Clifton Wallace Email & Phone Number

Brooklyn, New York, United States

Brooklyn, New York, United States

New York, United States

New York, New York, United States

New York, New York

Greater New York City Area

Crown Heights, Brooklyn

• Developed and led trainings on assessment administration, data collection and scheduling to special educators and admin impacting 22 schools across Brooklyn• Coached and Managed 16 related service providers and staff directly supporting 80+ students academically, social-emotionally, and behaviorally • Devised 5 Interview Structures boosting retention rate of related service providers from 6 months to 1.5 years• Created standard protocols amplifying students with disabilities’ productivity during testing and decrease the frequency of anxiety attacks and behavioral breakdowns • Built a system to track data 12x/quarter instead of 1x/quarter, yielding a 22% increase in subject mastery• Revised Hearing, Phonics and Math Assessment and data collection structures, reducing time spent from 30 to 10 hours• Engineered a platform that slashed IEP meeting prep time from an average of 3 hours to 30 minutes • Instituted evaluation criteria and protocol to track daily instruction progress for teachers• Pioneered the schools 1st learning support systems and logistic manual detailing data meeting protocols; event management guides, and LST teacher evaluation structures. • Managed and Updated individualized education plans and accommodation plans• Oversaw and tracked the FTE billing cycles for our special education program• Conducted functional behavioral assessments for Behavior Intervention Plan recommendations

Brooklyn, New York

The Summer Teaching Fellowship (STF) program is a unique, highly competitive, hands-on teacher recruitment and preparation program designed to introduce college juniors from underrepresented backgrounds to teaching and urban education reform.As a STF mentor I:• Backwards planned fellows professional development track and accomplishments • Developed a daily fellow evaluation rubric and assessment tool• Created student data tracking platform and progress evaluation indicators• Developed & Facilitated daily student data input and evaluation training cycles to fellows

Greater New York City Area

As a Corp Member Advisor, I the Special Education, Behavior Management, and Instructional Coach for twelve new middle school teachers during Teach For Americas Summer Institute Program. I accomplished the following in this role:• Coached 12 teachers in special education, improving student content mastery by 70% • Facilitated 12 Teacher Training Sessions on special educational strategies and behavior management techniques• Created individualized professional development plans and a system to track their progress weekly

Greater New York City Area

Competitively awarded position in a program that recruits promising leaders. Selected from approximately 48,000 applicants nationwide to join the national teacher corps of recent college graduates and professionals who commit two years to teach in under-resourced public schools. All corps members participated in intensive summer training program to develop the skills and knowledge needed to achieve significant gains in student achievement. During the summer training program I taught in a summer school program run by Teach For America at PS 118, under the supervision of a faculty of experienced teachers. During my time as a corps member I engaged in professional development activities, including seminars, discussion groups with educators in similar areas of expertise, workshops, and ‘learning teams’ for special education teachers. In addition to the ongoing professional development I was simultaneously pursuing my master degree in Special Education at Hunter College.

Bronx, New York

At West Bronx Academy for the Future, over two years I co-taught 6th grade Social Studies, English Language Arts, and Science in an inclusion ICT classroom. My responsibilities included co-planning and co-teaching with colleagues, holding IEP meetings for students who receive Special Education services, writing annual IEPs for students who received Special Education services, providing different points of entry within lessons for students who needed extra support, and participating in student inquiry work. In addition to co-teaching, I also provided fundamental reading and writing instruction in a self contained setting for students in grades 6-8, and volunteered to take on responsibilities as the middle school special education teacher support services (SETSS) provider. As the middle school SETSS provider, I delivered remedial skill instruction in all subjects to 6 students grades 6-8.

Washington D.C. Metro Area

• Served as a resource person to over 150 guest by receiving and referring hall residents and guests to program coordinators, opportunities being hosted in the DC metropolitan area, and providing domestic assistance• Worked with Native American, international and domestic interns, students, and guest ages ranging from 17-70.• Received and maintained accurate record of packages, and information delivered to residence halls and distributed to residents • Assisted in building security and served Public Safety during emergencies in the residence hall by preparing detailed documentation of all incidences including: Medical emergencies, University policy violations, and resident disputes.• Used conflict mediation techniques, creating community standards, and enforcing the community standards. • Planned and implemented summer programs for residents of the floor and building to create a stronger sense of community. Programs involved: Sports competitions, DC trips to get residents acclimated to the city, and Hall dinners. • Promoted tolerance and consideration in the attitudes and behaviors of all guests by using conflict mediation techniques, creating community standards, and enforcing the community standards.• Organized and managed desk operations with check ins and check out, key distribution, mail and packages and billing procedures.

