Quickly mastered and implemented multiple online learning management systems to deliver engaging and accessible outcome-focused training resources, increasing student performance by 60%Consistently compiled, monitored, and analyzed multiple data points for performance-gap analysis and prioritized performance issues to meet district, building, and individual goalsEmpowered student technology literacy in screen capturing & sharing, research & digital publishing, & presentation skills beyond Meet softwareClear and effective two-way communication and collaboration around goals, procedures, resources, and teacher/client responsibilities with all stakeholders

Designed and Facilitated over 50 one-to-one, small-group, and organization-wide professional development and coaching offerings aligned to strategic planning goals, achievement gap analysis data, and staff feedbackPioneered systems & protocols for multi-dimentional data analysis leading to inhnaced staff data literacy, and equity initiatives addressing learning gaps (89% poverty, 65% ELL, 12 different languages), increasing culturally responsive strategies, academic performance, and a reduction of summer learning losses by 59%Led system wide orginizational practices for implementing strategic planning initiatives, resulting in a 20% increase in student growth and a 38% increase in staff engagementProject management for curriculum review, writing, and implementation for 5 years with focus on best practices, clear deadlines and adhere ance to organizational goalsBuilt strong empathetic cross-departmental relationships with stakeholders at all levels, fostering alignment, collaboration, and increasing engagement in instructional coaching cycles by 50%.Led instructional technology integration initiatives and onboarding for digital grade books, data management systems, Learning Management systems, & online curriculum tools to a wide range of adult learner skill levels.Cultivated strong relationships with teachers, admin, students & families;created systems & content for differentiated 1:1, small group, and whole group professional development Co-teach, co-plan, & model lessons for teachers; facilitate monthly data meetings & new teacher trainings. Compile & organize resources. Member of district committees for MTSS, Coaching evaluations, Curriculum adoptions & ELA curriculum guide writing. Fostering a culture focused on utilizing relationships as a lever for learning.

This was a unique experience in which I co-taught with another 2nd grade teacher. I taught ELA and embeded science / social studies content to two classes while my partner taught Math and hands on science/ social studies content. We switched the students half way through the day and did project based teaching on Fridays where we had all 45 students in one room and we co-taught and had rotating centers for stages of the project. This position allowed me to accelerate my learning with regaurds to Reading instruction as I was able to reflect daily with my partner at lunch on the lessons and tweak them to meet the needs of the afternoon group of students. I was also able to do 1:1 conferring and small group reading instruction with 45 students a week, thus increasing the time spent listening to students read and analyzing reading behaviors. There was a similar personal growth in Writing, as doing regular writing conferences with 45 individual students a week allowed me to play with and refine my coaching techniques for a wide range of individual needs. Our students had the strongest ELA growth in the grade level and the impact followed them throughout their career through 5th grade.

While in this position, I learned how to deeply analyze data to drive instruction and my own professional development. Working at a school that is comprised of students designed as 89% minority, 84% free and reduced lunch, 65% ELL and 59% Hispanic, I saw disproportionalities in the achievement of my students. I also noticed that district wide, ELL students who had transitioned were OUT PERFORMING all of our subgroups. This led me to partner with ELL specialists to co-teach ELA and to take ELL endorsement coursework from the University of Washington. This collaboration and the implementation of learning with a reflective data driven lens, led me to exit half of my 1st students designated as ELL that first year and to continue that trend each year according to the annual English Language Proficiency Assessment.

In this position I refined my constructiveist pedagogy and systems for collective leadership in the classroom. I worked closely with our instructional coach on facilitateive language that pushes students to take on challenges, make meaning of content, and support their thinking with evidence, without making students dependent on my questioning or support to engage with the content. This required me to look closely at the instructional supports I provided in order to scaffold students into the tasks as well as my plans for how to gradually pull back these scaffolds. Classroom management grew out of a sense of collective ownership and focus on multiple perspectives. Every routine, expectation, or content lesson was situated in the broader purpose and connection to past and future learning, in order to create a sense of direction and buy in. this allowed students to engage in metacognative work of identifying what their environment needed to look like, sound like, and feel like in order to achieve the purpose. Having designed the systems, managing the class was about enforcing what they said was necessary, reflecting collectively on what went well, what did't go well. and what we may need to adjust in order to refine the system, learning, or expectation. This built a space for reflection and value in one another's voices.