Ashley Bakker Email & Phone Number

Bronx, New York, United States

-Build and maintain relationships with administration, faculty, staff, students, parents, and community partners in the school community.-Manage a budget for a sizable Covid Community Learning Grant using proactive planning strategies and collaborative budget planning meetings.-Identifying, recruiting, establishing, coordinating, and overseeing over 20 community partnerships with vendors and subcontractors on the community school budget to ensure alignment with community school goals.-Establishing school organizational systems to support cohesion among staff, students, and families and smooth implementation of new initiatives.-Facilitating staff professional development of new learning softwares, lunch and learn staff-driven topics, and building initiatives, leading to increased staff confidence in the use of new systems.-Coordinated and facilitated on-site technical assistance meetings with administrators, faculty, and staff to plan for specific program implementations, problem-solve implementation obstacles, and ensure program sustainability.-Developed, maintained, and publicized a schedule of programs and activities offered at the school to support school and program recruitment.-Led the development and implementation of a new school website that incorporated an enrollment page, leading to an increase in digital presence during the school year.-Created a student program attendance and impact dashboard to provide accessible, real-time data snapshots for use in afterschool grant compliance reports, community school reporting, family data meetings, and ongoing school recruitment documents.-Implemented a referral system for staff use with families to increase the consistency and documentation of referrals for integrated services and supports.-Planned family engagement events with a school-based team to increase family-school partnerships and adult education workshop attendance, including nearly 100 adult family members attending our first community fair.

New York, New York, United States

-Led and participated on multiple community school projects, including FSCS and 21CCLC grants, to lead client meetings, site visits, focus groups, logic modeling, and reporting efforts. -Co-authored grant proposals, including two full-service community school proposals, securing nearly $12 million for a multi-LEA FSCS project.-Developed innovative client deliverables for diverse stakeholders, resulting in client use for staff training, policy advocacy, and grant proposals.-Created data dashboards and summative reports for large clients involved in NYCPS and Georgia’s BOOST Grant, supporting data-driven programming for stakeholders.

New York, New York, United States

-Analyzed student-centered and student-led school change research practices in education to develop a cohesive research framework.-Selected for the 2023 AERA Conference to present these findings on the panel, "Students as Leaders, Educators of Color, and School Transformation."-Collaborated closely with a research team to co-create a balance of qualitative, quantitative, multimodal, and arts-based methods through communication and organization.

New York, New York, United States

Ashley studies education policy with a comprehensive specialization that centers on transformative student involvement in the imagination of a liberated education system using critical pedagogies and youth-participatory action research frameworks.Her academic career is focused on culturally responsive approaches to a student empowerment model in schools, and the ways that these two concepts intersect. Not only does she want to illuminate the overwhelming dearth of research on this point, both with quantitative and qualitative data analysis methods, but she aims to use this research to rally funding for anti-racist student centering models, projects, and consulting across the country.-Data Analysis for Policy Decision Making I (Quantitative Methods)-Data Analysis for Policy Decision Making II (Quantitative Methods)-Education and the Law: Equity Issues (Comprehensive background of legal precedents related to students' educational rights)-Education Policy Implementation and Analysis (Formal analysis, argumentation, determination, and written recommendations/deliverables)-Thesis: "How does student intersectionality impacts the reception of their activation of their agency by adult actors in education?"

Wyoming, Michigan, United States

Our junior high created an equity team in the summer of 2020 as a natural extension of the small West Michigan Leadership Academy cohort from the previous year. As a member of the new team, I worked to center our students in school wide decisions related to policy, cultural wisdom and celebration, curriculum, and community. I did so in the following ways:-Led staff meetings and professional developments around the topic of identity, racism, community, and equity, and their applications to our practices as educators.-Served as staff supervisor to support students in their quest to establish a Student Equity Team.-Created and facilitated analysis of student input surveys to drive our building strengths and areas for improvement, and to implement appropriate professional development that centered student voice.-Co-facilitated a staff book study for So You Want to Talk About Race by Ijeoma Oluo to support staff discussions about race, racism, and equity in schools and in society.-Navigated complex bureaucracies to support student wellbeing, including student advocacy, collaborative organizing among students, staff, and the community, and communication with administration.

Wyoming, Michigan, United States

-Used teacher experience of using restorative practices in the classroom to share community-building practices with colleagues.-Co-facilitated the opening staff meeting of the 2020-2021 school year using Restorative Practices to achieve greater interpersonal knowledge between staff members in processing Covid-19 before engaging in equity development.-Hosted staff observational rounds focusing on the use of Restorative Practices to engage students in content, leading to new staff members implementing these strategies in their classrooms.

