Julia Weiss Barandiarán
Summary
Dynamic psychologist with over 20 years of experience in educational leadership, student support, and early childhood development. Proven expertise in cultivating nurturing, inclusive, and achievement-oriented school environments, while driving initiatives that enhance both social-emotional and academic outcomes. Skilled in conflict resolution, crisis management, and strategic collaboration with educators, parents, and administrators. Demonstrated success in leading professional development, improving instructional practices, and promoting student engagement. Passionate about fostering holistic development in young learners and committed to advancing the school's mission through innovative leadership and a deep dedication to student well-being and academic excellence.
Overview
23
23
years of professional experience
Work History
Early Childhood Counselor
Franklin D. Roosevelt
09.2010 - Current
- Developed and continuously refined the EC3-K Counseling Program, aligning it with the developmental, social-emotional, and academic needs of young learners
- This resulted in improved student engagement and emotional well-being, contributing to higher academic performance across early grades
- Implemented RULER and Second Step for all faculty, students, and families
- Developed and implemented the socio-emotional continuum for all the socio-emotional standards of the EC report card
- Championed mental health initiatives that fostered a positive and supportive school climate
- Collaborated with teachers, administrators, and parents to create a culture that prioritized student well-being and holistic development
- Led the Student Support Team (SST) for Early Childhood, coordinating with educators to address individual student concerns, offering tailored intervention strategies, and tracking student progress
- Helped reduce behavioral issues and improve classroom engagement
- Collaborate closely with the EC Associate Principal and ES Principal to drive strategic decision-making, foster a united effort toward school improvement, and ensure a cohesive approach to enhancing student achievement and well-being
- Guided and supported faculty and parents on student development and interventions, ensuring effective communication and collaboration between school and home and through the various presentations provided
- Played a key role in the admissions process, helping assess incoming students’ readiness and alignment with school values
- Ensured appropriate support systems were in place for new entrants, contributing to smoother transitions and stronger integration
- Collaborated in all prospective parent presentations alongside school leadership
- Led the class placement process for EC3-G1, using data-driven insights and a holistic view of student needs to ensure balanced and effective classroom dynamics
- Managed the EC-K Counseling budget, ensuring resource allocation aligned with program goals and maintaining transparency in financial planning
- Key Achievements:
- Spearheaded initiatives that resulted in a measurable increase in student resilience and emotional regulation
- Contributed to a reduction in student behavioral referrals through targeted interventions and early identification
- Implemented parent engagement that increased their participation in counseling-related matters
- Promoted and modeled collaboration and communication among faculty members, resulting in more cohesive and supportive teams
High School Special Educational Needs Teacher
Franklin D. Roosevelt
08.2004 - 08.2010
- Led collaborative efforts within the Student Support Team (SST) to address the diverse needs of students with learning differences
- Coordinated interventions, evaluations, and support plans that resulted in enhanced student outcomes
- Identified and assessed students for the Learning Support Program, collaborating with counselors and psychologists to create action plans that met the individual learning needs of students
- Developed and managed Individual Educational Plans (IEPs) for students, ensuring that both teachers and parents were actively involved in the process
- Provided clear strategies and tools for teachers to adapt curriculum, resulting in more inclusive and effective classroom environments
- Worked directly with students in both one-on-one and small group settings, tailoring instruction to support diverse learning styles and helping students achieve their educational goals
- Supported regular classroom teachers by offering professional development and in-class support on instructional modifications, ensuring the successful inclusion of students with learning differences
- Served as a key advisor in the admissions process for students with special needs, ensuring appropriate placement and support systems for all admitted students
- Key Achievements:
- Improved learning outcomes for special education students through the development and implementation of personalized support plans
- Successfully trained teachers on best practices for differentiating instruction for students with learning differences
- Significantly reduced parent concerns by improving communication and their involvement
Elementary Psychologist
Altair School
02.2002 - 12.2003
- Designed and implemented socio-emotional programs that promoted emotional intelligence, interpersonal skills, and cooperative behavior among students
- These programs resulted in a more positive and engaged student body
- Supervised the development of the Counseling Program, ensuring that it aligned with the needs of the students and the school’s mission
- Provided strategic direction to improve student support services
- Enhanced the teaching-learning process by offering ongoing consultation to teachers, improving classroom environments, and addressing diverse student needs through instructional strategies and socio-emotional interventions
- Developed Individual Educational Plans (IEPs) for students requiring specialized attention, ensuring that their learning was optimized through tailored support
- Engaged parents in their children’s education through workshops and support sessions, fostering a stronger home-school partnership and increased parental involvement
- Conducted assessments and evaluations for both individual students and groups, facilitating informed decisions on student placement and personalized support strategies
Education
Early Education Leadership Certification -
Harvard Graduate School of Education
Online07.2020
Family Therapist for Educational Settings -
Instituto Familiar de Terapia Sistémica
Lima, Perú12.2002
Psychology Bachelor Degree, Licensure and Title from the Peruvian School of Psychologists # 48026 -
Universidad de Lima
Lima, Perú12.2001
Psychology -
University of Florida
Gainesville, Florida, USA12.1995
Secondary School -
Colegio Franklin D. Roosevelt
Lima, Perú12.1994
Secondary School -
Colegio Campo Alegre
Caracas, Venezuela12.1993
Secondary School -
Holly Cross Academy
Miami, USA12.1992
Skills
- Data-Driven Decision Making
- Social-Emotional Learning (SEL)
- Diversity, Equity, and Inclusion (DEI)
- Collaboration with Families and Communities
- Instructional Leadership
- Curriculum Development
- Behavior Management Strategies
- Technology Integration
- Crisis Intervention and Management
- Leadership and Mentoring
- Innovative Learning Environments
- Emotional Intelligence
- Adaptability and Resilience
- Effective Communication
References
- Erin Vidal
- Jennifer Stockbridge
- Elisa Strong
- Kerry Jacobson
- Rachel Metcalf
- Lorena Chávez Molina
Professional Development
- Leading UDL Implementation Tri-Association, Online, 10/01/24
- Play-Based Learning in the Kindergarten Classroom & Beyond, 10/01/24
- Lead Inclusion: MTSS and RTIi in International Schools, Santiago de Chile, 03/01/19
- Creating Emotional Intelligence Schools, Yale Center for Emotional Intelligence, New Haven, Connecticut, 07/01/18
Timeline
Early Childhood Counselor
Franklin D. Roosevelt
09.2010 - Current
High School Special Educational Needs Teacher
Franklin D. Roosevelt
08.2004 - 08.2010
Elementary Psychologist
Altair School
02.2002 - 12.2003
Early Education Leadership Certification -
Harvard Graduate School of Education
Family Therapist for Educational Settings -
Instituto Familiar de Terapia Sistémica
Psychology Bachelor Degree, Licensure and Title from the Peruvian School of Psychologists # 48026 -
Universidad de Lima
Psychology -
University of Florida
Secondary School -
Colegio Franklin D. Roosevelt
Secondary School -
Colegio Campo Alegre
Secondary School -
Holly Cross Academy
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