Ideal Instruction partners with K-12 school networks to hit their goals in raising student achievement by combining pedagogy, video coaching, and curricular expertise to create content and improve instruction. I contract with Ideal Instruction for specific projects to research and consult on company marketing and development strategy, design marketing resources, and to develop high-impact programming.In this role, I have:● Designed marketing materials, including company proposal pitch decks and one-pager service guides, that have supported lead generation and contract sales.● Proposed and developed programming, systems, and content for Ideal Instruction Fellowship to support Cohort of teachers to engage in coaching on co-teaching models resulting in development of internal best-practices video library and leads for contracts in multiple Districts.

FuelEd improves student outcomes by equipping educators with the social and emotional competencies essential for building secure relationships in schools. We believe that if educators are equipped with essential abilities – interpersonal skills, self-awareness, and emotional well-being – then they will remain in their professions longer and develop more secure relationships with students, parents, and colleagues. In turn, these relationships will drive students’ academic, social, and emotional learning.I facilitate training for educators in the FuelEd Curriculum, specifically, I:- Facilitate high-quality, research-based professional development for educators and school leaders that equips them with the skills and mindsets needed to build secure attachments social-emotional competencies within themselves and their students with average overall participant satisfaction score of 9.5/10. Trainings facilitated in-person and via Zoom to audiences around the country (large groups of up to 100 people as well as small, campus-based teams).- Consult on curriculum design to develop adult-facing curriculum on the science and skills of relationships and its impact on leading, teaching, and learning in schools - Collaborate with FuelEd partners to on-board and train new trainers in science of relationships and facilitation of adult learning

In my role, I collaborate on the District-Level team responsible for researching, designing, implementing, and facilitating District-wide systems of support for teachers and students. I consult for a caseload of nine campuses across the District to support Administrative teams in using the District Systems of Support to build capacity and support both staff and students through job-embedded coaching, professional learning experiences, and using data to inform decisions for campus-level systems of support and management.In this role, I have:● Collaborated to research and design learning environment standards aligned to the Texas Evaluation Rubric (T-TESS) and PBIS to provide common vision, language, and expectations across the District.● Developed a systematic learning environment screener to establish consistent "look fors" to create opportunities for targeted teacher support, reflection, and growth● Designed Coaching Management System and Flowchart to establish internal protocols for campus leaders to request differentiated support through consultations and formal teacher coaching.● Identified and organized department "Top 10 Strategies" for effective classrooms to create a common methodology for coaching evidence-based best-practices for classroom management.● Wrote and facilitated professional learning experiences at District and Campus levels in areas of Positive Behavior Interventions and Supports, Restorative Practices, Professional and Empathic Communication, Functions of Behavior, Trauma and Stress, and Emotional Regulation.● Facilitated job-embedded coaching for teachers on multiple campuses (K-12) to set and build capacity toward individualized goals tied to data resulting in quantifiable growth on observable metrics in classroom management and culture.

In my role as the Social Emotional Learning Specialist, I served as an expert practitioner to support teachers and as the leader of the a data-driven team established to bridge the gaps between school leaders, counselors, and teachers in order to proactively and responsively meet the social, emotional, and behavioral needs of students at a campus with a student body comprised of 94% economically disadvantaged and 74% identified as Limited English Proficiency. I designed and managed innovative student support programing and served as the voice for student support on the campus leadership team to ensure we achieved the vision outlined in the NMS Ecosystem of Student Support and Culture. In this role, I:● Researched and advocated for the implementation of campus-wide systems and programming and the led the Student Support Team (SEL Specialist, Student Support Counselors, and campus-based Social Worker), a PLC designed to use data to make decisions for student support.● Developed a campus-wide system for staff and student self-referrals to the Student Support Team reducing disciplinary referrals and exclusionary discipline placements by over 50% in two years● Supported school counseling programming to complete work in alignment with TEA standards and the Texas Model for Comprehensive School Counseling Programs (recognized in 2019-20 with CREST Award for Excellence)● Built and managed relationships with external stakeholders to supplement supports for students and families, including forming connections with local non-profits, mentors, and community-services organizations to support students and families.● Researched, curated, and facilitated learning to ensure alignment with best-practices, to lead teams and prepare and lead PD for staff around restorative practices, social-emotional learning, behavioral response, and student and staff wellness.

