Presiding Over: ELAR | ELAR SPED Inclusion | 6th-grade (2019- 2020), 7th-grade (2020-2021), 8th-grade (2021-2022) | Gradebook | Attendance | New Teacher Academy and Mentor/Mentee Program | AVID | Institute for Learning | Master Schedule | Discipline• Produces processes which foster alignment and monitoring of standards and assessments, through data-driven instruction and interventions using the backwards design model and builds staff capacity to effectively develop and implement a rigorous and aligned curriculum for general education and SPED scholars• Evaluates staff and provides individualized actionable feedback that results in high quality instruction based on evidence collected from observations and student data• Frequently reviews lesson plans and monitors teachers to ensure feedback is incorporated into instruction performs calibration observations by observing with other school personnel • Identifies and rectifies operational and instructional areas for improvement and collaborates with leadership team and teachers on campus-based and outsourced staff development opportunities that are purposeful and aligned to campus goals, priorities, and action steps • Produce effective outcomes through modeling and supporting others through implementing a shared vision of success among all stakeholders, building capacity of staff to accept and support changes that will improve the school through courageous conversations about goals, priorities, and beliefs• Assist the principal in implementing clear, measurable goals that will reinforce the school’s vision, prioritize actions, and improve the school and explaining rationale for change and makes sense of changes• Creates a positive environment that stimulates others to act and accomplish goals• Backward plans to achieve short and long-term goals by accurately scoping and securing resources needed to accomplish projects• Manages times and resources effectively and holds self-accountable to timelines

• Mentored and supported teachers by offering organizational techniques, personal time-management prioritization skills, career and instructional support through best practices and effective strategies, modeling and co-teaching lessons, observational feedback, and methods to disaggregate and analyze data to guide instruction• Planned and facilitated PLCs to foster rigorous teaching, time management, and student engagement strategies which lead to students’ academic and social success• Nurtured an environment and culture that promoted responsibility, respect, trust, and a positive school culture and climate• Executed other responsibilities, as allocated by the principal, assistant principals, and school staff, to promote school growth such as assisting with the development of the 2018-2019 Campus Improvement Plan, planning, and hosting an EOC re-testers motivational movement, planning and participating in EOC tutorials, engaging in hall and lunch duty, and covering classes• Participated in and contribute to Campus Instructional Leadership Team and Site-Based Decision-Making committee meetings to improve student academic achievement through collaboration • Attended professional development trainings and hosted professional development sessions to allow myself and my colleagues to stay abreast of educational trends

English II Pre-AP and ELA Study Skills Teacher (2015- 2016) / English I and Creative Writing Teacher (2016 – 2017) / AP English IV Teacher (August – October 2017)• Implemented persuasive, analytical, and expository essays that required students to analyze and interpret literary works• Held conferences that inspired students to develop and achieve individual learning goals specified for SPED, on-level, EL, and gifted learners• Provided differentiated instruction by modeling, reteaching, developing, and executing rigorous lesson plans based on data from student achievement• Hosted tutoring sessions to enhance reading/writing proficiency among students and inspire positive self-expression • Incorporated College Board strategies to equip students with skills pertinent to their success in English AP courses: TP-CASTT, SOAPSTone and the use of dialectical notebooks

AP Literature and Composition, English I-IV, and Creative Writing Teacher / Head Varsity Cheerleading Coach• Increased student STAAR EOC scores by 30% within one year, achieving 86% mastery in English II• Planned and executed a summer reading program• Applied collaborative learning strategies, Close and Critical Reading strategies, and emphasized reading and writing in conjunction with the Texas Essential Knowledge and Skills • Facilitated highly effective units for curriculum, textbook, and classroom technology • Executed student-directed classroom management procedures that increased percentage of submitted assignments and student engagement• Hosted numerous parent-teacher conferences that allowed parents to be current with student progress• Built meaningful relationships with students, staff and parents• Led the cheerleading squad to their first competition and first victory as second runner-up