At the onset of the first pandemic school year, I was assigned to teach history for the first time, inheriting a textbook-centered American history curriculum that was missing African and Indigenous origins, identities, and voices. I worked to provide my students with a fuller experience engaging with historical thinking skills, including critical analysis of primary documents and their creators' motivations, tracking historical themes, and using this knowledge as a lens when analyzing the present. I employed a student-driven, identity-celebrating and identity-conscious philosophy and pedagogy to do the following:-Used student qualitative and quantitative data to garner support from the Assistant Superintendent of Curriculum and the school board for a curriculum pilot.-Developed a more culturally-responsive, antiracist, and liberation-minded history curriculum for the WJH history department.-Centered students in my curricular decisions, including formal and informal methods for students to drive and differentiate the direction of our course.-Used social media collaboration using #ownvoices mentor texts in Stamped: Racism, Antiracism, and You by Dr. Ibram X. Kendi and Jason Reynolds and Indigenous People’s History of the United States: Adapted for Young Adults by Dr. Roxanne Dunbar-Ortiz.

Wyoming, Michigan, United States

In my time with Wyoming, I taught primarily 8th grade English, serving as the only 8th grade English teacher for our Title I-funded English support class that was comprised of students reading significantly below grade level, many of whom were learning English as a new language. When I inherited the role, the district was using Scholastic's Read180 curriculum to close gaps in reading achievement scores using software and scaffolded textbooks. I worked to shift the model of literacy and reading supports to recent evidence-based strategies, including student-driven and culturally responsive mentor texts as scaffolds for learning writing and complex reading skills, and student-driven and culturally responsive independent reading that was frequent and low-stakes to alleviate the stigma around reading in school. This role made me a better English teacher for my general education students as well by affording me the following experiences:-Using Restorative Practices to establish authentic and liberated classroom community for 8th grade students with diverse identities, backgrounds, beliefs, and interests.-Working to differentiate between students' value as people and the label of "struggling reader", both through supporting their natural agency in directing their own learning and goals as well as through celebrating moments of joy outside of academics.-Collaborating on curriculum for English using data, culturally-responsive and highly engaging grade-level texts, and student voice to increase 8th grade school improvement reading analysis data by 16% from the fall of 2018 to the fall of 2019.-Attending a conference for “Planning the 180 Days: Designing Instruction to Engage and Empower Adolescents” to design English curriculum based on student voice in a student-driven curriculum featuring choice and modeling.-Participating in the annual 8th grade Visiting Author's Series to connect students to authors and deepen their understanding of the literary writing process.

Wyoming, Michigan, United States

Leading Educators is a literacy-based professional development sequence formatted to equip local cohorts of teacher leaders to disseminate knowledge on the tools and philosophies needed to aquire equitable student literacy. My time in this cohort allowed me the opportunity to do the following:-Collected and analyzed qualitative and quantitative data for randomly selected student sample from across my classes to gauge the impact of this literacy pedagogy on student reading and writing.-Lead staff meetings and hosted observational rounds on engagement strategies with student collaboration for complex texts in a class designed to support students reading below grade level.-Used anticipation, probing questions, and engagement strategies to implement a schedule of high-interest grade level texts, resulting in a substantially higher growth rate in 8th grade English school improvement data.

Holland, Michigan, United States

Serving: 2015-2021-Coordinate requests to ensure needs are met.-Communicate effectively with coworkers to collaborate and serve guests.-Memorize food, beer, wine, and spirit products to increase sales.-Alcohol ServSafe certified -Clean all tables and work areas in accordance with requirements.-Provide positive customer service to all guests.Before serving, I filled many different positions with this company's flagship brewpub in downtown Holland. I started as a dishwasher when I was a senior in high school, and then worked my way to busser, followed by a summer hosting, and a few years as a food expeditor before being eligible to serve in 2015 upon turning 21.

Wyoming, Michigan, United States

-Offered flexible support to all programs, subjects, and grade levels by substituting where coverage was unavailable.-Created a template to help students establish short- and long-term goals and maintain organization, resulting in 50% of their grades to passing levels.-Supported students in a semi-routine schedule, including a self-contained cognitively impaired program, Read180, and an alternative learning environment-Supported teachers through aiding in establishing classroom community, co-facilitating activities, and collaborating on best practices.

Holland, Michigan, United States

I served students in Holland Public Schools, a diverse urban Title I district, from grades 5-8 for three years. WyldLife, the middle school branch of YoungLife, is a faith-based youth outreach program rooted in community-building practices, and featuring components such as comprehensive outside-of-school supports (i.e. transportation, translation, homework support, food and housing support, college transition support,) community-building functions (i.e. club, group excursions, fundraised trips,) and small groups. Transitioning to Team Lead for Holland Wyldlife allowed me to serve the students in my district in the following ways:-Adjusting student outreach and club activities to be more culturally responsive, expanding participation from 7 students to 25 students-Serving as a bridge for bilingual or Spanish-speaking families in joining them for meetings with administration to support in advocating for their students' social, emotional, and academic needs-Supporting Boys and Girls Club of Holland’s after-school Middle School Room by offering homework tutoring

Master Of Arts - Ma, Education Policy Analysis

Bachelor Of Arts - Ba, Secondary English Education, History Minor, 3.72/4.00

Activities and Societies: -President's List -Sandrene Schutt Award '17 -Student Teacher -Teacher's Assistant -Assistant Supervisor of WJH.

Honors College, College Of Communication, 3.91/4.00, (Transferred To Hope College)

Activities and Societies: -Honors College -Read Alabama -Honors College Middle School Mentor -College of Communications Advertising.