Noor Saud Abdulaziz C.V.
AREAS OF EXPERTISE
Evaluation Research, Educational Research, Academic Program Assessment, Program Management, Program Monitoring and Evaluation, Curriculum Development, Teacher Training, Teaching.
|2014 – 2019||Ph.D.||Educational Psychology – Research Measurement and Statistics||University of North Texas|
|2011 – 2012||Incomplete Master||Educational Psychology –Measurement and Evaluation||University of Jordan|
|2007 – 2009||Master||Business Administration – Project Management||Arab Academy in Denmark|
|1998 – 2002||Bachelor||Science Education - Biology||University of Baghdad|
|Year||Place of Employment||Job Title|
|Jun 2017 – Now||University of North Texas – Texas HIPPY Center||Program Evaluator and Data Quality Assurer|
|Nov 2011 - Dec 2012||United Nations Educational, Scientific and Cultural Organization, UNESCO||National Programme Officer|
|Oct 2010 - Oct 2011||OBEIKAN EDUCATION||Educational Project Management Office Head – PMO|
|Sep 2008 - Sep 2010||OBEIKAN EDUCATION||Educational Program Manager - PgM|
|Sep 2005 – Aug 2008||OBEIKAN EDUCATION||K – 12 Educational Project Manager – PM|
As an employee
Texas HIPPY Program Evaluator and Data Quality Assurer (June 2017 – September 2019)
University of North Texas – Texas HIPPY Program
Provided support to Texas HIPPY (Home Instruction for Parents of Preschool Youngsters), a federally -funded parenting home visitation program over the State of Texas (11 sites), in applying for the re-compete grant by preparing all required documentation; (a) developing the program’s logic model and theory of change, (b) developing the program’s evaluation plan for the next grant cycle, (c) developing short-term outcome evaluation studies as a proof of the program’s short-term effectiveness, (d) developing an impact evaluation study as an evidence of the program’s long-term outcomes effectiveness, (e) preparing the IRB applications and data sharing agreements, (f) attend the program’s staff and grantee meetings, (g) present findings at local and national meetings and conferences. On the other side, conducting an ongoing program evaluation activities to identify programmatic training needs at sites; develop training materials and resources that can be used statewide; provide training on site and through webinars to ensure program quality; running data quality checks for pre-tests, progress data, enrollment, and post-tests; train HIPPY staff on using evaluation instruments and data collection; designing data collection instruments and selecting standardized instruments or interventions, train local sites and Texas HIPPY staff on the administration of the assessment instruments; and establish and oversee processes guaranteeing confidentiality during all phases of the evaluation.
National Programme Officer (November 2011 – December 2012)
United Nations Educational, Scientific and Cultural Organization, UNESCO – Amman, Jordan
Provided technical support to the Ministry of Education and other national partners; coordinated Teacher Education activities through country-level meetings and workshops; involved in country-level advocacy activities to advance the use of the evidence and strengthen joint UN and national responses to Teacher Education development and the importance of teacher training; supporting UNESCO programming on Teacher Education Development in collaboration with other staff members; monitoring, evaluation, and reporting on UNESCO’s work on teacher training. Planned with the International program manager (consultant), implemented, evaluated, and monitored all Teacher Training Development Program activities. The program planned outcomes were developed in cooperation with the Iraqi national team from the Ministry of Education MoE and the Ministry of Higher Education MoHE; Teacher training strategy (Policy document), the National Competency Standard for teacher, practical training guide for teacher and teacher training packages in Math, Chemistry, Biology, and Physics for grades 10, 11, and 12 were developed as well. The most significant side of the Program was the training of: (a) 30 Curriculum development specialists and teacher training experts were trained in the skills of developing teacher training packages; (b) 16 Master trainers were well trained in teacher training skills; (c) 200 supervisors were trained in order to train all 12 grades Math, Chemistry, Biology and Physics teachers (Using cascade method in the training); and (d) 10,046 Math, Chemistry, Biology and Physics teachers were trained in grade 12 packages.
Educational Project Management Office Head – PMO (October 2010 to October 2011)
OBEIKAN Education – Regional Office – Amman, Jordan
Developed project management methodology and set the required processes, templates and forms for the department establishment. Followed up with the project managers their projects’ plan and monitored their progress; suggested strategies to the Project Management Office for improving the efficiency and effectiveness of the projects by identifying bottlenecks in completing project activities and developing plans to eliminate such bottlenecks; provided feedback to the Project Managers on the projects’ strategies and activities; provided inputs, information, statistics and Reports on monthly, quarterly, half-yearly and annual about projects progress to the Director; Conducted capacity assessment on existing monitoring and evaluation system and developed indicators and monitoring strategies; participated in yearly project reviews and planning workshops and assisted the project managers in preparing relevant reports; support monitoring and evaluation of the effects and impact of the projects. Additionally, I continued to be the program manager of the Math and Science Program – McGraw-Hill series / Arabic Version for grades 1 to 12; project closing phase.
