Instruct high school students of varying abilities in SAT strategies, grammar, syntax, and reading comprehension. Also instruct middle school-age students in Reading and Writing classes designed to improve their grammar, writing ability, reading comprehension, and discussion skills.

Created and implemented courses on the online platform Outschool. I write the curriculum, monitor student progress, and deliver instruction. My classes have included Clear, Concise, Easy-to-Understand ACT Prep; Clear, Concise, Easy-to-Understand SAT Prep; One-to-One tutoring in ACT, SAT, PSAT, and SSAT prep; SAT and ACT intensive boot camps; Shakespeare for Beginners; Lord of the Flies: Maybe It's Only Us; and African American Women Writers.

Deliver instruction in exam preparation, study skills, language arts, and basic mathematics• Select and regularly reevaluate supplemental curriculum pieces for more than 250 students’ individual tutoringprograms, including more than 75 exam prep students• Identify program-wide curricular needs and design materials about vocabulary, grammar, syntax, andpunctuation• Utilize both formative and summative assessments to ascertain students’ baseline knowledge, evaluate students’progress, and monitor their understanding• Analyzed five years of ACT and SAT exams to ascertain the latest trends in vocabulary usage• Created and developed catalogue of Top 72 vocabulary words used on the ACT and SAT tests• Use Top 72 catalogue to help expand students’ working vocabulary, and to impart skills in recognizing andemploying word roots, prefixes, and word charge to manage unknown wordsCommunication• Using the Huntington model, instruct students regarding strategies for essay preparation; determination oflearning goals; prediction and answer elimination; and time management• Assess each student’s individual needs based on observations and conversations about learning style, currentabilities, and areas of relative strength and weakness• Examine students’ results on periodic practice tests, using those outcomes and data to more precisely focus onareas of need, targeting instruction accordingly• Utilize Huntington’s online platform, eCenter, to deliver and monitor students’ SAT and ACT tutoring programs• Maintain accurate records documenting student attendance, progress, performance, and needs

Adjunct Professor-African American Women’s Literature | School of Professional StudiesPlanning & Development• Create new course, developing syllabus and selecting reading and multimedia materials• Select and regularly reevaluate reading and multimedia materials• Design and implement curriculum, making adjustments as necessary to address student needs, current events,and the thrust of classroom discussion• Utilize both formative and summative assessments to ascertain students’ baseline knowledge, evaluate students’progress, and monitor their understanding• Incorporate the latest relevant scholarship into the study of literature• Develop connections with contemporary and historical events, creating opportunities for students to discoverbroader contextual and personal understandingCommunication• Facilitate discussion based upon each literary work, seeking to connect it to students’ experiences and largersociocultural issuesDeliver direct instruction focusing upon historical, political, and literary contexts• Evaluate and provide feedback on student work, online, in person, and in writing• Maintain accurate records of student attendance, consultations, and work submitted

Engaged in daily lesson planning to design instruction for more than 2,500 studentsAligned learning activities to national, state, & district curricular standards as well as student needsUtilized both formative & summative assessments to ascertain students’ baseline knowledge, evaluatestudents’ progress, and monitor their understandingIntroduced new curricular componentsSuccessfully coordinated defense of Maya Angelou’s I Know Why the Caged Bird Sings against communitychallenge by writing a rationale defending the work’s past and future inclusionDesigned and instructed Multiculturalism, Journalism, & Speech elective courses, selecting curricular materials and learning activities; instructed more than 250 students in those coursesIncorporated accommodations stipulated in more than 300 students’ IEPs and 504 plansDelivered instruction, regularly reevaluating & adjusting the instruction based upon student feedback andneedsFacilitated discussion by creating a safe, kindness-based space in which students felt empowered to participate, confident that their ideas would be heard and valued in a non-judgmental wayProvided constructive feedback to students in a variety of environments, including during instruction, in one-on-one consultations, via Google Drive, and in writing by commenting on submitted assessmentsHarnessed new technologies to better respond to students’ needs, using document sharing platforms such asGoogle Drive and Google Classroom; and in writing by commenting on submitted assessmentsCollaborated with colleagues, administrators, and parents to develop the most effective customized teachingstrategiesCommunicated frequently with students, parents, case managers, counselors, fellow teachers, and administrators to ensure that interventions for special needs students were appropriate, effective, and in compliance with documented accommodationsMaintained accurate records documenting student attendance, progress, performance, behavior, and needs