I lead the development of plans for coaching and support that propel teachers toward exceptional outcomes with their students. I work to ensure that a cohort of first and second-year TFA Corps Members become effective teachers who pursue educational equity for all children.

• 2nd & 3rd Grade Team Leader• Committee Chair, Positive Behavioral Interventions and Supports (PBIS) • Founding Member & Teacher Representative, Henderson Hopkins Parent Teacher Association (PTA)• Facilitated professional development workshops to colleagues • Coordinated funding and logistics for arts integration opportunities including improv comedy (Baltimore Improv Group) and hip hop dance (Baltimore Dance Crew Project) • Accelerated standards mastery by using data to guide instruction, building a positive and efficient classroom culture, and holding high expectations for character and achievement

Coached and mentored masters candidates as they completed their student teaching internship.

• Facilitated instruction for the online course “Seminar in Transformational Leadership & Teaching” • Coached twenty masters candidates in alternative teacher certification programs, such as Teach for America • Engaged in voice-to-voice introductory and check-in phone calls to build personal relationships with students in an online learning environment • Participated in Instructor Development Sessions to acquire institutional knowledge, improve instructional practices, and collaborate with colleagues

Founding second grade teacher at KIPP Harmony Academy• Developed a rigorous second grade reading curriculum; created long term plans, thematic unit plans, lesson plans, assessments, and daily resources aligned to new Common Core standards and instructional shifts• Collaborated to create and implement plans for classroom culture, stakeholder investment,and student achievement• Average of 94% of students scored above city-wide expectations on the Stanford 10 math assessment; average of 86% students scored above city-wide expectations on the Stanford 10 reading assessment• Recipient of the Knowledge Award, the Self & Others Award, and the Classroom Culture Award • Presented at all-staff professional development workshops on using MAP Data to plan reading comprehension lessons and assessments; writing text-dependent question sequences that spiral and scaffold across Bloom’s Taxonomy; best practices for small-group guided reading lessons; administering and scoring the Fountas and Pinnell Benchmark Assessment; and planning engaging vocabulary lessons to build word knowledge and word acquisition skills • Collaborated with other teachers to create a vertically aligned learning plan for teaching black history and identity in grades K-8 with other members of the Cultural Empowerment Committee• Organized letter-writing campaigns focused on increasing family and community involvement, improving school facilities, and addressing a school-wide rodent infestation • Piloted classroom technology initiatives for iPhones, Promethean Activotes, laptops, and document cameras as a member of the Technology Committee• Received an “Access For All” grant for from Young Audiences of Maryland; organized a partnership with Baltimore Improv Group for improvisational comedy workshops in six 2nd, 3rd, and 4th grade classrooms

2nd (2008-10) and 3rd (2010-11) Grade Teacher and Team Leader• Planned and implemented long term plans, unit plans, and lesson plans aligned to the Voluntary State Curriculum for reading, writing, math, social studies, science, and character education• Developed a repertoire of classroom management strategies to ensure a positive learning community• Held after-school tutoring sessions to improve objective mastery and concept attainment for struggling students; improved performance and achievement in 100% of targeted students • Tracked and analyzed objective mastery and reading growth using Microsoft Excel; used data to differentiate instruction for students based on their individual needs and learning styles• Average of 1.7 years of reading growth as measured by a combination of sight word recognition, decoding, and comprehension assessments • Conducted weekly team meetings; modeled lessons and shared best practices; led conversations about student data, developing long term and unit plans, and discussing instructional strategies • Encouraged parent and community involvement by contributing to the planning and execution of special events for students and families; including field trips, student concerts, pep rallies, assemblies, cookouts, field days, and academic bees