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• Led partnerships with heads of district and public charter school systems to evaluate current literacy design and practices• Trained multiple levels of stakeholders in key components of the Science of Reading• Consistently rated at least a 5.9 out of 6 in stakeholder surveys in regards to relationship-building abilities, change management support, session engagement skills and content expertise

• Advised and directed superintendents and chief academic officers on strategic planning and change management; Led partnership with CMO serving 88,000 students across 244 schools• Trained groups of 50-100 principals and superintendents on research-backed best practices at the National Principals Academy Fellowship (Relay Graduate School of Education School Leadership Program); Rated by participants as among the highest-scoring facilitators in the program• Coached 12-15 principals on school- and classroom-based decisions real-time• Designed and facilitated training sessions for school-system leaders, school leaders and teachers on the science of reading• Led internal teams in partnerships with public school districts and school management organizations nation-wide• Consistently rated at least 5.9 out of 6 on stakeholder and trainee surveys; regularly cited for strong ability to build trust, for engaging session leadership, and for content knowledge and expertise

• Oversaw and coached school and network leadership of turnaround schools in San Antonio, Texas• Designed and facilitated training sessions for teachers and leaders on the science of reading, curriculum implementation, data-driven instruction, and school leadership systems• Created playbooks and guides for successful instruction and curriculum implementation

• Provided feedback to Understood executives and team members on products prior to launch• Led training on the science of reading for leaders of multiple educational organizations during Understood's All Means All Convening, in service of the one in five students who learn or think differently• Contracted through Understood to provide feedback and support for educational organizations seeking to align practices to the science of reading

• Provided ongoing coaching and training to 5 new and veteran school leaders across regions• Traveled to Uncommon schools in 4 regions to audit school effectiveness via team inspections and advised schools on growth areas• Wrote and lead professional development sessions for teachers and school leaders for groups of 20-200+• Oversaw, wrote and revised all literacy curricula (phonics, phonological awareness, reading comprehension and writing) for 19 schools across 5 regions• Retained all responsibilities of in-school DCI (including overseeing staff of 52)

• Co-led staff of 52; responsible for their professional development and the performance of 450 boys grades K-4 (82% free and reduced priced lunch); oversaw staff culture, student culture, and student achievement• Wrote and led cross-regional summer training to new and veteran teachers (grades K-4; group size varied from 19-300+) on various topics including reading, math, writing, behavior management, and instructional rigor techniques

• Observed and provided written and in-person feedback on all grade K-2 first-year teachers’ instruction 1-3 times per week• Planned and wrote annual evaluations for all coachees as well as year-long professional development goals• Planned and led staff professional development training sessions on Reading Mastery, Teach Like a Champion techniques, classroom setup, STEP Assessment, Writing Instruction to groups of 15-60 teachers ranging from first-year to veteran

• Led 100% of K students to score in 99th percentile on June 2012 Terra Nova exam, 100% to achieve EOY assessment benchmark (successfully reading 40 words per minute) in June 2012, 97% to exceed end-of-year assessment benchmark; averaged 1.8 years of growth• Featured in instructional videos highlighting teaching strengths produced by Uncommon Schools, Relay Graduate School of Education, and the CD component of Great Habits, Great Readers by Paul Bambrick-Santoyo, Juliana Worrell, & Aja Settles

• Taught graduate level courses on literacy and mathematics content and instruction to groups of 20-30 teachers.

• Taught Kindergarten students in Bedford-Stuyvesant Brooklyn; ensured 31 of 31 students could read at least 40 words per minute with at least 95% accuracy by end of kindergarten; continued working at TFA placement network for 10 years.