Ruhi Khan
2537 W Via Perugia Phoenix, AZ 85086
(602) 284-0107
khanteachaz@gmail.com
EDUCATION EXPERIENCE:
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Doctor of Education: Organizational Leadership (2010-present)
Grand Canyon University (Phoenix, AZ)
Master of Education: Curriculum and Instruction (1998-2002)
llinois Benedictine University (Lisle, IL)
Bachelor of Education: Elementary Education and Sociology (1992-1996)
York University (Toronto, Canada)
CERTIFICATION:
Arizona Department of Education Certificate
 Standard Elementary Education K-8
 Structured English Immersion, K-12
 Early Childhood Endorsement, Birth-Age 8
HONORS AND AWARDS:
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DV Star January & April, May 2014: Service Award
Deer Valley Unified School District: Recipient of Technology Grant 2011
Gavilan Peak School Rock Award: Leadership and Professional Development 2011
Deer Valley Unified School District: Teacher of the Year 2009-2010
Gavilan Peak School Rock Award: Enrollment Initiative 2010
Arizona Teacher of the Year: Nomination 2008-2009
Gavilan Peak School Rock Award: Collaborative Teacher 2008
Gavilan Peak School Rock Award: Innovative Program 2007
Foot Hills Focus: Front Page Feature Article 2004
LEADERSHIP EXPERIENCE:
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Arizona State University: Site Coordinator for Mary Lou Fulton Teacher’s College (2014-Present)
Supervise and evaluate Teacher Candidates in both instruction and professionalism standards to prepare
future educators for employment in special education and elementary education settings
The System for Teacher and Student Advancement: TAP Master Teacher (2012-2014)
Design research-based data driven professional development opportunities in collaboration with
leadership team members to implement in classrooms in order to increase student achievement
The System for Teacher and Student Advancement: Certified Evaluator (2012-Present)
Support teachers by providing specific evidence, feedback, and suggestions during coaching,
observations and evaluations to identify areas of reinforcement and refinement for teachers to enhance
instructional practices
Deer Valley Unified School District: Aspiring Administrators Program (2011-2013)
Participated in leadership training to develop essential skills and knowledge in collaboration with district
administrators
College Board & Confucius Institute: Delegate for Chinese Bridge Program (2011)
Visited Schools in China with 450 American Educational Leaders to exchange best practices with fellow
Chinese educators
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Arizona State University: iTeachAZ Mentor (2010-2011)
Developed and enhanced co-teaching model with the Special Education & Elementary Education dual
enrollment candidate to design and implement strategies that provide the least restrictive environment
for all students
Professional Development Team: Facilitator (2010-2011)
Planned and delivered effective professional development opportunities that are based on student data
and aligned to school wide goals to improve student achievement
Continuous Improvement Team: Member & Chair (2009-present)
Planned and designed projects that prepare students to be global leaders and develop 21st century career
and college readiness skills
General Education Intervention Team: Coordinator (2006-2009)
Served as a service to teachers to help them brainstorm and organize strategies to help all students
succeed
TEACHING EXPERIENCE:
Gavilan Peak School (Anthem, AZ)
Kindergarten Teacher (2007-2012)
 Collaborate with the Special Education Team to design and implement co-teaching strategies that
provide the least restrictive environment for all students.
 Design projects that prepare students to be global leaders and learners.
 Communicate effectively with parents to develop a partnership that ensures the success of all children.
 Maintain an informative website to communicate classroom activities and events to keep parents
informed.
1st and 2nd Grade Loop (2003-2007)
 Committed to assisting all students to achieve their full potential and collaboratively set goals and
opportunities for self-reflection.
 Created a safe learning environment where students feel comfortable taking risks.
 Developed professionally by attending district trainings and workshops to enhance professional
development and best teaching practices.
 Implemented social studies simulations to challenge and maintain student interest.
River View Elementary School (Plainfield, IL)
1st Grade Teacher (2002-2003)
 Supported student reading ability with Reading Recovery language and practice to foster emerging
readers.
 Provided opportunities for differentiation in learning stations to meet the needs of all students.
 Facilitated guided reading lessons to encourage independent readers to meet their full potential.
 Attended Exemplars math workshops to train colleagues in effective problems solving strategies.
Additional Work Experience Available Upon Request
PROFESSIONAL ASSOCIATIONS
 ASCD: Association for Supervision and Curriculum Development
 Learning Forward: Professional Learning Association
CURRENT RESEARCH
A quantitative causal comparative study to examine the extent weekly professional development for
teachers on early release days for students in Title I schools and its effects on reading and mathematics
achievement of students on AIMS (Arizona’s Instrument to Measure Standards) as reported by the
percentage of students passing in the elementary schools being studied. In Arizona, there are several
different models of professional development opportunities that are dependent upon a school district’s
calendar. It is the intent of this study to determine if a calendar that supports weekly professional
development on early release days is beneficial to Title I schools.