Partnered with DC charter schools to drive forward the planning, piloting, and implementation of new models for teaching aimed at making the teaching professional more successful and sustainable. Role was unexpectedly eliminated due to loss of funding. • Charter School Engagement. Successfully brokered partnerships between several charter LEAs DC and three design partners to advance equitable, inclusive and transformative teaching principles. Accomplished this by engaging local school stakeholders in recognizing and committing to addressing the problem of better serving teachers and students through learning experiences, and recruitment conversations.• Partnership Development | Relationship Management. Negotiated collaborative partnerships between technical design partners and local charter leaders by structuring design supports for the transformation of the teaching role, including learning site visits, resource sharing, and virtual learning opportunities. • Collaborative Co-Design. Supported charter school leaders in development and refinement of pilot plans in alignment with transforming teaching design principles. Spearheaded creation of pilot criteria for success and tools for communication, then designed and facilitated collaborative opportunities between schools for applying principles through structured tuning sessions.

Led and designed all organizational professional learning and development programming. Managed the integration of the two largest departments while continuing to create new, proprietary learning tools and resources, and deliver training services to partners. • Whole-Child School Design. Developed, facilitated, and trained facilitators in professional learning experiences designed to engage leaders in whole-child aligned change initiatives. Created 17 new, adaptable school redesign activities resulting in extremely positive participant feedback related to relevance of content and capacity building in the advancement of a whole-child vision. • Adult Learning Design & Facilitation. Designed and facilitated over 150 professional development sessions for both internal teams and external stakeholders. Internal learning focused on continuous improvement, problem-solving, strategic planning, and equity integration. External learning focused on translating the science of learning and development into systems, structures, and practice change for schools.• Cross-functional Teaming. Spearheaded collaborative work structures for integrating the two largest departments in the organization, including planning, coordinating, and facilitating weekly and monthly department meetings. Resulted in increased collaborative learning, more effective problem-solving, more equitable decision-making, and enhanced strategic planning processes across the organization. • Inclusive Change Management. Spearheaded a special project to collaboratively rewrite the organizational mission and vision statements centering the voices of all staff members and external stakeholders, resulting in a more accurate, inclusive, meaningful vision for work that was ratified with 100% approval rating.

Created tools and resources to support educators in implementing whole-child design and facilitated learning experiences for schools and districts. • Toolbox Design & Resource Development. Designed a rich variety of content, tools, and resources to support schools in whole-child aligned change initiatives, such as self-assessments, school redesign activities, continuums, anchor visuals, professional learning courses, and communities of practice. These tools are published in the organization’s online toolbox and utilized in all contracted services.• Teacher Leader Pipeline Development. Led, designed, and managed a cross-sector community of practice of 32 assistant principals in collaboration with Georgetown University, including 64 instructional hours focused on the science of learning and development, trauma-informed practices, and leading change. Resulted in 100% of leaders reporting the learning was meaningful; and 100% feeling prepared to put learning into practice.

Coached and led professional development for two Ward 8 elementary schools focused on trauma-informed practices as part of an embedded, intensive school support model. • Teacher Training. Designed and delivered tailored curriculum to school personnel in both small and large group sessions, building school-wide capacity to create and maintain a more trauma-informed learning environment and improve teaching and learning outcomes. Possible results: 1) how the schools compared to others in the district.• Coaching & Feedback Cycles. Developed and implemented customized coaching plans for a caseload of three-six teachers through regular building walkthroughs and classroom observations. Utilized adult learning principles to inform learning strategies, modeling tactics, and in-the-moment feedback practices. Resulted in X-Y growth in movement on metrics.

Served as key member of the EMC leadership team in partnership with other leaders and teachers to ensure that all students were making academic and social emotional progress. • School Leadership. Directed campus-wide, data-driven initiatives on culture, academics, and curriculum in collaboration with a 10 person, cross-campus leadership team. Ensured all students received necessary support and interventions, resulting in DC Prep Edgewood Middle School’s Tier 1 designation according to the DC Public Charter School Board (PCSB). • People Management. Provided weekly/biweekly feedback to three leaders and 10 teachers on management caseload, utilizing rubrics for culture, planning, instruction, family collaboration, and professionalism to develop and inform personalized learning trajectories, coaching and feedback.

Led special initiative to expand science programming to all DC Prep campuses while also working as a key member of the EMC leadership team developing, refining, and implementing of all aspects of the school's academic and culture programs in accordance with the DC Prep Way.• Charter Growth. Pioneered the expansion of science programming from two grade levels at one middle school campus to all grade levels, K-8, at four DC Prep campuses, including the development and management of a multi-year strategic plan to implement and monitor effectiveness. • Curriculum Development. Developed new curriculum planning, revision, and quality tracking processes in alignment with the Next Generation Science Standards (NGSS), resulting in seve exemplar units of curriculum. Utilized these processes to train and manage four other curriculum writers to develop an additional 42 units of K-8 science curriculum.• Program Management | Change Leadership. Engaged leaders and teachers in science programming to equip others with the skills and knowledge needed to execute across campuses. Resulted in high levels of satisfaction and clarity and frequent opportunities for refinement based on stakeholder feedback and experience.

Led all the tasks, initiatives, and activities of two content area teams including strategic planning and curriculum development. Facilitated all content area learning and coached all content area team members. • Strategic Planning. Developed annual strategic plan for science and social studies departments to increase assessment rigor and integrate more ELA into all subject areas. Collaboratively analyzed department goals, and developed weekly project calendar, resulting in new assessment and curriculum planning processes that were replicated at other campuses. • Instructional Leadership. Regularly observed seven teachers to provide feedback to support instruction. Led the science team to an 86.1% proficiency rating according to the DC science assessment—the highest of all charter schools in the city that year, compared to the city-wide average was 48.2% for other DC charter schools.

Coordinated all collaborative grade level tasks, initiatives, and activities including student support processes, family communication, and classroom routines. Led all grade level data analysis. • Team Management. Led an eight-person team in developing and maintaining positive and consistent school culture in true alignment with school values and social emotional skill development, resulting in the team collectively earning the highest school-wide scores on culture rubrics.• Student Support Leader. Led grade-level student support processes for students with behavior and academic concerns. Spearheaded effective Tier 1-Tier 3 systems and intervention planning, including tracking and progress monitoring. Resulted in the fewest number of behavioral incidents in the school.• Led an 8-person team in developing and maintaining positive and consistent school culture in true alignment with the character education program, earning the highest school-wide scores on culture rubrics.

• Developed, implemented, and revised 10 units of teacher-created, Common Core State Standards (CCSS)-aligned curriculum for a 90-minute reading block and a 45-minute writing block for more than 60 5th graders• Analyzed individual student performance data from Fountas & Pinnell Benchmark Assessment Systems, unit assessments and 4 yearly benchmark assessments• Planned daily sessions of small-group, data-based, reading intervention instruction for 14 students• Participated as a planning leader in an organization-wide taskforce aimed at better aligning the ELA curriculum and assessments with the CCSS

Placed at the Arts and Technology Academy (a public charter school)