The JCC @ Pearl River is a summer day camp for 200 children located 45 minutes outside of New York City. Campers, ranging in age from 4 to 12 years old, enjoy a variety of outdoor activities such as art, athletics, music, outdoor adventure, and cooking over an eight week period. • Create developmentally appropriate daily sports curricula for 200 children ages 4 to 12 for an 8-week camp• Supervise and mentor coaching staff • Conduct weekly staff meetings and mid-summer evaluations• Document children’s athletic experiences on a bi-weekly basis through pictures, detailed observations, and authentic dialogue

The Saul and Carol Zabar Nursery School is an inclusive, progressive Reggio Emilia inspired school with an emphasis on play-based learning. Serving Manhattan's Upper West Side the school places a large emphasis on community involvement, this is visible through family participation, service projects, and the learning that takes place within the blocks surrounding the school. There are twelve different classrooms serving over 150 children ages two to five years old. • Provide an engaging environment developmentally appropriate for two and three year old students to create and expand knowledge through inquiry, provocation, discussion, exploration, and meaningful experiences.• Observe and document individual and group learning, analyze qualitative and quantitative data with co-teachers to develop age appropriate curricula tailored to the student’s interests and needs. • Communicate with families to discuss child’s social-emotional and academic and progress and areas of concern through bi-yearly parent teacher conferences and curriculum nights.• Participate in weekly professional development meetings to reflect on best practices, school and community culture.

The NYC Middle School Baseball League is a non-profit league comprised of 55 public school teams from Manhattan, Brooklyn, Queens, and the Bronx. The league's goal is to help student-athletes from all backgrounds grow within the areas of teamwork, resiliency, and academic success through playing baseball.• Oversee twenty Manhattan middle school baseball teams, maintaining contact with coaches and players to ensure adherence of rules for a positive experience for all.• Assist league commissioner in permit applications, creating league schedules, maintaining league website, resolving conflict and rule discrepancies within the league. • Model and promote the league mission of hard work, sportsmanship, and teamwork.

The Anderson School, PS 334 is a public gifted and talented school serving a diverse population of New York City students in kindergarten through eight grade located on Manhattan's Upper West Side. Anderson provides an environment for students with numerous enrichment and leadership opportunities promoting teamwork, problem solving, creativity, research, and positive peer interactions to develop higher level learning.• Collaborate with cooperating teachers to plan and implement engaging, and age appropriate lessons for students in grades 7-8 Social Studies and K-8 Physical and Health Education Classes. • Introduce students to new sports, activities, games, and exercise ideas to create a foundation for improved personal health and wellness to contribute to a healthy lifestyle.• Implement lessons with multiple instructional strategies to accommodate numerous learning styles, while developing student’s ability to develop higher level thinking.• Assume all responsibilities as a coach of Football, Basketball, and Tennis teams. Communicating with Student Athletes, Families, and School Staff on Student Athletes grades, behavior, and eligibility throughout the season.

St. Louis Park Middle School is a MYP candidate school located in a suburb of Minneapolis, Minnesota serving a diverse population of over 900 students in sixth through eighth grade. The Middle School offers a variety of academic courses, clubs, and athletic activities for student enrichment.• Created, planned, and implemented lessons for four classes of eighth grade students in an urban middle school setting with engaging, and interactive instruction through the context of World History• Work cooperatively with the Social Studies department, a Professional Learning Community, and my Grade Level Academy to provide positive curricular and social supports for students in all academic, and behavioral tiers• Developed and maintained positive relationships with students, and families through parent teacher conferences, phone calls, emails, and letters home

• Supported the ISS and recovery room by supervising and maintaining proper records• Supervised detention in addition to tracking grades 6-8 daily attendance, documenting and notifying qualifying students and families of detention date• Worked cooperatively with lead teacher in planning, instructing, and supervision of three sixth-grade Physical Education classes.• Introduced students to new sports, activities, and ideas to maintain a healthy lifestyle.• Modeled and demonstrate correct sports technique and form for students’ understanding.

• Provided supports for a caseload of 15-20 students needing assistance in areas of attendance, organization, goal setting, planning, prioritizing, and social skills• Worked cooperatively with school staff to identify students for caseload.• Oversaw detentions, ISS and recovery room, providing assistance to the Assistant Principal in dealing with problematic student behavior.

• Assisted teachers in managing programs for both grade school and preschool children.• Planned and supervised classroom activities and communicated daily with parents.• Ensured classroom compliance with licensing and accreditation requirements.• Supervised part-time Teacher’s Aides while in the role of full-time teacher.

• Observed and assumed the functioning of the school and classroom settings through the context of a ninth grade Civics course.• Created and implemented middle school oriented lesson plans, assessments, and other classroom activities in compliance with district and state standards.• Communicated with families, faculty, and administrators on student progress.

• Observed and assumed the functioning of an urban school and classroom settings through the context of both U.S History and Psychology courses• Communicated with faculty, social studies department, and administrators on grant implementation strategies, and professional development to meet AYP.• Motivated students and families in contributing to the new school climate to assist in the process of meeting AYP.