Anna Gittens Email & Phone Number

San Diego, Ca, Us

Washington D.C., Us

• Strategic Planning and Implementation: Develop and execute comprehensive learning and development strategies aligned with organizational goals and research objectives; identify and pursue grant and alternative funding opportunities.• Program Development and Delivery: Design, develop, and deliver engaging and innovative introductory meetings, training programs, informational sessions, and professional development sessions for educators and researchers; utilize evidence-based practices and the latest research to inform program content and delivery methods.• Curriculum and Resource Development: Create, curate, and revise high-quality educational resources, including instructional materials, and digital content; ensure all resources are accessible, equitable, and aligned with the latest educational standards and research findings. (JHU)• Collaboration and Stakeholder Engagement: Work collaboratively with internal and external stakeholders, including educators, researchers, and industry partners, to foster a culture of continuous learning and innovation; foster and maintain relationships with emerging and existing clients; provide responsive support based on client need.• Continuous Improvement: Stay abreast of emerging trends and advancements in education, learning technologies, and research methodologies; advocate for and implement innovative practices and technologies to enhance learning and development initiatives. (JHU)• Reporting and Documentation: Maintain comprehensive records of training activities, program evaluations, and participant feedback; prepare detailed reports and presentations for leadership and stakeholders, highlighting achievements and areas for growth.

Austin, Texas, Us

Linthicum, Md, Us

• Private remote tutoring through school partnerships for students in grades 1-4o Leveraging data to create tailor made, targeted, and engaging lessons• George Washington Elementary School (Title 1) Baltimore, MDo Providing Tier 2 and 3 MTSS interventions in mathematics for 16 first and second grade students  Combined Eureka Curriculum with Universal Design for Learning scaffolds to improve learning outcomes Collaborated with homeroom teachers to coordinate scheduling, content delivery, and communicate student progress with daily check-ins and weekly summary reportso Initiated daily ‘lunch bunch’ Social-Emotional Learning (SEL) program • Johns Hopkins Pediatric Intensive Care Unit Baltimore, MDo Delivered special education tutoring and family advocacy supports to medically complex student who is nonverbal, fully ventilated and experiencing significant cognitive delays

Washington, District Of Columbia, Us

• Find and create resources for High Leverage Practices (HLP) tool kit• Work collaboratively with content teams to audit and apply inclusive practice, race, and equity fortifications to curriculum and assessments• Edit, revise, and strengthen current classroom resources and practices

Washington, District Of Columbia, Us

Student Outcomes•Adapted Wilson’s Fundations, Passport to Learning, IReady, Lexia and Science of Reading protocols and resources to provide high rigor and differentiated reading, writing, speaking, and listening instruction that resulted in: o (SY 2022-2023) Improved reading level from 60% below grade level to 96% at or above grade level by end of year o (SY 2021-2022) Improved reading level from 75% below grade level to 88% at or above grade level by end of year • Combined several learning platforms and delivery modalities to create high engagement, student centered mathematics instruction resulting in: o (SY2021-2022) Improved math performance from 100% of students below grade level to 100% of students progressing one fully grade level or higher. Project Management and Data Implementation • Created and maintained a schoolwide intervention accountability tracker through Google Sheets that resulted in English Language Learner students receiving 130% more intervention time o Utilized by all k-5 homeroom teachers, school leadership, and interventionists • Proposed, planned, and led 7 student-directed learning projects and 4 whole-grade field trips aligned to Social Studies, Literacy, Math and Science Common Core standards • Created and implemented grade-wide weekly social-emotional learning programSupervision • Mentored Urban Teachers Resident (2022-2023) o Held weekly check-ins as well as monthly observations to provide multiple avenues of feedback o Maintained open communication with Resident’s supervisors regarding Resident’s progress, well being, and opportunities for growth • Student Teaching: co-taught kindergarten virtually during COVID19 Pandemic

Baltimore, Maryland, Us

Kindergarten teaching resident at J.C. Nalle Elementary School (virtual)

Boston, Massachusetts, Us

-Worked as part of a team that includes an In-Home Therapist (IHT) for the purpose of treating a youth’s mental health, behavioral and emotional needs, including improving the family’s ability to provide effective support for the youth to promote his/her healthy functioning within the family. -Supported implementation of a treatment plan to assist the youth and family in achieving the goals and objectives of that plan.

Brighton, Ma, Us

Pediatric Psychiatric Inpatient Unit:-Interacted with patients in a therapeutic manner to facilitate adaptive coping and life skills through the implementation of treatment plan goals and objectives-Applied crisis prevention and intervention techniques to children and adolescents with acute behavior and psychiatric conditions, including verbal de-escalation and performing and/or assisting with physical restraints-Observed documented and reported critical information regarding patients to shift supervisor in accurate and timely manner-Participated in and ran daily therapeutic groups and activities-Demonstrated high level of emotional tolerance, support, flexibility, and confidentiality when serving patients and families.

Boston, Ma, Us

Served in under-resourced primary school classroom providing in-class support in all subject areas. Organized lesson plans for small groups of students tutored specifically in English Language Arts. Coached students on behavior management and conflict mediation using goal-directed approaches. Promoted emotional and social well-being through child-specific learning strategies.

Utilized EEG technology on patients in the greater Rochester area at risk for Alzheimer’s Disease and/or Mild Cognitive Impairment. Research focuses specifically on the analysis of abnormalities of Event-Related Potentials in normal vs. at-risk. Worked under Dr. Robert Chapman, Ph.D.

Doctor Of Education - Edd, Mind, Brain And Teaching

Master'S Degree, Elementary Education And Teaching

Master'S Degree, Education And Child Studies

Bachelor Of Science (Bs), Bachelor Of Arts (Ba), Brain And Cognitive Science, Psychology

Bachelor’S Degree

Education record