Promoting and encouraging youth to impact social change locally, nationally and globally through the sport of fencing. The JFF Project nurtures youth development through training and education, inspiring and empowering individuals and groups to take responsibility for increasing cultural awareness and diplomacy through the sport of fencing. DIRECTOR•Recruited diverse professionals and gained affiliation to Jamaican Olympic Association (JOA) and International Fencing Federation (FIE)•Liaise with local and global entities to raise awareness of fencing's role in preventing youth delinquency•Plan and facilitate grass roots and community building events to raise publicity, via tv, radio and social network interviews•Oversee administration of grants and in-kind donations required by FIE including evaluation, grant reporting, and budgets•Oversee selection of fencers for Olympic games, World Cups and World ChampionshipsPROJECT MANAGEMENT•Lead team of ten professionals responsible for providing legal, marketing, technical and creative support •Support local coaches with infrastructure, strategies to enhance and bolster local development, write policies and procedure governing the organization•Was elected to and serve as Second Vice President to Central American & Caribbean Fencing Confederation. COMMUNITY & SOCIAL DEVELOPMENT•Promote cross-cultural exchange in countries such as Hungary, USA, Germany, El Salvador Guatemala, Costa Rica and Bulgaria•Foster balanced focus on student athlete learning and development, design and implement programs and resources that foster learning, sportsmanship, intercultural exposure, and life skills development

Managed and directed education program staff district-wide including overseeing student advising, In collaboration with the Director developed strategic plans, goals, and recommendations for education program activities.Supervised and directed the work of program staff in assigned areas, including scheduling work hours, conducting performance reviews, providing advice and counsel to staff on issues of policy and procedure, assisting staff in the resolution of conflicts and correcting performance problems.Hire and supervise instructors to teach in the intensive English program(s) and assign teaching load.

•Analyzed student learning and plan and administer a variety of appropriate assessments informed by FL standards•Collaborated with colleagues and actively participated in grade level and school level teams•Ensured effective and positive parent communication•Implemented diverse approaches to ensure both language and academic success•Selected, developed, modified and/or adapted materials and resources which support learningobjectives and address students’ different learning styles, backgrounds and special needs.

•Instructed adult non-traditional students on material needed in order to earn their GED including math, science, English, and literature•Assessed students' readiness to take GED•Created lesson plans and modified accordingly throughout the year•Grade papers and perform other administrative duties as needed•Created projects designed to enhance lectures

•Planned and prepared lessons and activities based on FL standards.•Conceived of, organized and conducted Project Based learning exercise for Spanish Language acquisition•Developed and selected instructional activities which fostered active involvement of students in the learning process.•Selected, developed, modified and/or adapted materials and resources which support learning objectives and address students’ different learning styles, backgrounds and special needs.•Sponsored “Evans Fencing Club” where I coached and taught students the sport of fencing.

•Assisted in the overall direction and coordination of global preparedness, intercultural, diversity and inclusion initiatives •Was responsible for working with the Director, students, and committed members of the faculty and staff to create and sustain a campus culture that aligns with the commitment to English global initiatives and study abroad•Created ongoing career development workshop series -- “You are Your Own Brand”-- designed to educate students about the realities of the global market and to motivate them to take action to enhance their employability by defining and developing their personal brands via multi-tiered branding strategies, sustained relationship building and more. Follow-up with and advise at risk student, peer mentor, IEP planning•Pioneered recruiting partnerships with corporate entities and other diversity recruiting sources such as Inroads-Mexico •Instruction: Following established standards and learning goals I facilitated learning in Advanced English International Business and Cross-Cultural Communication, Advanced International English Business on Market Research, Culture & Business, Customer Service, Marketing, Team Building•Admissions & Retention: Represented and promoted EBC at off-site recruitment information seminars to attract new students and advise through the admissions processINVITED TALKSMcBean, J.A., (April, 2015). Tu Eres Tu Propia Marca/You Are Your Own Brand. Escuela Bancaria y Comercial Tlanepantla, Edo’ Mexico, MEXICO.McBean, J.A., (November, 2014). The Benefits of Higher Education: Mexican Case Study. El Centro Escolar, Cuautitlán Izcalli, MEXICOMcBean, J.A., (January, 2014). Challenges in The Age of Information Technology: Technological Development Vanguard, International Markets Incorporation and knowledge Update. EBC - Tlanepantla, Edo’ Mexico, MEXICOMcBean, J.A., (June, 2013). Tu Eres Tu Propia Marca/You Are Your Own Brand. Escuela Bancaria y Comercial Tlanepantla, Edo’ Mexico, MEXICO

Recognized for conducting Project based learning activity in which the role Mexico played in the 2nd WW was brought to life by hosting surviving veterans from Squadron 201.Planned and delivered lessons on world history for the day, week, semester and year to students, utilizing creative and engaging techniquesPrepared academic materials, including homework assignments, syllabi and instructional handouts; report to the department chair monthly regarding the effectiveness of conceptsFacilitated classroom discussions and encouraged the participation of all students, incorporating relevant reading and current eventsGraded papers, tests and homework, monitored progress and adapted lesson plans to meet students’ needs

•Utilized a Problem Based Learning method for imparting an informed vision of the main political, economic, social and cultural events that affect international society;•Developed student’s understanding of the contributions of racial and religious groups to the world culture.•Analyzed the fundamental study of the main 20th century ideologies;•Advised and coordinated cap-stone international analysis research project.

•Was responsible for preparing and delivering lectures on topics such as economics, political science, and theory of knowledge;•Built student understanding of micro and macroeconomic theory, the main economic systems;•Students learned relations that are established between society-State, individual-State, and politics-State;•Developed student understanding of the objectives and functions of the social institutions, social sciences and their social science research methodologies.

•Provided individual and small group tutoring to assigned group of student-athletes;•Delivered individualized tutoring plans upon review of students’ academic needs; •Developed and maintained an outside network to guide students-athletes;•Recorded and monitored academic performance of students; •Maintained the privacy of student records and ensured its confidentiality; •Researched and utilized learning materials, textbooks, software and equipment to facilitate tutoring;•Attended class with and took notes for some specific student athletes that needed special assistance.

•Taught the transformation of sport within the perspective of American history, including class, professionalization, amateurism, and international involvement to undergraduate University students;•Trained students to think critically and to see the socio-political aspects of American society;•Guided students on learning to write, to read more critically and analytically on sociopolitical topics; •Managed on-line and in-class course discussions, tutorials and grading using Blackboard;

•Instruction: Prepared and delivered seminars on tourism, hotel hospitality, principles of marketing, and operations management to first year university students. Taught relevant skills such as professional emailing, CV writing, job interviewing;•Program Management / Training: Supported social enterprise projects designed by indigenous and vulnerable communities in and around Mexico City. Assisted in the research, development and implementation of the “EcoAlberto” Theme Park social enterprise created by the indigenous Hñahñu as a way to reduce cross boarder migration. Participated in border crossing simulation exercises. Contributed in local group meetings with leaders of Hñahñu ethnic group to address solutions to reduce cross border migration of their male population.

•Assured that Primary Model Owner's execution of the Model Assessment Procedure, Model Adoption Procedure, and model Development Procedure were in compliance with Fannie Mae's internal Corporate Risk Oversight standards;•Translated business requirements into functional test cases for Graphic User Interface testing of CreditWorks Application;•Provided technical advice and supervision to staff on usage of SharePoint repository. Worked collaboratively with cross-functional teams for Graphic User Interface testing of CreditWorks;•Translated business requirements into functional Test Cases in Credit Works, executed monthly System Tests and tracked system bugs in defect tracking tool ClearQuest.