As the Associate Education Director for the Mountain States region, I use my knowledge, experiences, talents, and creativity in education, student civil rights, DEI, and instructional technologies to guide K-12 students, educators, site administrators, social/emotional professionals, district administrators, parents/guardians/caregivers, my professional colleagues and supervisors, and connected communities in their anti-bias/anti-hate work. for youth and adults. This work includes: - Marketing, coordinating, and implementing anti-bias/anti-hate programs and initiatives for educational institutions and other organizations in three states to enhance inclusivity and welcoming cultures & climates- Creating, adapting and facilitating anti-bias/anti-hate lessons, units of learning, trainings and professional development opportunities for youth and adults in both online and in-person learning environments- Designing and facilitating nationwide Race-based Affinity Groups/Employee Resource Groups for employees across 25 regional offices, and for senior leaders at divisional/national levels- Providing ongoing consultation, support, communication, and curriculum/lessons to schools, school districts, and community organizations- Creating graphics and designing materials (video, print, and digital) used in local, regional, and divisional communications for clients, donors, events, and internal messaging- Assisting in recruitment, training, and supervision of facilitators and interns- Co-leading a change management process for a long-running, nationwide program- Assisting with data management and evaluation efforts- Assisting regional, divisional, and national staff and leadership on other education programs, projects, and events- Representing the organization and its educational programming at external conferences, seminars, and meetings- Producing virtual and in-person events and projects (program launches, campaigns, conferences)

As an Equity Specialist Coordinator and Educational Technologist, I provided Technical Assistance and Professional Development for public school educators, Local Educational Agencies, State Educational Agencies, and Tribal Educational Departments throughout a region of 13 states and 3 U.S. territories , both online and in-person. This required a full understanding of andragogy; designing and analyzing client needs-assessment; the creation of custom presentations and materials based on client need and participant roles and background knowledge; facilitating learning with fidelity; and, through participants’ evaluations of the professional development and formative and summative assessments, reflecting on my own methods to enhance future trainings. By effectively and appropriately using various digital tools as a method for long-distance/in-person trainings, as well as providing a model for other educators to use best practices in instructional technologies, I expertly planned, implemented, and disseminated effective activities and materials within a wide scope of educational topics, including Title IX; sexual harassment and violence; bullying; and legal and ethical issues involving LGBTQ+ and other identity and gender nonconforming students. I analyzed and reformed district/board policies and procedures, student/parent handbooks, and employee manuals to meet or exceed Office for Civil Rights requirements. I assisted in writing and being awarded multi-millon dollar grants; the research, writing, editing, designing, formatting, and publishing of reports and presentations for internal and external needs; and designed, implemented, analyzed, and reported on needs-assessment surveys.In addition to client professional development and technical assistance, I also served as the Educational Technologist for the Center's staff, researching and training in new methods of communications and digital instruction as it relates to both children and adults.

As a Highly Qualified educator in Language Arts (traditional and accelerated), Computer Science (beginning programming, desktop design and publishing, visual literacy, and media literacy), Math, and S.T.E.M. in grades 6, 7, and 8, I developed and implemented lesson plans, aligned with state / district standards and Building Improvement Plans, to motivate and teach students from varied demographic, socio-economic, and cultural backgrounds who possess a wide range of mental and emotional maturity and capability. My evidence-based methods included a variety of instructional materials (including online Learning Management Systems, digital collaboration tools, web-based curation tools, and a variety of social media and communication tools) and incorporated 21st century skills. Through formative and summative assessments, I used evidence to guide my instruction and methodologies. Daily communication with students and parents through phone, text, website updates, video conferencing, and in person was central to my teaching success. Outside of the classroom, I was, at varying times, the Gifted and Talented coordinator, Yearbook adviser, student Equality Club sponsor, and student mentor program facilitator.As Newton’s instructional technology coordinator, I had the important and central role in the introduction and professional development of administrators, faculty, and staff in the effective and appropriate uses of instructional technologies to enhance productivity and learning. This included an understanding of andragogy and the utilization of a collaborative, multi-tiered approach to build capacity-specific needs, as well as promoting a learning environment that integrates technology as a tool rather than a solution.

As a Highly Qualified 4th grade teacher, using a variety of evidence-based methods and instructional materials, I developed and implemented lesson plans for reading, writing, math, science, and social studies, aligned with state / district standards and Building Improvement Plans, to motivate and teach students from varied demographic, socio-economic, and cultural backgrounds who possess a wide range of mental and emotional maturity and capability.Through formative and summative assessments, I used evidence to guide my instruction and methodologies. Daily communication with students and parents was central to my teaching success at this level. Not only did I focus on the educational needs of all my students, I made sure that I was consistently working with students on their social and emotional needs, too.As Runyon’s staff instructional technologist, I had the important and central role in the introduction and professional development of administrators, faculty, and staff in the effective and appropriate uses of instructional technologies to enhance productivity and learning. This included an understanding of andragogy and the utilization of a collaborative, multi-tiered approach to build capacity-specific needs, as well as promoting a learning environment that integrates technology as a tool rather than a solution. Depending on the need, this work was performed formally in prearranged one-on-one and large-group learning opportunities, as well as extemporaneously.

As one of three district Educational Technology Specialists and covering one-third of the third largest district in the state, I worked with staff and faculty (with a focus on classroom teachers) in the effective and appropriate uses of educational technology tools to enhance learning and productivity in and out of the classroom for a diverse student and teacher population. As a model and a leader, I researched and disseminated information on best practices for technology integration, trends, and new technologies. A primary duty was to help roll-out and implement the “Apple Digital Educator Program”, a first-of-its-kind collaboration between Apple and the district. The program awarded successful applicants with technology tools and the training to be the foundational core of train-the-trainer leaders of integrating technology in education.