I facilitated strategic planning and execution of school-wide programs, supported the implementation of the ELA plan, implemented the school’s first year of 4th grade, and facilitated long-term planning for the school’s growth to 5th grade in the 2018/2019 SY. I coached 3rd and 4th grade lead and fellow teachers and evaluated teachers in kindergarten. I consistently led weekly team meetings and facilitate professional development sessions throughout the school year and during the summer. I implemented instructional deep dives in literacy and math prior to each module to ensure teachers were aligned with the rigor of the assessments and essential learnings while targeting the standards in a strategic manner. I facilitated data inquiry cycles following each MAP and STEP assessment, as well as, end of module and imbedded module tasks to identify school-wide gaps, class wide trends, and individual student misconceptions to plan for reteach and intervention. I have collaborated with our sister school during multiple site visits to grow instruction on both campuses. I oversaw school-wide parent engagement and school culture events to improve parent and community involvement. I collaborated with the principal on many budgetary, personnel, and school management decisions.

During the 2015/2016 and 2016/2017 school years I served in the role of assistant principal for instruction and school culture. I facilitated teacher development through planning and delivery of targeted professional development, weekly coaching and feedback cycles, and evaluation using the Denver Public Schools LEAP framework. Over this time, I was the instructional coach for all grades from pre-kindergarten 4-year-old through 5th grade. I led data driven practices including weekly data meetings to assess student progress, gaps in instruction, and planning re-teach designs, as well as, deep dive on literacy and math interim data to plan for re-teaching and intervention supports. I implemented a Multi-Tiered System of Support model to improve efficiency and effectiveness of interventions. I led grade level implementation of the Engage New York Mathematics curriculum through professional development, partnership with ANet, weekly guided planning, standards analysis, and 6-week guided planning cycles. I collaborated with the leadership team on hiring, budget, scheduling, recruitment, parent engagement, and many other school operations aspects.

During this time I was honored to serve as an Adjunct Professor for the Denver Teacher Residency at the University of Denver. The primary couse I taught was Behavior and Intervention which occurred in the second half of the residency program. The course focused on tier 1, universal interventions and effective clasroom management strategies based on a blend of Marzano, Lemov, and other exceptional professionals. I also addressed interventions at the tier 2 and 3 levels including how to collect data (frequency, latency, duration, and ABC), and how to plan for and support ongoing levels of support.

During this time I had the honor to grow from a first year assistant coach to a defensive coordinator. I was blessed with the opportunity to learn from great professionals, engage in coaching development, and be mentored by a committed and dedicated head coach. As the defensive coordinator I planned for and led weekly game plans, scouting reports, practice agendas, and position coaching areas of focus. I was excited to pioneer the use of technology in game planning, live coaching feedback, and immediate in-game strategy.

During the 2013/2014 and 2014/2015 school years I served as Dean of School Culture throughout the first two years of an intensive turnaround model. I championed an intentional and effective culture model of high expectations, consistency, cultural responsiveness, and joy while inspiring others to execute it with excellence. I facilitated exceptional professional development and coaching in classroom management, school culture, and school-wide systems. I empowered teachers by creating a collaborative school culture team to analyze school-wide and individual student data on numerous metrics to make informed decisions regarding improvements to systems. I increased partnerships with families and community members to ensure students had multiple avenues for connection to the school and equitable opportunities for success. During these two years I was the instructional coach for kindergarten, and 1st grade, specials, and special education teachers. I also oversaw school discipline, parent/community communications, and school events. I worked collaboratively to build the school’s first innovation plan which was approved and implemented in the 2014/2015 school year by the state and district boards.

As a district-wide Mental Health and Assessment Support Specialist during the 2011/2012 and 2012/2013 school years I supported numerous district-wide initiatives. The primary goals of our team were to increase equitable outcomes for students, while eliminating the equity gap and disproportionate outcomes for minority students. Additional expectations of my role were to build restorative justice capacity across the district, support incidents of high-level discipline and mental health concerns, help schools to implement school culture programs (PBIS, RJ, Bully Prevention, etc.), and support schools through threat assessments and suicide prevention. To execute these tasks, I built consultative and collaborative relationships with regional Assistant Superintendents to strategically identify how to best support principals. I worked alongside principals from early education preschool programs through high school to provide professional development, consultation, collaborative problem solving, and direct services.

As principal of Devereux Cleo Wallace (DCW) I planned and implemented the school’s framework for instruction, culture, fiscal management, and professional development. I collaborated with staff to create a shared vision and mission and designed school improvement plans to directly support them. I led all instructional coaching and was the supervisor for approximately forty staff members. I overhauled the professional development process to increase the effectiveness of instruction, the use of data, and the quality of assessment. I collaborated with teachers to create scope and sequence of classes aligned with Colorado Department of Education standards, created curriculum review teams, implemented effective school-wide systems, and increased a variety of therapeutic intervention supports. I helped to secure additional grant funds to renovate the school library, update curriculum, build a new computer lab, and increase access to technology (projectors and Promethean Boards).

As assistant principal at Devereux Cleo Wallace I was tasked with a number of duties. I oversaw all school operations in principal’s absence and supported school initiatives based on the principal’s vision. I conducted coaching and evaluation cycles for various teachers and paraprofessionals. I facilitated team meetings, drove the school improvement plan, created and reviewed the annual budget, and facilitated professional development. I collaborated with multi-disciplinary teams, planned for and implemented student academic and behavioral interventions, and partnered with regulatory agencies including the Colorado Department of Education, Department of Youth Corrections, Department of Human Services, and local school districts. I also had many non-school based duties including reviewing medical records and treatment plans and ensuring training compliance of staff.

From 2004 to 2008 I was the teacher for a variety of classes ranging from 3rd grade to 10th grade. I was responsible for numerous duties including lesson planning and execution primarily through direct instruction, guided practice, collaborative learning, and independent practice. I oversaw all special education processes for all students on my caseload. I used assessments for a variety of purposes including formative, summative, and progress monitoring, planning for modifications and accommodations in lessons and differentiated content to ensure all students receive exceptional academic benefit. I was an active participant in all aspects of the special education process, data collection, preparing documents, facilitating meetings, collaborating with families, students, and other stake-holders to plan for and implement interventions, and supervising classroom paraprofessionals. During this time, I developed as a lead teacher, advocated for stronger instructional practices, led instructional professional development, pushed the school on data cycles, and supported school efforts in improving classroom management. I led the implementation of the state’s first residential treatment center implementing PBIS, getting to a score of 80/80 to demonstrate full implementation within the first year.