- Leads the Multilingual Multimodal Pedagogies project from definition, development, and dissemination, to evaluation in order to provide on-site and online training in Bilingual/Multilingual philosophy to educators of deaf students in Nigeria and creates manuals to document the goals, process, and outcomes of the project.- Manages the three-year project plan by determining project goals, budgets, and timelines using a multi-step planning process.- Creates position justification and description for the position of In-country Teacher Lead (IcTL) from Nigeria. Onboards the IcTL after advertising the position, reviewing applications, and conducting interviews.- Provides training and technical assistance to members of the Deaf E3 team to select participants for the project by incorporating the involvement of stakeholder groups using online forums.- Systematically documents and reports team progress, problems, and problem-solving measures taken to USAID and the Deaf E3 team.

- Developed the Online English Teacher Training Course and curriculum to provide Deaf educators in India a working understanding of successful online sign bilingual teaching strategies that they could apply in their transition to remote teaching in the midst of a pandemic.- Guided Deaf educators through their journey of understanding how online tools and resources could enhance the learning of English. - Provided educators the opportunity to develop their understanding of effective sign bilingual strategies and the best practice instructional model that allow their students to improve their Signacy (sign literacy) and English literacy. - Equipped educators with the skills they needed to use the Social Justice Standards to create an anti-bias education that provided students the knowledge and skills related to prejudice reduction and collective action.- Coordinated an online English for Career Development program with over 60 Deaf students from India, Nepal, the US, and the UK, with a team of 5 Deaf educators and 5 Deaf interns.

A dance fitness company that aims to provide the Gallaudet community the opportunity to experience a culture that is different from their own as well as to inculcate a sense of Desi pride among individuals of South Asian heritage.

- Led workshops for the Teacher Fellow program and school-wide initiatives that supported student achievement in standards-based education within an ASL/English bilingual environment.- Participated in the design and implementation of professional development and/or training to meet teacher and department needs and school-wide goals; provided customized training and skill-building activities for teachers in research-based instructional best practices.- Oversaw the implementation of standards-based curriculum and formative and summative assessment systems.- Conducted performance evaluations of teachers and staff as assigned; met all applicable deadlines; and recommended personnel actions.- Served as the first point of contact for MSSD families and addressed the academic achievement of all students, especially those from traditionally underserved commnunities.- Assisted teachers with the development of students' IEPs; provided support with writing instructional goals.

- Supported the members of the department and the school leadership team to navigate virtual instruction during the pandemic. - Fostered the academic, developmental and social-emotional growth of children through a variety of teaching practices. - Worked in conjunction with administrators, teachers and parents to develop an anti-racist curriculum and instructional program. - Taught five classes spanning two grade levels and curriculums. - Planned, adjusted and evaluated curriculums to changing needs of the developing child during virtual learning. - Created weekly plans and implement a curriculum that nurtures and stimulates all domains of each child's developmental process. - Provided guidance to new teachers to create instructional goals for students' IEPs.

- Developed and implemented a bilingual anti-bias curriculum using the Social Justice Standards for 9th and 10th graders.- Supervised students' progress in acquiring CCSS skills.- Communicated with parents, students, and other teachers on a regular basis to develop and update students' personal learning goals.- Coordinated field trips and presentations from eminent Deaf and hearing authors and professionals.