Ashlyn Clark Email & Phone Number

•Oversee transition into and implementation of a LMS, utilizing best-practice instructional design methodologies.•Actively collaborate with various teams to create engaging learning pathwaysaligned to identified outcomes using learning theory and instructional design principles.•Define curriculum criteria for both internally vs externally created curriculum; define bestpractices for when to use internal vs external content and how to integrate them into onelearning pathway.•Oversee the creation and maintenance of an instructor repository, including developinglesson plans, instructor guides, rubrics and other supplemental material that can used byinstructing staff to carry out learning outcomes.•Define and implement practices for monitoring, evaluation, and standardization ofcurricular offerings.•Train staff on new learning theory and practice; develop instructor training resources andcriteria for instruction quality evaluation.•Lead the Learning Team; provide guidance and supervision to direct reports, create andmanage department budget.

Primary Responsibility:- Create a comprehensive learning and curriculum strategy for JVS programming and services, including a framework that will help define JVS's strategies for large-scale impact.

Oakland, Ca

Psychotherapy and wellness services. Primary responsibilities: • Utilize various modalities of treatment to ensure holistic healing. • Consult with other clinicians and healthcare professionals to ensure high quality care. • Provide crisis intervention services, risk assessments, referrals and resources. • Keep comprehensive progress notes and client files based on industry requirements, including creating individual treatment plans and maintaining confidential records; HIPAA compliant. • Maintain strong relationships within the mental health community through memberships, consultation, and networking.• Manage and conduct all aspects of private practice business, including marketing and outreach, branding, sales, paperwork, bookkeeping and billing.

Greater San Diego Area

National University (NU) is San Diego’s largest private nonprofit university, founded in 1971, with a mission to provide accessible, achievable higher education to adult learners, especially those who are underserved. NU focuses on giving adults the education and skills needed to enter the workforce or advance in the world of work. • Serve as a resource by consistently being aware of and up-to-date on all content applying to advising staff.• Deliver, implement and maintain all training programs/resources that contribute to the successful and continuous development of all members of the University.• Continuously analyze and evaluate the effectiveness of current online training programs, as well as current business needs of staff, in order to recommend, design, and develop different modalities. • Maintain, create, update, and revise the electronic material of the working knowledge of all company products, services, and promotions as well as onsite and online programs and processes.• Receive, organize, and input new information and official documentation from several departments within the University System, updating existing information as changes to policies, procedures, and programs are announced and ensure all materials are accessible. • Collaborate with key stakeholders on training, training evaluation and engagement activities.• Create exercises, instructional activities and training assessments that reinforce learning using Adobe Captivate, Kaltura, Blackboard, and other tools.• Gather participant feedback to measure effectiveness of all training programs.

San Francisco Bay Area

Jewish Vocational Service fights poverty by building in-demand skills and helping people make connections to find good jobs. Since 1973, JVS has helped more than 80,000 people in the Bay Area. Primary responsibilities:• Functioned as a key thought-partner to management, created and led L&D team to support agency-wide strategy and training initiatives.• Created, implemented, and facilitated JVS’s first Leadership and Management Training series program, including curriculum development and workshop facilitation. •. Co-managed and planned all-staff professional development day retreats. • Provided “train the trainer” training to staff and other stakeholders on how to create an optimal learning environment; facilitated and delivered learning experiences that utilized adult learning theory and designed principles to yield largest impact. • Designed creative leadership learning experiences through coaching and customized training. • Conducted needs analysis to identify skill gaps and ensure growth. • Taught design to SMEs to create learning experiences that shared their expertise, including supporting the design of curriculum and facilitator guides. • Co-created, refined, and implemented core competency model to improve and standardize staff performance evaluation process. • Reinvented and streamlined JVS on-boarding tools to provide a more customized approach for each position.• Assumed leadership and coordination of training for staff, as well as coordinated committees and created agency resource library. • Created staff Individual Professional Development Plan to be used by all staff and supervisors, integrated into JVS performance evaluation process, to ensure staff ongoing development. • Provided 1:1 coaching and customized training to support staff development and problem solving. • Led Assessment Taskforce to improve assessments/data collection across organization.

