As Executive Director of the Horizons program at the San Francisco Friends School, I am humbled to support a star team in unlocking opportunities for youth in the Mission District. Our guiding light is a 10+ year commitment to our students in providing academic services and enrichment starting in Kindergarten.

I led and learned from a team of skilled SEL curriculum writers that supported over 80 school sites in implementation. The program empowers educators and students to create more kind and inclusive educational spaces across the country and globally. At ThinkGive, I was inspired by the entrepreneurial and resourceful spirit of the founder and ED Penny Austen as well as by the org's deeply committed board.

As a Senior Program Manager, I have lead and/or assisted in every facet of programming for our high school participants. I have developed systems and processes for recruitment, operations, data, and program delivery. I have also designed and implemented junior year curriculum that enables our students to enter the college admissions season on their best possible footing with completed application essays and preliminary college lists, as well as many of the social-emotional strategies they will need as first generation college students. My strengths in relationship building have allowed for an expansion of capacity and opportunity in multiple areas of the program.

It is my absolute privilege to advise, motivate, and learn from the dedicated Scholars in our program who beat the odds of college access and success. Through supplementary academic classes offered year round, my exceptional colleagues and I sustain a rigorous and student-centered learning environment for our underserved young people that results in an additional 2.5 years of English and 1.5 years of math instruction. I am currently a co-lead for our summer program where I manage 42 Scholars, oversee program logistics, and collaborate with instructors to advance our learning community.

In my current role at SEO Scholars, I support the organization with ongoing data management and evaluation of student engagement and performance measures both in and outside of the program as students prepare for college admissions and graduation. I have overseen our migration of historical data into Salesforce and am continuing to build a data-driven culture in our San Francisco office to better inform our work with students. As 11th grade lead, I develop, adapt, and deliver college admissions advising materials to support students as they prepare for college applications, while managing the class through this critical year. Additionally, I manage San Francisco's mentor and enrichment programs, and manage several key partnerships.

As a Program Coordinator, I aided the program team in delivering academic services to underserved students in San Francisco public schools. As a temporary employee with a 5 month term, I took on increasing responsibility in student management and program support and received an extended offer and promotion at the end of this term (see current position above).

I used various classroom management techniques to provide different K-8 classrooms with uninterrupted instruction by following lesson plans and coordinating with school staff.

At Leadership Public Schools Richmond I had the opportunity to put into practice the theories and pedagogies that I had studied as a graduate student in a supportive, collaborative, and innovative environment. LPS Richmond is a Bay Area charter school that makes a lasting impact in its underserved community. As a Freshman English teacher I developed curriculum that aligned to Common Core and network standards and used technology such as Google Classroom and EdPuzzle to manage assignments and materials. A guiding pedagogy in my practice is student-centered learning which focuses on the students' experience of the material (as opposed to the teachers' strict management of the classroom) and allows for students to develop their own strategies for solving problems and their own unique understanding of questions posed in the classroom. I used daily combinations of group work, individual work, short lectures, and various media to maintain a high level of engagement and encouraged skill acquisition by having students read, write, and collaborate with each other everyday. I also participated in weekly school-wide professional development meetings and often strategized with my collaborative partner. This job was incredibly challenging for me because of the long hours required of a first-year teacher but was one of my most rewarding experiences because of the relationships I built with students and their growth over our time together.

Working with several educators from both the Harvard community and Chinese universities in Shenzhen, China, I participated in creating and implementing curriculum materials for the first ever Langley Academy summer camp. The mission of the two-week program is to help Chinese students (ages 12-19) prepare to attend high school and college in the United States by increasing cultural knowledge of the United States and our education system through interactive instruction. I also participated in three workshops for Chinese parents and students by sharing my experiences as an American student and my knowledge of the education system. I am continuing my commitment to the students that participated in the program as a remote tutor.

As a full-time preschool teacher (ages 3-5) I was able to combine my previous classroom experience, psychology background, and research skills to address the individual needs of a diverse community of learners. With a special focus on students preparing to enter elementary school I was able to measure progress with careful administration of observational assessments given twice yearly which allowed me to make curriculum adjustments and keep parents updated with concrete examples. Working outside of academically biased standards-based curriculum, I was able to devote a large portion of instructional time to social-emotional and behavioral development which I taught both explicitly and concurrently with the academic curriculum that I developed for my students (22 students). For the last 6 months while working at the Center I also worked in the infant-toddler program and benefitted from the opportunity to observe and influence child development during these important periods.

At the Guild I worked with children (ages 6-22) with highly diverse special needs including those with autism, intellectual impairment, and severe emotional trauma. I implemented Applied Behavior Analysis (ABA) therapy through individualized behavior plans and often provided direct care. I collected data daily on the kids' behavior, health, and hygiene and communicated regularly with relatives and other staff. My experience working with the Guild greatly impacted the way I think about inclusive and special education and increased my experiential knowledge of the breadth of our functioning and behavior as human beings.

At SERP I proctored assessments within Boston Public Schools that examined the efficacy of several programs (e.g. STARI and Word Generation) designed to improve educational outcomes for at-risk students in grades 4-8. I occasionally lead groups of research assistants and managed data. This job required great flexibility, organization, and networking skills and helped me to gain experience in large-scale research projects.

I worked with a first grade and second grade teacher at a school where a large majority of the student population is ESL and living below the poverty line. I administered reading level assessments, gave small group instruction, graded assignments, and worked one-on-one with students, focusing on those with behavioral and academic struggles as well as physical disabilities.