Overseeing and implementing building-wide repairs, maintenance, and updates. Worked with a number of community agencies to model and implement COVID-19 response policies, staff, teacher, and family training, and informational townhalls. Updated data management systems, community, and staff communication, and information tracking and retrieval systems. Managed building and technology service personnel both internal and external. Conducted ongoing trauma-informed care, restorative justice, and social justice awareness staff training.

A wonderful and proactive classroom setting for newly arrived middle school refugee students. The class includes topics such as school expectations; like ages you are required to attend school in the United States to social competencies such as how to address bullying, time tracking in the United States (calendar), being on time to class, having to stay after school, accessing school resources and much more.

While at working for the Institute for Women's Studies and Services (now The Gender Institute for Teaching and Advocacy), I taught and facilitated the Feminist pedagogy semester long workshops. These workshops met weekly and focused on training teaching assistants on regulations such as FERPA, classroom support for both the professor and students, pedagogy, CV and personal statement creation, curriculum development, and current topics in the field of Women's and Gender Studies.I was the national chapter liaison for the Women's and Gender Studies National Honor Society Iota, Iota Iota. This included inducting new chapters nationally, chapter supply orders for new inductees, approving chapter constitutions, laws and bi-laws, and conducting a yearly national chapter meeting held as the National Women's Studies Association conference. While the national chapter liaison, the national honor society grew almost 20% within two years, I created and instituted new and more productive processes for inducting new chapters and moved our chapter supply purchases to an online store streamlining both purchasing for chapters as well as purchase tracking and management.I also was a member of the curriculum committee for the department of Women's, Gender and Sexualities Studies. While on the curriculum committee, I was able to work closely with department professors to both update their current curriculum to meet the new universities curriculum standards as well as create new courses to offer students. This gave me to opportunity to work closely with Curriculum Online Curriculum System.

While at the Colorado Coalition for the Homeless, I had the opportunity to first teach the preschool age students and then become a summer camp teacher for the school age children. Working with homeless and/or low income students comes with its own set of rewards and challenges. In both positions, I was able to construct developmentally appropriate curriculum which addressed both the needs of each specific age group as well as unique needs pertaining to their experiences being actively or previously homeless.

The Garden Preschool is a creative and progressive Reggio Emilia inspired preschool integrating Jewish teachings with the best rated education philosophy in the world. As the first pre-kindergraten teacher in the newly opened school, I had the opportunity to help co-create curriculum and build a lasting pedagogy with the preschool director and Jewish Center's Rabbi for and with the school. It was exciting to explore ways to incorporate Jewish teachings, philosophy and celebrations with a very student centered and artistically expressive curriculum. While at the Garden Preschool, I experienced both religious and cultural diversity, having the opportunity to work with people coming from a range of Jewish and non-Jewish backgrounds as well as staff from different countries such as Israel, Australia, Germany and South Africa.

Bixby School is a dynamic private school in in south Boulder with a play and experiential based curriculum pulling inspiration from both it's founders and world class education systems around the world.As a preschool teacher, I was part of a cohort of early educators exploring child centered education, building curriculum and learning experiences based on child observations, interests and development. This included helping some 54 students as a mixed age group, navigate a shared space and interact with their surroundings, environment and older students. Bixby School purposefully enrolled students from a variety of background and with a variety of needs including high-income and low-income students; students with diverse developmental needs as wells gifted students. This mixed developmental need and age group dynamic created very specific challenges in co-creating a student centered early education space.

Starting as a preschool teacher and then becoming a kindergarten teacher, moved onto becoming an assistant director.While assistant director, I was in charge of maintaining student health and academic records; staffing (including hiring, scheduling, training and reviews); parent enrichments nights/parent training; academic and meal supply ordering; student transportation to local public and private schools; and summer camp program and curriculum development.