As an enrolled agent and tax accountant, I prepare tax returns and projections, offer tax advice, and represent clients in their dealings with the IRS. I conduct client onboarding meetings, prepare engagement letters and notice responses, and bill for services on an ongoing basis. The most rewarding part of my job is helping clients solve puzzles, from missing stock basis to untangling bookkeeping, and supporting them in reaching a healthier, and less stressful, financial situation.

As an administrative assistant and then enrolled agent, I was responsible for the managing the workflow of a growing tax business. I prepared correspondence with clients and the IRS as well as tax returns, managed calendars and billing, and helped streamline processes to increase client satisfaction.

Boston Harbor Wealth Advisors, LLC is not a registered broker/dealer and is independent of Raymond James Financial Services, Inc.Securities offered through Raymond James Financial Services, Inc., member FINRA / SIPC. Investment Advisory Services offered through Raymond James Financial Services Advisors, Inc. For Important Disclosure information, please see "Social Media Disclosure" within the "Contact Info" section.Neither Raymond James Financial Services nor any Raymond James Financial Advisor renders advice on tax issues, these matters should be discussed with the appropriate professional.

I taught Global Citizenship and US History to a wonderful bunch of middle school students. Our classes ranged from Harkness discussions about how religion influences the world today to simulations of the Constitutional Convention. Through my assignment as yearbook advisor, I got to know almost everyone on Derby's small campus and expanded my proofreading, marketing, and digital design toolbox. I was also privileged to collaborate with colleagues from the pre-K to the 8th grade through my work as department chair and member of the Diversity Committee.

I taught 5 sections of World Civilizations to 8th graders, which was sometimes challenging, almost always hilarious, and consistently rewarding. We covered everything from the way Roman aqueducts supported population expansion to how West African folktales influenced Disney World. I was also privileged to lead (arguably) the most passionate and (definitely) the loudest department in the Middle School. My "extracurricular"​ activities involved supporting the Social and Emotional Education Initiative by attending and leading training sessions and the Innovation Initiatives by leading professional development meetings focused on paperless tools (Evernote, G Suite, etc.) and working with Innovation Specialists in the iLab. I had the opportunity to support the Office of Diversity and Inclusion by presenting on implicit bias and white privilege in three divisions and at the Florida Council of Independent Schools Conference. I was very lucky to work at a school with the resources to support expansive professional development and a mission that supports innovation; I heard "yes"​ a lot more often than "no"​, and that's a gift I tried to give my students as well.

I taught 9th grade Early Modern History, 10th grade Twentieth Century History, and an elective called "Revolution: From the Bastille to Tahrir Square."​ I worked with colleagues to develop new curriculum, including an extended simulation of the Enlightenment utilizing a group wiki and a research project on international development. I also served as advisor to eight to ten students each year, providing academic guidance and personal support as necessary. During my tenure at Wheeler, I became the organizer/advisor for the Model United Nations Club. Membership in the club grew from approximately 30 students to 75 students, and, in addition to organizing attendance at two to three college sponsored conferences per year, I also helped student leaders plan and execute an annual conference held at Wheeler.

I taught 10th grade World History, 11th grade US History, and 12th grade AP European History at this small girls' boarding and day school in western Massachusetts. As the only teacher for each of those classes, I developed age and skill-level appropriate curricula and lessons for each course. I also served as advisor to a small group of six to eight girls and helped organize weekend activities for the students.

I led four discussion sections of assigned readings for a total of forty students and assisted Professor Gordon Wood and Professor R. Douglas Cope with administrative tasks. Those tasks included grading student papers and examinations. I also supported individual or small groups of students who were struggling with key elements of the courses, including analytical writing.

I processed incoming queries and applications for prospective students, maintained the incoming student database, provided general clerical support to senior staff, and represented the Graduate School of Management at admissions events.

This was my first experience working at a "real job," and I am forever grateful for the opportunity. After school and during school vacations, I discovered how rewarding seeing a product through from start to finish could be. Over the years, I processed incoming manuscripts, coded those manuscripts in ASCII, proofread printed articles, and communicated with customers. I also performed general office support tasks like ordering and maintaining inventory, fixing paper jams, and keeping the refrigerator stocked.