Educational Program Manager – PgM (September 2008 to September 2010)
OBEIKAN Education – Regional Office – Amman, Jordan
I worked as the head of the program office leading educational project management team (a team of 7). The essential role was to provide supervision to seven educational projects to achieve the company’s vision; set the management and technical project plan for each project, monitor and evaluate the overall progress on achievement of results and overseeing the whole projects’ lifecycle including the initiation, planning, executing, controlling and closing. I developed and strengthened monitoring, inspection and evaluation procedures; developed monitoring and impact indicators for the projects’ success. Additionally, I continued to be the Project Manager of Math and Science program – McGraw-Hill series / Arabic Version for grades 1 to 12 that was implemented by the Arab Bureau of Education for the Gulf States (ABEGS) in Saudi Arabia, Bahrain and Qatar by translating and localizing MacGrew Hill series and providing eLearning version on a website developed for this purpose; including media (interaction, animated, PowerPoint) development based on the learning objectives for each lesson in addition to educational articles for parents and educators.
K – 12 Math and Science Project Manager – PM (September 2005 to August 2008)
OBEIKAN Education – Regional Office – Amman, Jordan
Managed Math & Science Project which was developed to be implemented by the Arab Bureau of Education for the Gulf States (ABEGS) in Saudi Arabia, Bahrain and Qatar by translating and localizing MacGrew Hill series in Math and Science and providing eLearning version on a website developed for this purpose including; media (interaction, animated, PowerPoint) development based on the learning objectives for each lesson in addition to educational articles for parents and educators. Primary duties were; managing and implementing the project in a highest degree of efficiency and accuracy in terms of quality, achievement, and within the available time and budget; ensuring that all efforts are directed toward the accomplishment of the project’s goals and objectives; monitoring progress against preset plans and quality standards; Planning, scheduling and tracking project timelines and milestones; Identifying and resolving issues and conflicts within the project team (42 in-house and about 150 outsourced); Identifying and managing project dependencies and critical paths; developing and delivering progress reports, requirements documentation, and presentations. Determine the frequency and content of status reports from the project team, analyze results, and troubleshoot problem areas; and managing changes in project scope, identify potential crises, and devise contingency plans.
Substitute Teacher and Interpreter (August 2015 – Now)
Plano Independent School District – PISD
As a Substitute Teacher, I was responsible for carrying out the lesson plans of the absence teacher and work on meeting the duties of teaching as outlined in laws and policies. As an Interpreter, I was responsible for attending conferences and meetings as an official translator (English-Arabic, and Arabic-English) to mediate the discussion between the parents and the school committee for PISD schools.
Community Coordinator – International Students (November 2013 – November 2014)
Council for Educational Travel USA
Council for Educational Travel, U.S.A. (CETUSA) is a non-profit, global exchange organization dedicated to helping people from different cultures develop more compassion and understanding for one another. My role was to provide support to host families, students, and host schools. Supported international exchange students and brought together American families and international students for an experience they will never forget. The primary duties were: Securing school approval; locating, interviewing and qualifying host families; placing students according to State Department regulations, CSIET standards and CETUSA policies; completing and submitting placement paperwork; conducting host family pre-arrival orientations; conducting student/host family post-arrival orientations; completing and submitting monthly evaluation reports; informing CETUSA of any problems with their placements; relocating students when necessary; securing backup host families.
Technical Program Officer – Needs Assessment Project (November 2011 to January 2012)
UNESCO United Nations Educational, Scientific and Cultural Organization Amman – Jordan
The primary objective of this project was to develop a comprehensive assessment report of the education sector in Iraq which undertook to fill critical knowledge gaps in the educational system as well as to complement all available information and data about the quality of and access to education at all levels. The project provided both quantitative and qualitative analysis of the education sector at all levels and provided the baseline data for the formulation and revision of national education policies in Iraq. I involved as a member of the technical team (3 consultants) assigned by UNESCO – Iraq office to assess the collected data under the conducted needs assessment survey, technical evaluation of the results of the survey, and forming the analytical and narrative reports of the said survey including remarks, lesson learned and recommendations.