Primary responsibilities:• Outreached and recruited 20-30 underserved, low-income young adults (TAY), yearly, who were disconnected from school and work into the Healthcare and Bridge Program to reconnect them to work and school in order to help transform their life. • Acted as a liaison and collaborated with community college staff and employer partners to maintain a strong relationship between program staff and external partners. • Taught academic skills through tailored curriculum, workshops, and weekly individual meetings on work and academic success.• Empowered at-risk, opportunity youth to strengthen core skills through coaching and tutoring that promoted college entrance and academic success, including supporting young adults in career development through internship placement and goal setting activities.• Conceived, created, and am implemented an eight-week workshop on self-awareness, metacognition, goal setting.•. Tracked and supported necessary reporting for funding and other required contract needs. • Responsible for creating and facilitating a four-week workshop on college readiness and workplace success. • Increased hard and soft skills through individual coaching and workshop facilitation. • Outreached to individuals and connected them to applicable training opportunities as a way to increase their success.• Coached individuals on resume and cover letter writing, networking, interviewing, and other necessary work skills.•. Created with Director of High school and Bridge Programs (HSB) the HSB College and Career Framework, including the development of program competency model.• Trained and development frameworks for staff members on facilitation skills, curriculum development, and assessment.

Oakland, Ca

Founded in 1852, Mills has always been a leader in providing opportunities for women to pursue higher education. Over the years, it continues to break barriers by providing undeserved students access to a top-ranked college education. The mission of Counseling and Psychological Services (CAPS) is to assist students in attaining greater knowledge about themselves and their relationships with others, to identify their strengths, and some of the challenges they face in making healthy and meaningful choices and achieving personal and academic success at Mills College. Primary responsibilities: • Provided responsive holistic short-term individual and group therapy in a fast-paced evolving environment on a variety of concerns, with a focus on Black and Latinx identified individuals. • Provided crisis intervention services, risk assessments, and appropriate referrals and resources; interacted with community resources and referral systems to better serve client needs. • Worked within an interdisciplinary team to coordinate whole-person care, including collaborating with other healthcare professionals to support client treatment goals and debrief cases. • Contributed to refinement of clinic model, including providing feedback on protocols, technology, and procedures. • Collaborated with Outreach Coordinator and Student Life Division to promote clinic services to the campus at large, including piloting tools to reach more clients on campus. • Facilitated and helped develop pre-doctoral didactic curriculum with counseling staff team, including cultivating a training environment in which power, privilege, and marginalization were explored.• Provided outreach and psychoeducation to students, families, faculty, and staff; and built liaison relationships on and off campus, including with outside community based mental health providers.• Meet all legal and ethical standards regarding record keeping to ensure HIPPA compliance.

Innovation. Challenging the status quo. Creativity. Making waves. All words that define the culture of San Francisco State University. The Undergraduate Advising Center (UAC) is a University service staffed by professional counselors, advisors, interns and peer advisors committed to providing guidance and information to help undergraduate students enjoy a successful college experience.Primary responsibilities: •Provided academic advising in the Undergraduate Advising Center via drop-in and scheduled appointments. •Responsible for advising in the following areas: majors & careers; registration; GE requirements; probation; petitions; matriculation; transcript and prerequisites review. •Assisted with Early Start and Metro programs, freshman & transfer orientation, and Declaring a Major workshops. •Created UAC awareness through outreach, tabling, and campus involvement.

BUILD’s mission is to use entrepreneurship to ignite the potential of youth from under-resourced communities and propel them to high school, college & career success.Primary responsibilities: • Developed and oversaw a high quality academic program, including program structure and policies, based on student needs.•. Communicated on a regular basis with various stakeholders, such as parents, students, teachers, and school administration, to improve programming and support program needs. • Created a safe and mentally healthy learning space for students to focus on academic success and college entrance to enhance student life and wellness. • Counseled students and created individualized success plans, provided academic resources, and college advising to a caseload of 70 undeserved and disengaged youth to ensure program success.• Outreached, recruited, hired, supervised and developed college tutors and coached them on leadership skills.

PACCC provides quality care and education individually tailored for your child's development. As a community based nonprofit, we serve children in the Palo Alto community from infancy through elementary school.Primary responsibilities: • Lesson planned, prepared and led weekly games, projects and snacks for 60 children, K-5th grade. •Helped students understand and deal with social, behavioral, and personal problems. • Provided academic support. • Evaluated bi-yearly a case load of five children on a behavioral and developmental basis. • Substituted at infant-toddler, pre-K centers and participate in summer camps.

