- Assessing organizational impact- Creating robust client-centric, evidence-based record of meaningful organization-customer intersections- Contributing to increased awareness of the value of public schools- Informing internal practice

Served as lead for a dynamic team charged with designing and facilitating professional learning experiences for teacher-leaders and administrators. Our focus is on developing and strengthening classroom, school, and district practices to ensure that all decisions are made for the benefit of students and learning, and that all of our work leads to adult and student engagement. We believe that all educators control the quality of experiences that they design for learners. Similarly, educators are in control of the quality of relationships they form with students, colleagues, and other members of the communities that public schools serve. Consequently, PAGE's efforts are aligned with increasing the capacity of individuals (educators) and organizations (schools and school systems) to truly know their customers (students, parents, community leaders, policy makers). Knowledge of one's customers can serve as the most effective filter for identifying root causes of problems, and can lead to creative solutions and effective decision making. All of PAGE's Professional Learning experiences are characterized by a multi-session format and by participant cohorts who interact with one another across role groups, enthusiastically addressing real issues and challenges facing today's schools and families.

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Served as inspector of schools in Dubai, in the United Arab Emirates (UAE), for American schools. Four visits were made to Dubai from 2013 to 2014(Jan 2013, Dec 2013, Jan 2014, Mar 2014). Responsibilities included conducting observations in classrooms, interviewing students and staff members, reviewing facilities, studying various procedures and practices, and analyzing evidence of student attainment and progress. I served on teams of educators from Dubai, Pakistan, New Zealand, the United Kingdom, The British Isles, Nigeria, and the United States. Reports were written and summaries were shared in face-to-face sessions with school leaders. One inspection visit was part of a joint effort with NEASC (the New England Association of Schools and Colleges), from which was generated a joint-accreditation process in subsequent years. School inspections were overseen by DSIB (Dubai Schools Inspection Bureau), as an arm of KHDA (Knowledge and Human Development Authority), which function as the approximate equivalents of a state education department and the U.S. Department of Education, respectively.

- Supported public school educators (PK-12) through PAGE professional learning initiatives- Coordinated professional learning experiences for clients throughout Georgia- Conducted site visits, generated networking opportunities, provided access to resources- Focused on student-centered, engagement-focused classrooms, schools and districts- Utilized frameworks emphasized by The Schlechty Center (Louisville, KY)

- Crafted grant proposals on behalf of teachers and schools- 47 grants awarded (over 50% success rate)- Less than 1% matching funds encumbered via over $1.1 million in secured resources (dollars, training, free books for kids)- Developed grant writing guidelines and processes

- Time periods for each role overlapped (some concurrent, some not - e.g., Middle Grades Curriculum role ran from 2006-2008, Title III/ESOL Coordinator role ran from approximately 2005-2007, etc.)- Worked with IT department to create a database to support mandated reporting for Title III/ESOL/ELL requirements- Developed testing protocol for online technology assessment which served as a potential waiver for tech coursework, required of all certified staff- Compiled data and documentation for Title IIA and Title III onsite monitoring visits (to comply with state/federal guidelines)

- Created processes to streamline, customize and digitize professional learning experience offerings, registration, and course/participant records management- Comprehensive budget review and refocus- Aligned all professional learning work with district core business, organizational standards, and multi-faceted needs assessment- Developed opportunities for individualized, customer driven professional learning credit that met state requirements- Served on state level professional learning committee- Crafted comprehensive professional development plan- Facilitated creation of system-wide teacher appraisal process

(Formerly Forest Park Junior High School.)

(Formerly Forest Park Junior High School.)

Provided after-hours custodial services for banks, a doctor's office, and a car dealership.

Provided lawn care for electric company substation property and conducted routine maintenance of fleet vehicles.