Washington D.C. Metro Area

Resident Assistant in Congressional Hall (Tenley Campus) & Centennial Hall • Worked with 50 transfer and international students• Programmed over 12 events during the semester; 3 of which are campus wide. Each event is an intentional learning experience that seeks to enhance the residents understanding of them. • Created a syllabus in the beginning of the semester to make sure the programming is intentional. The syllabus is created through the use of eight values and has learning outcomes that are specific measurable, timely and accurate. The following are the values that are used to create learning outcomes: Civic Engagement, Health and Wellness, Sustainability, Purposeful Leadership, Academic and Professional Excellence, Inclusion and Difference, University Commitment and Spirit, Global Dimensions. • Budgeted the floor funds accordingly so they do not get depleted.• Worked with a variety of Campus resources through events, planning, coordinating schedules to ensure that residents get a holistic university experience.• Participates in R.A. Focus Groups: develops new and innovative ideas that will make RA training more effective. Come up with more intentional space setups, activities, and presentations that facilitate a greater learning experience • Served as a leader in developing and facilitating a tolerant and inclusive environment on the floor in which students can grow and learn socially as well as academically, by using conflict mediation techniques, creating community standards, and enforcing the community standards.• Prepared detailed documentation of all incidences including: Medical emergencies, University policy violations, and resident disputes.• Participated in the recruitment, selection, and training of new staff members

Washington D.C. Metro Area

The study was done to assess the impact of group housing on drug taking (specifically morphine). To this effect, rats were separated into two Groups; A and B. The rats in group A were place in individual cages without any interaction with others and the rats in group B were placed in the cages with 2 other rats. Each rat received a specific concentration of morphine which was associated with the saline. The amount of saline the rats drank was correlated with the desire for the drug and attributed to the living conditions of the rat. Responsibilities:• Maintained the Lab facilities and the materials for the study• Weighed, measured, prepared, and recorded data from the laboratory rats for the study. • Monitored and kept an account of all the trials conducted and their progress• Analyzed and drew conclusions from the data that has been supplied by the subjects and the data that had been entered correctly • Formatted the data onto graphs and charts so the information was visually appealing and easier to read.

Washington D.C. Metro Area

The Desk Receptionist (DR) serves as the front line customer service representative for their residence hall. The DR assists with the opening and closing of the residence hall; monitors building security; answers telephones; transfers calls to appropriate parties; takes messages for staff; maintains package and key logs; monitors keys; receives package deliveries; attends scheduled staff meetings; meets with supervisor at required times; and maintains the appearance and general upkeep of the desk.

Washington D.C. Metro Area

The Residence Maintenance Crew (RMC) is a team of student staff who are tasked with supporting Housing & Dining Programs’ mission of “Providing safe, secure and well-maintained residential environments that promote personal success, social engagement and global responsibility.”RMCs respond to 2Fix facilities requests concerning residence hall furniture, set-ups for events held in meeting spaces within the residence halls, and generally work to improve the residential experience at American University. The Residence Maintenance Crew services all residence halls on main campus as well as Nebraska Hall and the Berkshire Apartments.

Washington D.C. Metro Area

• Participated in 35 hours of Conflict Mediation Train in the Transformative approach• Facilitated and assessed Conflict Mediation Training• Implemented the transformative approach to mediation in an organizational setting

Washington D.C. Metro Area

As President of a re-instated chapter, I led an e-board that created sustainable systems, structures, and guidelines that inform the operations and logistics of the Chapter. Presidential Term Accomplishments: • Developed measurable goals and introduced a variety of assessment tools to track the fraternities progress• Created e-board nomination & election google platform• Managed and instructed an e-board of 10 individuals • Programmed and facilitated over 5 internal events/10 external/32 Chapter meetings• Oversaw the implementation of stainable budgeting practices• Assessed and re-organized the internal structure of the organization-changing the tasks and responsibilities of the e-board and appointed positions to increase productivity and communication• Networked and collaborated with over 6 DPE organizations nationwide to build a more cohesive fraternity relations• Developed an intentional marketing recruitment plan and oversaw the programming of 6 events • Mediated internal and external fraternity conflicts using non-directive transformative mediation• Oversaw the creation of Transitioning documents for each E-board position• Created a Philanthropy Guide detailing the preparation, implementation, and evaluation of Philanthropy events.Assistant Pledge Educator Responsibilities:• Developed a pledge education process that emphasized holistic development• Taught 3 personal and professional development courses• Created lessons with measureable learning outcomes• Taught 15 students a lesson about perception and its role on a personal, micro, and macro level• Assisted in the planning and organization of 8 pledge education events

Aberdeen, Maryland

• Packaged finished product for shipping (shrink wrapping, boxing, labeling). • Organized work orders for stores and individual clients• Documented absent products and located needed products in the warehouse for shipment• Staged finished product for loading onto truck and unloaded raw materials

Aberdeen, Maryland

• Operated within standard operating procedures (SOPs) and Job Safety Analysis (JSAs)• Managed area operations and work flow• Documented & logged inventory through a computer program. The documentation included documentation of damaged goods, products that weren’t received and products that were in excess.• Worked and managed personnel in an area that held dry goods at a temperature of 70 degrees C and in an area, that held refrigerated goods at a temperature of 50 degrees C• Used an invoice system and critical thinking skills to locate mistakes that workers made when placing goods in certain stores, locate missing product in the warehouse, and replace damaged goods.• Participated in warehouse training to operate forklifts and loaded and consolidated space in trucks to allow room for more products.• Trained and on-boarded new team members

Master Of Arts - Ma, Social-Organizational Psychology

Masters Of Science, Special Education And Teaching Grades 6-12

Bachelors Of Arts, Psychology

Associates Of Arts, Psychology