• Manages a portfolio of ~250 NYC public school buildings with responsibility for identifying opportunities to optimize usage of buildings to meet community needs. Optimization levers include opening new schools and/or school programs, merging critically small schools, closing schools and/or re-siting existing schools to new facilities.• Builds trusting relationships with families, school communities and neighborhood superintendents through regular touchpoints to gain insight into community needs, enable good faith discussions and keep stakeholders informed. • Develops initial proposals for organizational changes based on a combination of community needs and deep analysis of data trends, as well as past successful proposals, and presents to senior DOE leadership for approval.• Writes legal documents in accordance with NYC DOE regulations for proposals that have gained support amongst families as well as superintendent teams; oversees the process whereby the formal proposal secures legal approval. • Conducts eight-to-ten community engagements per proposal to inform stakeholders of impacts on their communities, incorporate community feedback into the proposals, and respond to stakeholder questions and concerns in person. Responsible for creating family-facing presentations and written materials for dissemination for schools. • Manages five-to-ten proposals simultaneously per annual planning cycle; responsible for scheduling all engagements and securing all formal approvals for official proposals within the legally mandated timelines.

• Wrote divisional policies for awarding Pre-K for All and 3-K for All funding in New York City public schools and contracted early childhood education providers. Policies were updated annually based on factors including budget constraints, community feedback, input from school leaders, and family application data. Policies were finalized in collaboration with other PPT members and presented to the Deputy Chancellor of Early Childhood Education.• Planned and led briefings to neighborhood superintendents, principals, and contracted program leaders to synthesize divisional policies and criteria for receiving pre-K and/or 3-K funding; reviewed funding applications and made award recommendations to leadership; communicated final award decisions to program leaders.• Designed and facilitated in-person professional learning modules for the leaders of newly awarded programs. Cohorts of leaders were guided through a six month project plan to fully open new ECE classes; annual cohorts consisted of 50-75 program leaders and module content covered budgeting, furnishing new classrooms, staffing, and preparing designated classrooms in accordance with DOE standards and safety regulations. Led cohorts on visits to exemplar programs to facilitate exchange of best practices among program leaders.• Liaised between New York State Education Department (NYSED) and DOE principals for purposes of receiving early childhood special education (SpEd) funding; advised program leaders on completing NYSED SpEd application and provided accountability for timely adherence to SpEd funding request deadlines.• Managed two teams of four staffers through the Winter 2022 evaluation process for new Pre-K and 3-K programs. Assigned weekly tasks to members, created work schedules, moderated meetings and resolved intra-team conflicts.• Created and maintained databases to track all work streams for PPT and guarantee all key steps were completed.

- Conducted qualitative & quantitative analysis of hiring trends in Brooklyn Public Schools- Synthesized findings into policy improvement recommendations for TRQ - Presented findings and recommendations to internal and external stakeholders

- Prepared and delivered all science and social studies content for approximately 150 fifth grade students in five homeroom classes - Created, delivered, and maintained records for all student materials, with 150 students in both subjects meticulous organization is a key to success - Adapted to five different work cultures throughout the day as classes are delivered in students’ homerooms - Developed, researched, planned, and implemented fifth grade biome study onsite at the Brooklyn Botanical Garden to expose students to hands on learning outside the traditional school setting

- Achieved second highest class average on 2016 New York State Third Grade Math test in the Ascend Public Charter Schools network - Achieved second highest class average on 2016 New York State Third Grade ELA test in BVLS - Developed partnerships with families across cultural, linguistic, and socioeconomic differences - Lead planner of new reading strategies designed to increase third grade student reading comprehension - Communicated and collaborated daily with grade team to guarantee new reading strategies implemented in all third grade classrooms - Achieved 20% growth in ELA assessment averages and 39% growth in math assessment averages in third grade homeroom classroom over the course of the 14/15 school year - Generated highest reading growth of any BVLS third grade classroom by end of 14/15 school year - Developed, researched, planned, and implemented Civil Rights unit to increase awareness of the importance of education in low-income communities - Planned and implemented seven different academic per day

- Created network-wide lesson plans and materials for 5th grade math and social studies, 10% increase in 5th grade math assessment averages attributed to quality of written math lesson plans - Lead social studies instructor for all fifth grade students at BVLS - Adapted to staffing changes and assumed two additional lead teaching assignments mid-year - Collaborated across three different grade teams for the remainder of the year

- Lead prospective students and families on 2-hour walking tours of UCLA- Provided private and VIP tours of UCLA to celebrities and political leaders - Demonstrated excellent customer service and guaranteed positive experience for all guests- Responded honestly and appropriately to difficult and controversial questions