 Team-taught two integrated, interdisciplinary courses which required weekly team collaboration to plan, assess, evaluate and redesign based on feedback, data, and diverse student learning and executive functioning needs Advocated for and organized a hands-on project and presentation by an Indigenous speaker for the high school Applied standards-based grading to ensure assessment equity Conceptualized, developed, and implemented three courses: Exploring Global Cultures (an integrated history and religious studies course) for Freshman, Climate Change: Interdisciplinary Perspectives for Juniors and Seniors, and Sacred Stories (an integrated English Language Arts and religious studies course) for Sophomores Adapted to remote instructional environment on short term notice which included writing and publishing daily online content and scheduling monthly individual one-on-one check-ins for 60 students Participated in professional development including: Islam Self Study (Albers Grant), Think Tank on Global Education (Harvard Graduate School of Education), Standards Based Grading (Rick Wormeli), Theology 520: The New Testament (Jewish-Christian Studies Graduate Certificate Program, Saint Joseph’s University of Maine and Gratz College), Strengthen Student Learning in Block Schedule Classes (Bureau of Education & Research), Anti-Semitism and Racism in the United States Mentor-Scholar Program (Dr. Kimberly B. George, Feminism School), and Archdiocese of Seattle High School Instructional Leaders Learning Walks (UW Center for Educational Leadership).

 Conceptualized, developed, and implemented two courses: Community Service for Seniors and World Cultures (an integrated history and religious studies course) for Freshman Developed Freshman and Sophomore Religious Studies curriculum to integrate interdisciplinary literacy skillsets with USCCB Curriculum Framework, pursue common grade level expectations, assessments, and standards, and engage students in differentiated learning and assessment Team-taught integrated history and religious studies course which required weekly collaboration with the academic team to plan lessons, write assessments, and evaluate scope and sequence Participated in professional development including: Intersectionality (Dr. Kimberly B. George, Feminism School), Challenge Course Facilitation (Cispus Learning Center), European History (AP Institute), Co-Teaching Strategies that Work (Bureau of Education & Research), Archdiocese of Seattle High School Instructional Leaders Learning Walks (UW Center for Educational Leadership), and Socratic Seminar Leadership (Socratic Seminars International)