Member of Student Support Team responsible for management and coordination of social-emotional and behavioral intervention and support on Middle School campus of approximately 510 students. Coordinate the integration of restorative practices and student leadership on the campus through proactive relationship-building strategies, tier 1 student culture and connectedness initiatives, and peer mediation.

Collaborate with team to design and execute pilot curriculum for 6th Grade Humanities on a campus utilizing 1:1 technology in the classroom while serving as Response to Intervention Coordinator in implementing RTI for struggling students.

Do Something: Trivia For a Cause is an organization that held weekly virtual trivia games during the pandemic years and raised over $40,000 for organizations in need, as well as hosting private and corporate team-building events in the virtual space. The company leveraged philanthropy for over 50 different causes and used it's platform to raise awareness and build community.

•Develop campus-wide cultural vision, values, philosophy, and systems outlined in campus culture guide.•Strategic development and implementation of school-wide systems to increase student persistence and improve campus health with regard to culture, accountability, parent engagement, and academics. •Manage collection and analysis of data on attendance, behavior, and academics to prioritize and plan daily, weekly, and strategic meetings and systems to reach campus goals.•Analyze student data to develop social, emotional, or academic interventions for struggling students and lead Grade Level teams in execution and assessment of interventions.•Manage Middle School Grade Level Chairs and classroom teachers to develop campus instructional leadership.

• Develop evidence-based support services to target students struggling socially, emotionally, and behaviorally by exploring, proposing, and implementing an alternative academic placement and restorative center (“The Praxeum”) that allows students equitable access to academic content while supporting social-emotional needs and accountability through restorative practices.• Drive vision for campus-wide transition from traditional discipline to restorative practices.• Develop student leadership competencies through establishing peer mediation, tutoring, and mentor programs on campus• Serve as a resource to teams, teachers, and campus leaders in the areas of student discipline, student persistence, and student social and emotional needs through facilitation of professional development, team and individual coaching, student advocacy, and development of individualized student support plans. • Implement Tier 2 and Tier 3 restorative practices including mediation, whole-class healing circles, and circles of support and accountability to rebuild and repair relationships, teach empathy, and build a positive and supportive campus culture.

Served a Content Specialist with Teach For America Houston in Critical Consciousness to lead cohorts of first-year teachers in professional learning around Diversity, Equity, and Inclusion in the classroom. Specific topics facilitated include: Building Identity Inclusive Classrooms, Race in America, Unpacking and Recognizing Implicit Bias.

•Develop literacy-based curriculum, much of which is currently used across the YES Prep Public School system•Collect and analyze student data to execute 6th grade World Culture class to foster academic achievement for each 6th grade student. •Collaborated with 6th grade teachers from across system to create common assessments, review data, and share best practices.•Worked with team of teachers to develop and execute English Language Arts curriculum. School rated exemplary by TEA both years on staff with 78% and 87% of students passing reading TAKS each year.•Develop and execute math and science-based curriculum to teach students to use mathematical knowledge to design, build, and program robots to perform specified tasks and compete in local robotics competitions.

As Data Manager, I collected and analyzed data for Safe and Civil School Leadership Committee to assist with design and problem-solving campus common area systems and procedures. While serving as the Social Studies Lead Teacher, I designed curriculum for use by SS teachers across the District, and facilitated District-level professional development sessions throughout school year to support 5th grade Social Studies Lead teachers to create effective lesson plans aligned with state educational objectives and monitoring student progress. As a 5th grade teacher in the Teach for America Corps, I educated students, leading 85% of class to pass Texas End-of-Year Assessments in Math, Reading, and Science and was rated as "EXCELLENT" in all areas of state evaluation process two years in a row.Served as Transition Team Leader for TFA Houston Corps. Responsible for welcoming incoming TFA Corps members to Houston and assisting with transitioning to life in Houston, assistance with lesson design and management plans during the 2007 Teach For America Houston Institute, and planning social events throughout the summer for the Houston TFA Corps.