both local and regional understanding. • Focus specifically on culturally relevant instructional practices, community participation and voice. • Work with local communities to network and participate in school planning activities nationwide. • Create teams of teachers, parents and students to implement action plans for on-going school improvement at the local level. Pacific Resources for Education and Learning (PREL), Honolulu, HI • Assist with implementing United States Department of Education grant to train educational leaders with 21 distinct languages from Federated States of Micronesia. • Design, present, and implement school-improvement planning process, assuring that educational research practices align with both local and regional understanding. • Focus specifically on culturally relevant instructional practices for increasing student achievement. Pecos River Learning Center, Eden Prairie, MN • Specialized in leadership and organizational-change initiatives for multinational firms in United States, Asia, and South America. • Facilitated bilingual programming and developed culturally sensitive, professional learning materials for Latin American populations. Rural Community Assistance Corporation, Santa Fe, NM • Facilitated meetings with community members of Northern New Mexico to ensure successful implementation of solutions for water rights distribution. Institute of American Indian Arts, (IAIA), Santa Fe, NM • Led and coached creative team of board members and faculty to accomplish key museum objectives and goals. • Ensured that strategies included sound business plans for increasing revenue.
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University of New Mexico, Human Resources Department, Albuquerque, NM • Administered organization-wide needs assessment; identified critical issues for change; developed and executed strategies for improving HR services within an academic institution. Casey Family Program, Organizational Learning, Rapid City, SD • Developed and delivered training in resiliency and emotional intelligence for educators and social workers. Bureau of Indian Affairs (BIA), Office of Indian Education Programs (OIEP), Washington, DC • Oversaw periodic on-site program evaluations and accreditation review of BIA schools throughout the United States for Evaluation and Monitoring Division. • Provided leadership-development training for Office of Indian Education Programs senior staff members. • Designed and implemented organizational learning modules for training with BIA management. • Provided conflict-resolution facilitation for meetings. National Indian School Board Association (NISBA) in Partnership With Salish Kootenai College, Polson, MT • Provided leadership-development training for NISBA members and teachers from federally funded Native American schools nationwide. • Designed and implemented team learning strategies for Native American teachers to improve school morale and communication. • Created culturally relevant materials and instructional practices for teachers of Native American students • Designed and facilitated “Effective Schools” training for principals, teachers, parents and students in Native American communities.
PUBLICATIONS Multiculturalism and Total Quality Education, Co-authored with Dr. Paula Cordiero and Dr. Tim Regan, Corwin Press Inc., 1995 Mejoramiento Escolar, Para alcanzar altos niveles en el aprendizaje escolar, innovavion y mejores practicas; Una Iniciativa de Excelencia Escolar, Handbook for School improvement Implementation, published by Sociedad Salesiana, OFPORBOL, Cochabamba, Bolivia, 2008 Creating Schools That Learn: The Path Ahead, A School Improvement Manual, published by Region XV Comprehensive Regional Assistance Center under Grant Nos. CDFA S256A99007, 2002 Using Data to Improve Student Achievement, published by Pacific Resources for Education and Learning (PREL) and the Freely Associated States Educational Grants Program (FASEGP), 2001 Creating Warrior Schools: Sailing the Seas of Change, A Series In Four Parts, published by the National Indian School Board Association and Salish Kootenai College, 1998
PAPERS AND PRESENTATIONS • • • • • • •
Myth and Maslow, Guest Speaker, MANA a National Latina Organization, Santa Fe, New Mexico, October 2005 Engagement, Inclusion and Collaboration: Guidelines for Success, Invited Presentation, Philip Morris USA, Richmond, VA, Oct. 2004 Brain Research and Implications for Early Childhood Development and Training, Invited Presentation, Bridging to the Arts Fall Retreat, Albuquerque, NM, Sept. 2003 Tying Rocks to Clouds: Resiliency, Invited Presentation, Casey Family Program Retreat, Rapid City, SD, Dec. 2003 The Dance of Change, Invited Presentation, Coalition of Educators for Native American Children (CENAC) School Reform Rally, Leaders for a Culture of Change, Santa Fe, NM, Jan. 2002 Creating Schools That Learn, Invited Presentation, Freely Associated States Educational Grant Program (FASEGP) Principals’ Retreat, Micronesia, June 2001 Ways to Use Brain Research and Working with Emotional Intelligence, Paper Presented, 18th Annual Pacific Educators Conference (PEC), Mangilao, Guam, July 2001
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Working with Emotional Intelligence, Invited Presentation, Casey Family Program Retreat, Rapid City, SD, Dec. 2000 The Dance of Change: Leading Educational Transformation, Paper Presented, National Indian School Board Association Conference, Phoenix, AZ, Dec. 2000 L. Martinez – page five
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Creating Connections for Children, Invited Presentation, National Indian School Board Association (NISBA) National Training and Summer Institute, Minneapolis, MN, July 1998 School as a Learning Organization, Keynote Presentation, National Indian School Board Association Convention, Snowmass, CO, July 1998 School as a Learning Organization, Paper Presented, National Indian School Board Association Convention, Snowmass, CO, July 1997 The School as a Learning Organization, Invited Presentation, Bureau Effective Schools Team (BEST) Conference “All Children Are Sacred,” Phoenix, AZ, Mar. 1996
GRANT FUNDING Design and Implementation Consultant, Salesian Missions, Inc. New Rochelle, NY • Implementing US-AID grant to train educational leaders in School Improvement processes. Santa Cruz, Bolivia, South America
PROFESSIONAL DEVELOPMENT Harvard Principals’ Institute, Harvard Graduate School of Education, Cambridge, MA, June 1989 Action Design, MIT Project, “Creating Productive Conversations,” Workshop by Chris Argyris, Robert Putnam and Diana McLain Smith, Babson College Executive Center, Wellesley, MA, July 1997
CONFERENCES − Pedagogy and Theatre of the Oppressed Augusto Boal – University of Nebraska, Omaha, May 2008 − Theatre of the Oppressed Augusto Boal – Minneapolis, Minnesota, May 2007 − Pedagogy of the Oppressed – Chapel Hill, NC, June 2006 − Theatre of the Oppressed Augusto Boal – Chapel Hill, NC, May 2006 − National Quality Education Conference Albuquerque, NM, Feb. 2002 − 18th Annual Pacific Educational Conference Mangilao, Guam, July 2001 − National Indian School Board Association Phoenix, AZ, July 2000
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National Indian School Board Association Minneapolis, MN, July 1998 National Indian School Board Association Snowmass, CO, 1997 National Indian School Board Association Phoenix, AZ, March 1998
RESEARCH INTERESTS Exploring models of dialogue and engagement that can be used to improve the quality of instruction and leadership in schools. Employing the use of World Café⎢, model of dialogue and engagement in schools with high percentage of LEP students in New Mexico. How educators construct pedagogy in a culturally responsive manner that builds on students’ cultural capital and personal narratives.
Narrative Research Theory: The value of the form and function of stories in all areas of human life. The role of creativity in leadership.
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COMMUNITY SERVICE Board Member, City of Santa Fe Office of Cultural Affairs 1998 Board Member, Rio Gallinas Charter School, Las Vegas, NM 2002 Board Member, Earth Care International, Santa Fe, NM 2006
REFERENCES Upon Request