@Concord High SchoolDesign, plan, and teach chemistry and physics in ways that are phenomena-based, aligned to the California Next Generation Science Standards (CA NGSS), follow the 5E model of instruction, and promote social and emotional learning.

@Genentech via Ignited• Collaborated with the Genentech Patient Foundation (GPF) leadership team and key staff to develop a curriculum to inform key Genentech internal stakeholders of the GPF services - who we are, what we do, how we operate - including strong incorporation of the GPF Health Equity approach. The primary goal of this role and its deliverable was to inform Genentech senior commercial leaders so that they understand both GPF's guardrails and the learnings from GPF's Health Equity Program.• Developed an Education Transfer Plan called "From Waves to Wellness: Exploring Health Equity through Medical Imaging Physics” (a three-day lesson connecting physics to health equity via medical imaging) to transfer the knowledge, ideas, skills, and real-world connections from this Summer Fellowship Program back to my classroom/school.

@Lodestar High School• Designed, planned, and taught 9th-grade college-preparatory physics in alignment with equal parts rigor and love; also taught English Language Development (ELD) to prepare English Language Learners for growth on the English Language Proficiency Assessments (ELPAC) and reclassification to English proficient.• Used my instructional leadership as the high school's founding Science Department Lead to help build out a complete high school science program; led the Science Department in adopting, implementing, teaching, and assessing the California Next Generation Science Standards (CA NGSS); made data-driven decisions alongside the rest of the Instructional Leadership Team with a student-centered focus and specific lens on addressing equity issues in schools; led network-wide professional development workshop on lesson planning alongside (as opposed to before) integrating ELD and MTSS support for all students.• Used and developed instructional coaching skills such as Building Trust, Goal Setting, Observation and Feedback Cycles, and Challenging Conversations to serve as a Mentor Teacher mentoring a teacher resident co-teaching in my classroom.• Was the Model Teacher/Model Classroom observed during visits by community stakeholders including Board members, donors, Oakland Unified School District charter school evaluators, and supporting organizations such as Instruction Partners.

@Stanford Engineering (Professor Sheri Sheppard's Designing Education Lab) via Ignited• This was a return offer from Summer 2020 to continue the work I started in Summer 2019.• Developed an Education Transfer Plan called "Maker Projects: Bridges into Design Thinking” (a lesson about implementing design thinking in K-12 classrooms) to transfer the knowledge, ideas, skills, and real-world connections from this Summer Fellowship Program back to my classroom/school.

@Leadership Public Schools: Richmond• Designed, planned, and taught 10th-grade college-preparatory physics for equity in ways that are responsive, differentiated, and asset-based to promote students' sense of belonging.• Implemented mastery-based grading based on the three pillars of equitable grading practices from Joe Feldman’s “Grading for Equity” book: mathematically accurate, bias-resistant, and motivational. • Consistently achieved 80%+ mastery on learning targets, 70%+ homework completion rate, and 10%+ growth between beginning-of-year and end-of-year California Science Test (CAST) diagnostic assessments for all subgroups of students.• Consistently achieved 94%+ on "Classroom Belonging" on Panorama Student Surveys.• Used my instructional leadership to the lead the Science Department in adopting, implementing, teaching, and assessing the California Next Generation Science Standards (CA NGSS); design meeting agendas with clear objectives and that account for adult learning, application, and reflection; facilitate department-wide cycles of practice to iterate on science pedagogy including teaching data analysis and increasing student talk/discourse; make data-driven decisions alongside the rest of the Instructional Leadership Team using best practices from Elena Aguilar's books; review school-wide practices of assessment and accountability in preparation for accreditation by WASC; offered staff occasional diversity, equity, and inclusion insight through the lens of an Asian-American educator perspective.• Recognized in 2020 by the charter network's Director of Teaching and Learning as the network's model teacher for inquiry-based science instruction and student talk/discourse.• Recognized in 2020 by TFA National's "Asian & Pacific Islander Alliances" staff team as an impactful teacher of Asian descent making a difference in urban science education.

@Stanford Engineering (Professor Sheri Sheppard's Designing Education Lab) via Ignited• Used the R programming language to manipulate, explore, visualize, and share data collected from investigations of a broad range of engineering education topics, from the persistence of students and alumni in engineering fields to the impact of exposure to entrepreneurship on engineering students' career interests.• Developed an Education Transfer Plan called "Signal through the Noise: Data Literacy as Self-Empowerment” (a two-week mini unit about data literacy) to transfer the knowledge, ideas, skills, and real-world connections from this Summer Fellowship Program back to my classroom/school.

@Google via AdeccoUsed K-12 science teaching and instructional leadership to plan, design, and create the content (diagrams, blurbs, and explanatory text) for the biology, chemistry, and physics subjects of the homework help app Socratic.

@Richmond High School (Richmond, CA) via Teach For America• Design, plan, and teach 10th-grade college-preparatory chemistry for equity with four key resources: grade-level assignments, strong instruction, deep engagement, and high expectations.• Consistently achieved 80%+ mastery on learning targets, 95%+ homework completion rate, and 10% + growth between beginning-of-year and end-of-year ACT Science diagnostic assessments for all subgroups of students.• Used my instructional leadership to the lead the Science Department in adopting the California Next Generation Science Standards (CA NGSS); write about the department’s goals and practices in preparation for accreditation by the Western Association of Schools and Colleges (WASC); and build the Department's relationships with community stakeholders including being one of the beginning school partners of UC Berkeley's Project SCIFI (The Scientific Coat Initiative for Future Innovators), which "promotes students’ scientific passions for higher education, provides teachers the resources necessary for hands-on scientific instruction, encourages the growth of mentor-mentee relationships, and fosters a visible community supporting young scientists’ endeavors."---I stayed an extra/third year beyond my two-year Teach For America commitment.

@Genentech via Ignited• Designed and presented a SharePoint website that protected Commercial Regulatory Affairs (CORA) resources but shared essential documents with external stakeholders such as the Food and Drug Administration (FDA), improving the workflows for reviewing and approving advertising and promotional (ad promo) materials of Genentech medicines.• Collaborated with CORA project coordinators and information technology specialists to optimize an internal search engine to crawl through different repositories of documents to improve the workflows of the Product Review Committee (PRC) within CORA.• Supported CORA through other activities such as analyzing quality metrics to help ensure that all ad promo materials were medically and legally truthful and FDA-compliant, protecting patients and public health.• Developed an Education Transfer Plan called "Science and Society” (a two-week unit on equity, social justice, and careers in STEM) to transfer the knowledge, ideas, skills, and real-world connections from this Summer Fellowship Program back to my classroom/school.

Placement School: Richmond High School (Richmond, CA) in the West Contra Costa Unified School DistrictSelected as one of the most promising leaders out of a competitive pool of applicants after a demanding application process (~15% of applicants accepted each year) to commit to teaching two years in a low-income community.• Panelist, TFA AANHPI Summit 2019 Panel “Continuing Impact in the Classroom”• Participant, TFA Bay Area’s Rising Leaders Fellowship, October 2017 - April 2018• Participant, “Leading Adults” Leadership Track, October 2016 - April 2017• Participant, TFA-Exploratorium Partnership Summer Institute, Summer 2015