As the Science Instructional Coach for BTR, I am responsible for implementing the two-year BTR teacher preparation program at Dearborn STEM Academy (for residents) and at district school throughout the city (for year-1 grads). Design and facilitate graduate-level Science Content Methods coursework where residents learn the subject-specific content and skills required to be effective teachers who are capable of driving significant learning and achievement for all students. Provide residents with regular coaching and feedback on their practice based on classroom observations, analysis of student work, student performance data, and student survey data. Facilitate the resident Fall and Spring "gateway" assessment process based on the standards on the BTR rubric. Collaborate with the other coaches, the residency director and other members of the school's instructional leadership team to co-plan and co-lead professional development for the school's educators, including the residency's collaborating teachers.

Teach and mentor aspiring BPS science teachers in the ACTT (Accelerated Community to Teacher) Program. Collaborate as a team member with the ACTT Instructional, Mentoring, and Design Teams tosupport ACTT program goals. Implement ACTT Program learning goals and objectives, in alignment with the MA Educator Evaluation Rubric. Plan and implement small group instruction in subject specific content and skills as well as MTEL preparation for science ACTT cohort members, as well as provide support and feedback for them during and after their teaching practicum. Participate in the recruitment and selection of the following year's ACTT cohort.

In collaboration with an Assistant Director and Operations Director, the summer academy director is responsible for the safety, support and development of 150 students in grades 6-8, 30 undergraduate and high school Teaching Fellows, and 5 Teacher Coaches, The summer academy director assists in the planning, implementation and leading of professional development for Teaching fellows, and with academy setup and breakdown operations, manages student enrollment and scheduling, plans and communicates with families regarding academy field trips and other events, plans and leads morning and evening staff and faculty meetings as well as ongoing professional development for Teaching Fellows, supervises hallways, transitions, lunch, field trips. and other academy events, observes classes and gives feedback, and helps support Teaching Fellows with classroom and student behavior management, supports Teacher Coaches.

Teach an dual-language (Spanish and English) inquiry and project-based course on current topics in Science for the Muniz Academy (Massachusett's only dual-language high school) seniors based on the principles of expeditionary learning. Collaborate with colleagues in grade-level and subject Common Planning Time to vertically align curriculum, plan interdisciplinary learning experiences, and provide student support. Plan, organize and raise funds for students to attend service learning trips abroad. Member of the attendance committee. Serve a union representative to the staff.

In collaboration with the Director, Assitant Director worked to build program culture, manage daily operations and plan for and implement student and family events and services; support the success of Teaching Fellows throughout the course of the summer academy; collaborate with Teacher Coaches; and invest in the experience of GT Summer Academy community members, including students and parents. STEM coach specifically supported the growth of STEM teaching fellows by observing them and providing feedback daily, helping them plan and implement their curriculum, and assessing, tracking and debriefing their progress during biweekly growth conferences.

Teach hands-on, inquiry based curricula Biology, AP Biology and General Science at Boston's most racially and socioeconomically diverse high school. Supplement curricula with real-world applications and laboratory settings through my affiliations with Harvard Medical School (HMS) Office for Diversity, Inclusion, and Community Partnerships, among other community organizations. Collaborate with colleagues in subject-specific, department and grade-level teams. Serve in a variety of leadership capacities throughout my years at BLA including, but not limited to, helping to plan and organize the school's science fair, serving as BTU representative, co-chair of Faculty Senate, member of the Instructional Leadership Team, faculty representative to the School Site Council, and student club advisor. Mentor developing student teachers and BTR residents.

Taught a 7-week biology MCAS prep course to ELL students (mostly Cape Verdean and Latino) from Boston International High School. Designed and prepared curriculum aligned with Massachusetts state standards to students who had already taken Biology at their high school but had not passed the Biology MCAS, which is a graduation requirement. Developed and implemented pedagogical srategies to engage and effectively teach ELL students.

Served as mentor for a Boston Teacher Resident by co-planning and co-teaching lessons, allowing the resident to take over half of the teaching load, supervising, observing and providing consistent constructive feedback to the resident to help them meet the program gateways and meet the benchmarks required for licensure.

Taught Biology, Biotechnology, AP Biology and Chemistry at the Urban Science Academy in West Roxbury, MA with curriculum support from the Urban Ecology Institute and the Harvard Office of Diversity and Community Partnership's programs for teachers and students.

As a teacher resident, I worked under the supervision of a mentor teacher and with guidance provided by the Boston Plan for Excellence to teach Biology and Anatomy classes in a public high school in Boston.

Interviewed and collected data on women who were pregnant while taking anti-epileptic drugs and the health of their babies as part of a teratology research study at the AED Pregnancy Registry.