-Transform the literacy program by training the educators in the Science of Reading by successfully implementing the sounds-first CKLA Skills program which supports students as they learn: the various sounds and associating spelling patterns, how to read using 100% decodable texts, the conventions of grammar, etc.-Engage in rich discourse around building critical thinkers as they read any text as they acquire transferable skills such as, but not limited to: understanding character motivation in fiction texts; using text features to build content knowledge, etc.-Reengineer literacy program by introducing the STEP assessment which bridges the gap between CKLA and EL Module programs by ensuring teachers are building knowledge around: phonemic awareness.-Lead the community of educators in tracking and analyzing data to inform instructing in whole, small group, and 1:1 settings for literacy, but ultimately, in all content areas. -Coach educators on strong pedagogical practices that start from shaping a positive community where students love to learn to using that strong foundation to create inquisitive students who take ownership of their own learning.-Align educators with the school’s vision by leading regular professional development, covering various topics such as, but not limited to titles such as: K-2 Literacy: Independent Centers; ICT/Co-Teaching Summer Institute; Hands-On Learning: Student-Centered Classrooms; Science of Reading + CKLA; Science of Reading and Techniques for Parents; STEP Data-Dives; etc.-Guide the Grade Team Leaders on building the capacity of their team by putting in systems that help their team: intellectual preparation, data-tracking and analysis systems, coordinate peer observations with the intent to grow, etc.-Collaborate with leaders to grow and understand our own emotional intelligence in order to enact meaningful change with the leader-to-teacher relationships so that the community can be aligned with our vision for the school.

• Special education teacher in an ICT co-taught classroom teaching all core subjects: CKLA Skills, Achievement First/Navigator Math, literacy and math small group instruction.• Mentoring first year Kindergarten co-teacher in learning the best engagement practices such as how to incorporate the “what,” “how,” and “why” within intellectual preparation protocols; using curricula as a baseline for how to create high-rigorous thinking jobs to create an environment where students are at the center of the discussion; building a culture where student outcomes are based in metacognitive practices; etc.• Lead Kindergarten math planner by using technology such as Nearpod, Dreambox, and other online tools to support virtually engaging learning during the pandemic; as well as modifying activities that support students’ needs as they build number sense to think critically about math concepts including, but not limited to exploratory scavenger hunts, daily math talks, etc.• Inclusion lead in the diversity, equity, and inclusion Explore Schools’ efforts including attending various planning meetings, facilitating various school-wide professional development that help staff members reflect on personal biases, supporting family and student support efforts by using the SWOT protocol, etc.

Teacher•Special Education Teacher/General Education Teacher in an ICT Classroom/General Education Classroom teaching all core subjects including Guided Reading, Reader’s Workshop, Writer’s Workshop, Investigations Math, Guided Math, and Sense-Making.•Adapt all academic network-wide content to meet the needs of virtual learning including, but not limited to: weekly small group Phonics/Guided Reading and Math lessons, creating ELA and Math videos to support with daily homework and big idea understanding, individualizing Google Classroom content based on data, implementing brand-new Insight Humanities whole group lessons, having 1:1 check-ins with each student, etc.•Creator of an incentivized behavioral management program that increases number-sense, money-sense, and data-collection which also supported in higher results in MAP scores (Fall ‘19-Winter ‘20 Met Growth: Math 79.3%) •Built a positive and structured classroom culture by implementing a 30-minute morning meeting and reinforcing positive behavior weekly through “Star of the Week” initiatives, & by utilizing multiple teacher-moves to support academic behavior.•Support kids in high Winter ’19-Spring ’19 MAP growth (Math 85.2% and Reading 77.8%) Grade Team Leader•Lead a team of 6 of 1st-grade teachers by meeting multiple times a week to discuss and collaborate on data analysis, data-driven instruction, & the next week’s goals.•Attending Teacher Leader training which utilizes the Datawise strategies to help fine-tune data inquiry cycle to then implement with my team.•Partner with an Instructional Coach to observe and give feedback to fellow teachers to support instruction for all first-grade students.•Co-authored the Public Prep ELA First Grade Writer’s Workshop curriculum for 2 narrative, 1 informational, and 1 opinion-based units.•Conduct network-wide professional development for 26+ teachers that support STEP growth, grade team action-planning for future data cycles, Literacy-based programs, etc.

-Special Education Teacher in ICT classroom; using various co-teaching models, as well as, consistently pull groups of 2-6 children to support them in common core aligned ELA and math.-Teach Guided Reading and Interactive Read Aloud by using the Fountas & Pinnell framework to enhance and support decoding and comprehension.-Build a positive classroom culture by implementing a 30-minute morning meeting block, and reinforcing positive behaviors throughout the day.