Technical Program Officer and Translator – Arab Children Project (Feb. 2010 – Nov. 2010)
Arab League of Education, Culture and Science Organization ALECSO
Developed a regional developmental scale for children aged 1 to 8 years old (a team of 3 consultants); project objectives were achieved; the packages have been delivered on time and within the standards and pre-set budget. The project was mainly focused on the main dimensions of development (Social and Emotional, Physical Well-being and Motor, Language and Literacy, Cognition and General Knowledge, and Adaptive).
Test Developer and Research Assistant (June 2007- October 2010)
Arab Bureau of Education for the Gulf States – ABEGS
Qatar Tests: Developed a set of national tests for Arabic and English languages, Math and Science for grades 6, 9, and 11 with a team of 40 experts. Test items were developed based on international standards, test and item data were piloted and analyzed, and a regional report was developed and submitted.
General Coordinator Assistant, International Workshop (11 Aug. 2007 – 08 Sep. 2007)
International workshop UNESCO and UNICEF
Secondary General Education. Textbooks and Teacher Guides Instructional Material Development – Afghanistan for “Grades 7-12”.
Administrative Assistant, International workshop (18 Nov. – 14 Dec. 2006)
UNESCO and International Bureau of Education (IBE)
Secondary Curriculum Development for Afghanistan: Syllabuses for Lower and Upper Secondary Education (Grades 7-12).
Evaluation research, educational research, program evaluation, policy evaluation, academic program evaluation, monitoring and evaluation system, training, teaching, curriculum development, strategic planning, decision making, grant and academic writing, managing grant activities, logic model and theory of change development, research design, data collection, data quality assurance, statistics, data analysis, SPSS, R software programming, data visualization and developing dashboards (Tableau and Excel), evaluation reporting, advanced level in Microsoft office set including MS project, and Basecamp.
Abdulaziz, N. S. (2019). Evaluation of Texas Home Instruction for Parents of Preschool Youngsters Program on Reading and Math Achievement for Grades K to 8 (Doctoral dissertation). Retrieved from University of North Texas Libraries, Digital Library, https://digital.library.unt.edu/ark:/67531/metadc1538753/
Abdulaziz, N. S., and Henson, R. (2019). Impact evaluation methodology for home visitation programs. Unpublished manuscript, Department of Educational Psychology, University of North Texas, Texas, USA.
Abdulaziz, N. S., and Henson, R., Middlemiss, W. (2019). Latent curve model approach to program evaluation: Texas HIPPY program effectiveness. Unpublished manuscript, Department of Educational Psychology, University of North Texas, Texas, USA.
Abdulaziz, N. S., and Mehta, S. (2019). A practical guide for program managers and evaluators:
Tools and instruments for needs assessment and monitoring to attain program formative evaluation. Unpublished manuscript, Department of Educational Psychology, University of North Texas, Texas, USA.
Abdulaziz, N. S. (2009). Impact of Strategic Factors on Improving “Project Evaluation Administrative Performance Effectiveness” (Master thesis). Retrieved from Arab Academy in Denmark Libraries, Digital Library, https://www.ao-academy.org/ar/2009/6/2062.html.
Abdulaziz, N. S. (2018). Impact evaluation of Texas HIPPY program on Math and Reading Achievement for Grades K to 8. Prepared for AmeriCorps and One Star Foundation. Available on: http://backoffice.texashippy.org/p/evaluation.html
Abdulaziz, N. S. (2018). The effect of TX HIPPY program participation on school readiness and parents’
involvement for the program year 2017 – 2018. Prepared for AmeriCorps and One Star Foundation. Available on: http://backoffice.texashippy.org/p/evaluation.html
Abdulaziz, N. S. (2017). The effect of TX HIPPY program participation on school readiness and parents’
involvement for the program year 2016 – 2017. Prepared for AmeriCorps and One Star Foundation. Available on: http://backoffice.texashippy.org/p/evaluation.html
Communal Scoring – Core Curriculum
University of North Texas
Participated in the process of communal assessment each semester for signature assignments related to the core curriculum to determine levels of knowledge and skills related to specific Core objectives.
Advocacy Leader – State of Texas
Lutheran Immigration and Refugee Service (LIRS)
I am working closely with new refugees’ arrival cases in my community to help with their transition period in the United States. Serve as an educational consultant to help draw the future education and career path. I participated in the 2014 world refugee day conference in Washington, DC. My primary role was to speak to the member of Congress about the challenges that face the newcomers and discuss the possible solutions to make their life easier.