Emily Stone Email and Phone Number

The high school I currently teach in is a public school that is pathway-based-- meaning after taking a course in each Career Based technical course their 9th-grade year, students pick a pathway and take classes in their pathway cohorts the rest of high school. I am a CHEF-- Culinary Hospitality Educational Fundamentals Pathway-- facilitator and mostly teach 10th-12th grade CHEF students in English Langauge Arts classes while working with other CHEF teachers to plan events, cross-curricular programs, and intervention strategies for our students. Over the years we have had events at the Pearson Motor Museum, the Honda Center, various warehouses and culinary industries, and catered at small district meetings and school events. Within my role, I have created California standards-based curriculum for 10th-12th grade English, as well as collaborated with my department on monthly data cycles to improve students' skills and comprehension. Since last year I have been the Data Lead and Department Head as well and I lead biweekly meetings with my department to compare data, growth, strategies and discuss curriculum and assessment plans. This role has also led to me presenting staff-wide presentations on reading and writing strategies such as reading complex texts, scaffolding informational information, and writing argumentative pieces. As a part of my school support, during the first semester, I typically help 12th graders with college applications, college essays, financial aid applications, and EOP applications as well as general college and career counseling. During the second semester, I have small group tutoring and intervention meetings with English Language Learners to help prepare them for the ELPAC exam-- which I also assist in proctoring.

After being transferred to the high school, my role was to continue to teach with the StudySync curriculum program for 10th grade in addition to collaborating with my new English team. This school also had a block schedule of 8 class periods, and the extra open class periods were used weekly for Cross Curricular Planning Time within our planning groups and to develop ways we could use various strategies in every class. I also became and AVID teacher and followed the AVID yearly plan, but adapted for a block schedule and for student needs in writing and reading. I attended a few AVID training institutes throughout the year as well. Lastly, I had a class of Reading Improvement 9th graders where I monitored their reading progress through the program and helped them complete modules and assignments to achieve grade level reading comprehension.

In this job I designed curriculum using the StudySync teaching and management system, while also working with my department team weekly to develop strategies and plans for our diverse population. I also was hired to create and develop a new Drama program for a combined 7th and 8th grade class. During the first month however, the high schools had a higher population of students and needed to transfer me within the district.

I implemented standards-based benchmark 8th grade English curriculum using the state standards as well as the Canvas Learning Management System. I also was trained in ERWC coursework to teach specific 8th grade modules as well as grammar and writing skills. Additionally, I worked with my department team to collaborate on lesson planning and develop needs-based interventions for students, particularly our high English Language Learner population. The year I was hired was also the first year the district had begun their Speech and Debate program and I was hired to coach and teach a 6th grade Speech and Debate team. Throughout the year I also facilitated and helped students compete in a variety of district and city wide Speech and Debate tournaments.

The Assistant Resident Director (ARD) positions require individuals who have demonstrated maturity and ability to support and interpret Housing mission and values. This position requires interpersonal skills including listening, written and oral communication. ARDs must have efficient problem solving capability, administrative and organizational skills and ability to mentor and advise student staff. This position requires an understanding of needs for a diverse student population including first-year, upper-division, and family housing residents. ARDs must maintain a team-oriented attitude; have leadership ability and work to establish a positive liaison with professional and student staff.The ARD of Programming assists with the daily supervision of Program Coordinators (PCs) by facilitating routing meetings and providing mentorship to each PC. They also assist the professional staff member, when applicable, to conduct regular evaluations of each PC and hold weekly small staff meetings to discuss problems, coordinate events, and disseminate information.The ARD additionally develops and manages all PC programming for their assigned building. They ensure all program forms are completed, submitted and approved, including money requests, program proposals and evaluation forms. The ARD assists in the scheduling and coordination of all large-scale residence hall activities and PC programming in assigned building while supporting the programming core values. They act as programming specialists, resources, and event programmers for the PC staff. The ARD manages and maintains the program evaluation master file while ensuring current programs are carefully evaluated. They also work closely with the RD to oversee the programming budget.The ARD attends weekly meetings and has contact with other RDs of the Residence Halls. The ARD of Programming apprises the RD of problems, needs, and potential trouble regarding residents and/or student staff.

The Resident Advisor position calls for people who are level headed, good leaders, intelligent and creative. Working directly under a professional staff member (the Resident Director), Resident Advisors assist in making the residence halls a safe and welcoming facility for the students who choose to live there. To achieve this task, Resident Advisors plan various informative and community building activities for residents, are trained on how to handle multiple emergency situations and make themselves available to the 50 or so residents in their assigned hall. In order to help these residents, Resident Advisors must know all the resources on campus as well as how to mediate any conflicts within the hall in addition to enforcing the policies in the residence halls to insure student safety. Essentially Resident Advisors help the growth of the University of California, Riverside's students and help in making college a safe and fulfilling experience.