• Special education teacher in ICT class; led writing aligned to Calkins' 2nd-grade rubric; co-taught rigorous, common-core aligned math• Support guided reading group of 3-8 scholars from October to the present who have not achieved STEP levels Pre-5 to approach grade level proficiency in order to progress to the next grade by the end of the academic year.• Supported guided reading group of 15 scholars from August to October who did not achieve STEP levels 6-9 to approach advanced by the end of the year.• Build a positive classroom culture by in mid-day classroom calming activities like yoga, classroom shout-outs for scholars who want to show love to their friends, community services that support their community.

• Teaching experience included, facilitating and teaching kindergarten, first grade, and third grade leveled literacy intervention (LLI) groups of up to six scholars in each group who experience various levels of difficulty decoding words and/or comprehending text by: creating weekly aims to focus scholar thought (i.e. character motivation, character impact, cause & effect, etc.) to build on their inferential and critical thinking skills, providing extra word work for scholars who struggle with decoding, and incite conversations surrounding the text.• Assist both outgoing and incoming Principals to ensure that their time is free to focus on providing instructional support to deans and teachers by performing duties that include, but are not limited to the following: calendar scheduling, professional development event planning, staff appreciation projects, daily school-wide scheduling, copies for professional development, etc.• Manage and maintain schedules for teachers-in-residences as needed, including substitute teaching, the production of teacher projects (e.g. copies, classroom needs, etc.), math clubs, recesses, etc. and volunteer for extra duties that are unfulfilled on a daily basis.Support the Operations team on various school-wide projects such as summer readiness, state test preparation, family events, etc.

Collaborated with the Retail Department to expand customer reach by taking orders, creating and updating records for all customers, invoicing in the sales software Till Rd.Managed the accounts receivable for special order pointe shoes for ballet companies, duties include: receiving incoming purchase orders in the Freed of London sales software, Office RD; inspecting all shoes and checking against original specifications; reporting any discrepancies to the Special Orders Manager; invoicing ballet companies; and ensuring all items are shipped in a timely fashion.Worked closely with expert fitters to fit customers into an array of Freed of London shoes that vary in style from dance concentration (ballet, pointe, jazz, and ballroom) to shoe style, as well as accompany the Retail and Wholesale Departments on fitting trips throughout the year to increase sales and network for company exposure.

Develop and implement strategies for solicitation to grow annual revenue for the Individual Giving Program, including managing an annual appeal campaign and liaising with eight Board members for individual fundraising initiatives at the only agency in New York State designed specifically to meet the needs of commercially sexually exploited and domestically trafficked girls and young women. Have helped to increase the individual donor base of a nonprofit with a $3.5 million budget from 930 to 1,184 individuals, or $78,000 to $365,000 dollars annually.Supervise the Development Associate, Youth Leadership Fellow, and volunteers as they support the Communications and Development team, including processing and acknowledging all philanthropic contributions to GEMS, managing donor records on the GEMS database, and maintaining other duties as assigned.Support the Young Professionals Committee, who coordinate fundraising, advocacy, and awareness-building initiatives throughout the year on a voluntary basis. Manage, report, and maintain the online database, Salesforce.com; monitor individual-giving progress on a monthly, quarterly, and yearly basis; coordinate with the fiscal department to reconcile revenue; and work closely with the Communication and Development Director to strategize on how to grow and maintain individual donors.

Researched and identified major donor prospects, building lasting relationships between prospects and the organization.Processed and acknowledged all individual monetary and in-kind philanthropic contributions to GEMS; managed in-kind donations, maintaining constant contact with key staff.Accomplished a successful transition from FundEZ, a fiscal-based database, to the online donor database, Salesforce.com; worked alongside the Communications and Development Director to design a work plan catered to GEMS’ reporting needs. Managed all direct and online communications via the GEMS website, Constant Contact newsletters and appeals, the GEMS Shop, and more; redesigned GEMS’ printed and online publications and materials.

Assisted the Development department with all aspects of agency fundraising events, including planning, executing, and following up; coordinated information and logistics related to raffle and auction, invitations, program, audio/visual, etc. for the Annual Gala; maintained accurate sponsorship records; and sent invoices to sponsors and supporters.Organized and executed all volunteer and special events projects with corporate and community partners, including Done-in-a-Day corporate volunteer group projects for clients, monthly orientations, and Volunteer Appreciation week.Worked alongside program staff to create new volunteer and in-kind opportunities to fill programmatic and organizational needs.Managed the donor database and donor records as well as drafted and sent all acknowledgment letters for foundation and corporate grants, individual donations, capital campaign donations and pledges, fundraising event donations, and volunteer acknowledgments.

Led over 50 participants, ages 11–13, in a variety of activities, including dance, step routines, tutoring, and the PEARLS leadership and mentoring program.Organized ten trips and events for the program, including creating flyers, preparing invoices, and coordinating event logistics.Performed administrative work to assist the site director.