Evaluation of Well-Being First Professional Development on Head Start Teachers’ Well-Being• Co-developed Spanish language IRB-compliant recruitment and participation documents including informed consent forms, pre/post surveys, email communication, and professional development materials.• Facilitated professional development sessions for Spanish-dominant participants, including small group discussions, and consultation calls for sustainable professional development implementation. Eureka Math2® Impact Evaluation • Collaboratively designed and conducted a systematic review of curriculum implementation best practices. • Compiled, reviewed, assessed quality, and coded included studies using NVivo software.Evaluation of Multilingual Empowerment Group Intervention on Graduate Students’ Foreign Language Anxiety and Professional Self-Efficacy• Interviewed multilingual counseling education program graduate students using a semi-structured protocol. • Conducted thematic coding and norming of data.School Culture 360 Redesign to Ensure Psychometrically Valid Measures of School Climate Survey Tool• Co-developed and validated an academic climate scale as part of a comprehensive school climate survey. School Smart Kansas City Impact Evaluation • Co-developed English and Spanish language survey and focus group interview protocols.• Facilitated bilingual (English and Spanish) and English-only parent and teacher focus groups to gather information about the perceived impact of a local non-profit on public education in Kansas City, Missouri.Educational Technology Approaches to K-12 Mathematics: A Quantitative Synthesis of Outcomes• Conducted title and abstract screening, full-text screening, and full-text coding of studies that met rigorous research standards and pre-established criteria.

• Implemented the MTSS whole-child intervention framework in 24 pilot elementary schools by providing principals with professional development and individualized support in developing school-wide whole-child initiatives• Utilized data obtained from the MTSS pilot and feedback from district- and school-level stakeholders to develop a plan for MTSS implementation in a school district that serves nearly 84,000 students in 143 schools • Served on the statewide Early Literacy Taskforce to create a plan and draft administrative rule for the implementation of the universal dyslexia screener and provision of structured literacy professional development

• Presented written and oral reports to the New Mexico Legislature by analyzing research, student achievement, and budget data to make recommendations for education reforms• Engaged with stakeholders from a variety of groups such as the New Mexico Association of Colleges of Teacher Education, superintendents, school board representatives, educator taskforces, and teachers union representatives to make informed policy recommendations• Collaborated with educational leaders in executive agencies such as the Public Education and Higher Education departments, and representatives from non-profit organizations to improve policies for increased student and teacher achievement• Drafted legislation using research-based best practices and stakeholder input and served as an expert witness to present the legislation to legislative committees• Produced non-partisan research-based analyses of proposed legislation and administrative rules for members of the New Mexico Legislature and the general public• Served on the statewide Teacher Evaluation Taskforce to develop an inclusive, non-punitive, culturally and linguistically responsive teacher evaluation system tailored to the needs of New Mexico’s students

• Evaluated assigned teaching staff by providing actionable feedback to increase student engagement and achievement • Planned and delivered professional development staff-wide and to specific groups • Engaged with school- and community-level stakeholders to create schedules that maximize efficiency of operational procedures while ensuring student safety and staff accountability • Collaborated with teacher-led committees to put systems in place that increase student attendance through open communication and positive reinforcement initiatives • Addressed school-wide behavior issues through appropriate documentation and relationship-building with students, families, and teachers

2nd Grade Dual Language Teacher • Increased student engagement through researched-based Guided Language Acquisition Design (GLAD) and Kagan strategies• Differentiated instruction to target students’ needs and improve proficiency levels • Promoted bilingualism in a culturally and linguistically responsive classroom Bilingual Department Chair • Collaborated with the Bilingual Education Team to plan instruction meant to help students become bilingual and biliterate by the time they exit the program• Advocated for bilingual teachers to obtain appropriate professional development opportunities for improved student outcomes and increased staff retention• Mentored new teachers to ensure their success in and outside of the classroomInstructional Council Chair • Consulted with school administration to prioritize the scope of Instructional Council meetings in order to meet school objectives• Organized cooperative meetings focused on planning data-driven instruction• Developed Common Core-aligned cross-curricular thematic units with grade-level team to provide all second grade students with a cohesive educational experience