Founded Joy Education Foundation. Joy Education helps students, families, and communities become great readers and writers while finding the joy in it.

Set vision for company's approach to delivering equity-centered professional learning experiences for district and school leaders using data to achieve equitable outcomes for studentsMaintain and expand relationships and partnerships with Board, cabinet, and other executive roles in the largest K-12 districts, including Portland Public Schools, Baltimore City Public Schools, San Bernardino City Unified School District, and Fort Worth Independent School District.Oversee go-to-market strategy for new professional learning product offerings, supporting sales enablement for advising services to support districts and schools in using data to lead change management efforts in pursuit of equitable student outcomes.Build (recruit, manage, and lead) a team of expert professional learning managers who deliver custom advising and professional learning services centering equity and inclusion data for districts and schools at scale. Establish practice methods that build the capacity of educators to leverage stakeholder perception data alongside other key outcomes data (achievement, attendance, discipline) to identify priorities and strategies that will lead to observable equitable outcomes for studentsAdvise districts and schools in leveraging best practices in improvement science in order to lead change management efforts connected to explicit equity goalsSupport the expansion and adoption of equity and inclusion scales for districts and schools seeking to operationalize their vision for equity, supporting both impact goals for districts and schools as well as company revenue goalsCollaborate with product and research to make recommendations for product improvements to support educators in leveraging data tools identify and act on data to improve equity within their organizations

Provide key strategic advising support for the nation's largest school districts in using stakeholder perception data to lead change management efforts that lead to equitable outcomes for studentsSupport districts and schools in aligning stakeholder perception data to existing frameworks for supporting students (PBIS, Restorative Practices, Social Emotional Learning, Culturally Responsive Teaching, Trauma-Informed Practices)

Support educators in understanding, interpreting, and acting about data that matters a lot for students but is seldom measured or available in education today: equity, school climate, family engagement, and social-emotional learning.Provide strategic advising and coaching to district, network, and school leaders about integrating equity frameworks into their approach to providing multi-tiered system of supports for students using academic, behavior, attendance, and social emotional learning data.Design and deliver custom, in-person and/or virtual learning experiences for diverse groups of participants (classroom teachers, school leaders, system-level leaders, parents) using best practices in adult learning theory and instructional design.Work closely with product and engineering teams to integrate key concepts, frameworks and approaches into Panorama’s standard product offering Develop resources to help educators use data and in deliver product feedback and other insight into the user experience

Taught classes for graduate students in Moreland University's teacher preparation and masters program that included planning and instruction, digital learning, project-based learning, and assessment design and data analysis.

Supported alignment work for racial equity tools and coaching frameworks for this start up company. Coached principals in developing systems for instructional coaching at their school sites. Facilitated practice-based coaching cycles for principals that centered best practices for equity-centered instructional leadership.

Provided instructional leadership and coaching for upper elementary humanities (2nd-4th grade) through observation, feedback, and data analysis cyclesSupported MTSS planning and implementationDesigned and facilitated professional development to enhance teacher skill for both instruction and culture/managementCo-Designed school-wide instructional and cultural protocols for start-up year

67% of 3rd grade students met or exceeded grade level standards on California State AssessmentsProvided instructional leadership and coaching for 10 teachers and interventionists serving 500 K-5 studentsOversaw implementation of the school-wide Positive Behavior Intervention and Supports systemManaged the personalized learning and blended learning program model for the school, providing coaching support for 4 learning lab specialists who provided intervention for 500 students in grades 1-4.Oversaw the implementation for socio-emotional learning curricula school-wide.Facilitated professional development for a staff of 45 that focuses on content delivery for literacy and STEM.Coordinated service delivery and compliance for 504s in first and third grade

ELA Instructor, Grade Level Chair for grades 3-5.

Led a class of second grade scholars, providing quality instruction on the core content areas (English Language Arts, Math, Science, and Social Studies) in order to promote college readiness.Incorporated culturally responsive teaching practices in the classroom in order to develop student voice, so that scholars will self-advocate and engineer their own development. Equipped scholars with tools to develop critical consciousness and cultural competence so that they can bridge classroom learning with what they experience in their culture and community.

Led a class of all boys first grade scholars, equipping them with the academic and leadership skills necessary for attaining a college education so that they will inevitably transform their communities. Provided quality instruction in the core content areas (English Language Arts, Math, Science, and Social Studies) in order to promote college readiness.Co-organized Family Literacy Nights in conjunction with Indy Reads in order to provide parents with skills and resources for teaching literacy in the home.

Selected from more than 47,000 applicants nationwide to join a national teacher corps of recent college graduates who commit two years to teach in under-resourced public schools. Participated in intensive training program to develop the skills and knowledge needed to achieve significant gains in student achievement.

Provided program support for the University Writing Center, Communications Center, and English Language Learners Services. Assisted in facilitating the program budgetary process (planning, implementation, and review), program implementation, data collection, and personnel management.

Planned and facilitated training and development for peer leaders in the Supplemental Instruction program. Designed survey instruments for summative program evaluation.

Designed an outcome evaluation for the minority retention program to assist the director in program planning; developed a program logic model and performance measures; facilitated focus groups; developed survey instrument; advised undergraduate student participants; developed and facilated training and development workshops; supervised graduate students.

Researched and analyzed data and policies related to health and education services and practices in the District in order to enhance the advocacy efforts of the child welfare organization

Developed a comprehensive staff and constituent recruitment and retention plan to assist the Executive Director and his staff in the long-term planning and operation of the nonprofit organization. Facilitated leadership training sessions for inner-city youth workers in order to equip them with resources that will enhance their youth ministries. Implemented personnel training program.

Created and presented a comprehensive plan to the Assistant City Manager that enables local civic leagues to coordinate with municipal agencies in order to gain access to public services and funding opportunities. Forecasted expenditure trends and analyzed program spending for the Comprehensive Services Act