SCORE! Educational Centers provides customized supplementary education and tutoring. SCORE! believes in methods of positive reinforcement to help students set and achieve academic goals. Primary responsibilities:•Counseled parents on programs and specific actions that would best fit child’s needs and personality. •Tutored children on various subjects. •Designed individualized learning plans based on assessment results. •Reviewed files in order to assure set goals and expectations were being met. •Collaborated with parents to revise child’s goals and learning objectives. •Oversaw part time staff and carried out important administrative assignments.

Summer academic programming offered through a United Methodist Church open to all adolescents, grades 6-12. Primary responsibilities: •Managed two classrooms of students including three ESL students. •Developed lesson plans for each child based on needs and for whole class. One module created was “Math is Fun!” Within this, students played “around the world” using math facts, cooked to practice adding and subtracting fractions, became a teacher by creating their own math quiz for their partner and correcting them, and students played a treasure hunt game using math problems as the clues. •Prepared, examined and graded all test and quizzes, homework and class material.• Increased classes’ average test score from B- to B+.

BTC program aims to boost student achievement by providing tutoring and a positive learning environment for students to improve in math. BTC program uses data to analyze students’ weaknesses and design a curriculum to help them improve their math skills. Primary responsibility:•Clarified learning objectives by offering elementary students academic assistance, tutoring, and on-going review sessions. •Motivated underachieving students toward success in their annual district exams through the use of humor, graphics, games, and other creative methods to help them improve their math skills. •Managed a case load of 10 students. * Awarded “Service Reward” for commitment and dedication to the program

The Education Guidance Center has a rich 24-year history of providing college advisory services to more than 2,500 secondary school students in East Bay schools. EGC also provides academic support, career advising, motivational activities and skill building workshops to current participants. EGC is a federally funded Department of Education trio sponsored program. It targets its services to low-income first generation college bound students.Primary responsibilities:•Collaborated with high school counselors in order to target underachieving 10th and 11th grade students. •Counseled students on high school and college courses, career options, college admission requirements, financial aid and personal statements. •Provided classroom presentations about the benefits of joining EGC and school retention. •Recruited, screened, interviewed, and enrolled students into program. •Collaborated with professional college adviser to provide various program services to high school, low income youth. •Led college, career and academic student workshops. •Recruit and enroll students into program, secure participant applications and documentation. •Provide academic advising and high school course planning, encourage school retention. •Assist with college and financial aid applications, office files, data base. •Provide individual academic advising and high school course planning. •Fully assist low- income middle school children in all academic areas. •Assisted with field trips- Chaperon, parent phone calls, handle permission slips, posting fliers/posters. •Enter data into computer base system, file paper work/ documentation. •Collaborate with teacher to provide children with in- class academic assistance individually and/or group wise on various problem sets, test preparation and other areas of math skills. •Create worksheets and guides for students to use as an aid for better understanding of material.

Berkeley

It is the purpose of Willard Middle School to attend to the development of the whole child; to assist them in the transitory period of their lives; to challenge them to grow both academically as well as developmentally; to prepare them for the next stage of their educational careers; and to guide them in becoming productive citizens in society.Primary Responsibilities: •Assisted underachieving elementary students with their homework. •Updated files, program information, student database, handled applications and program fees.

Mountain View

As subdivision of the Community Services Department, the Recreation Division prides itself through a wide range of educational, creative and fun programs offered for our community. The goal is to “Create Community through People, Parks and Programs” by offering diverse programs and facilities that help build a strong sense of community, promote cultural diversity, encourage health and wellness, and support assets for youth.Primary responsibilities:•Supervise 4 groups of 25-40 children grades 3-8. •Provide academic assistance in various areas, carry out daily games, art activities. •Organize, plan, and carry out 2 field trips per month. •Design monthly calendars stating daily activities as well as create permission slips for field trips. •Create and organize an end of the year talent show with children. Interact with parents to inform them of child’s behavior/ field trips and other concerns. Summer Camp Counselor: Responsible for one cabin (consisted of 12 5th grade girls). •Assist children in educational activities, hikes, games, etc. Organize end of camp talent show. •Create a positive, enthusiastic and fun environment for children

Master Of Science - Ms, Designing Educational And Instructional Technology

Description: https://www.nu.edu/ourprograms/schoolofeducation/teachereducation/programs/720-503/

Master Of Science (Ms), Counseling

Bachelor Of Arts (Ba), Psychology With A Minor In Education

Activities and Societies: Stiles Hall, Volunteer- http://www.stileshall.org/get-involved/

Education record

Live and study abroad program located in Brazil. Course of study was African diaspora and Brazilian culture, with a focus on learning.

Plant Medicine

Regenerative Farming