I lead the development of UnboundEd's Science Pathway--professional learning designed to educate and support districts, leaders, and teachers in providing Grade Level, Engaging, Affirming and Meaningful science instruction for ALL students.

I work to bring about progress in classrooms, schools and districts by leading and facilitating professional development aimed at centering Black and Brown students in order to ensure they receive instruction that is grade level, engaging, affirming and meaningful. Working with leaders and teachers, we consider and challenge deficit mindsets to shift towards equity while reflecting and critiquing systems and policies to bring about justice. Through both online and in person interactions, I present content provided by UnboundEd and ignite it with my own passion, learning and journey to connect with educators who have a direct impact on the students they serve.

•Research and codify best policies, systems and practices for successful high schools in a guidebook used to share BRICK's vision for secondary education•Create process and train and support school-based staff to execute high school applications for the first graduating class of 8th graders•Design and implement the BRICK model for high school math and science curriculum, instruction and assessment:o Research, select, tailor and implement math and science curricula for all high school courseso Develop assessments, rubrics, scope and sequences, unit plans, exemplar lessons and lesson planning templates to align the high school Math and Science department’s instructional focuso Customize and enhance science curriculum to focus on intentional three-dimensional science instruction and increase cultural relevance of both materials and the student experienceo Establish and achieve buy-in to a math and science Vision of Excellence with specific indicators which is used to coach and develop teachers, including adapting this model to both a fully virtual and hybrid modelo Plan and lead comprehensive professional development for teachers and school leaders to deepen content and pedagogical knowledge as well as infuse development of social-emotional competencies through workshops, co-planning, real-time feedback and focused course meetingso Design and implement processes for teachers and leaders to analyze and respond to student data o Implement monthly “site visits” o Launch and maintain online Resource Hub to house program resources as well as directly align Social Emotional Learning Competencies with Math Practices and Science and Engineering Practices • Establish and execute a cohesive and effective PK-12 model as Academic Leadership Team member•Support ALT and school-based teams with educational software, including IlluminateEducation and Google Suite

• Led founding team as school leader of Great Oaks Charter High School, responsible for establishing the school’s mission and vision while leading students and staff to build a strong, college-focused school culture with an emphasis on the belief in success for all students•Selected and developed curricular materials, led instructional and curricular development for all teachers in all subject areas•Designed and facilitated academic and cultural professional development, provided feedback on lesson plans and materials, engaged in targeted observations and feedback meetings to develop teachers•Collaborated with Dean of Students to develop school-wide systems to intentionally support students in social-emotional development and build positive habits while defining their own character and identity•Collaborated with Tutor Corps Director to develop and support the management of the Great Oaks Legacy Tutor Corps, curriculum and program which served all students through targeted and differentiated instruction •Implemented data-driven instruction through regular assessment, analysis, reflection and development of action plans to address student needs•Collaborated to interview and hire faculty and staff

•Selected to the prestigious Ryan Fellowship, which prepares the most accomplished teachers with the highest leadership potential to become principals ready to create student achievement-accelerating urban charter schools.•Achieved successful completion of the Accelerate Institute which combines the Northwestern University Kellogg School of Management coursework with The Alain Locke Initiative's pioneering coursework in achievement-accelerating school leadership strategies and practices.•Currently completing leadership field study at Democracy Prep Public Charter High School (Harlem), one of the highest performing charter networks in New York City. Selected fieldwork accomplishments and projects include:• Serving as a thought-partner for the school leadership team regarding implementation of systems related to adult culture, student culture, routines, procedures and development of teachers.• Initiating first school-wide system for systematically modifying assignments for students with special needs. • Planning and executing professional development on topics such as behavior management and parent contacts.• Regularly coaching and developing teachers through regular observations, written feedback, planning meetings.• Supporting grade level and department leaders through data collection and analysis, planning meetings, creation of goals and action steps and accountability measures.• Developing curriculum and leading implementation of Teach Like a Champion study group• Conducting information-gathering interviews, observations and document reviews to craft a Thesis-style Leadership Playbook

•Taught physics (9th grade), SAT-based curriculum and data-driven instruction •In 2010-2011, 9th grade students scored an average of 480 on the SAT II Physics exam•In 2011-2012, 9th grade students scored an average of 530 on the SAT II Physics exam.•Managed grade-level daily tracking for students to improve rate of homework completion•Developed curriculum and modifications for students with special needs, leading to students scoring on par with their peers on the SAT II exam•Support 9th grade students including behavior plans, action plans and individualized protocols•Led implementation of a school-wide procedure for tracking college readiness•Participated in weekly feedback and planning meetings•Served as instructional and classroom management resource for teachers

•Led implementation of new curriculum with context-based mathematics instruction•Coached teachers implementing the mathematics program•Taught physics (9th) and chemistry (11th) using hands-on, laboratory-based curricula•Taught 9th and 10th grade mathematics (Core-Plus Math Program)

• Taught regular and honors level chemistry• Designed and taught context-based remedial math class to prepare struggling students for ACT• Lead Science Service Club and supervise weekly after-school study hall• Taught ACT preparation class

• Taught Science, Mathematics, and Religion (7th); Math and Religion (8th); Writing (6th)• Lead Drama and Science Clubs, coordinated religious activities, and supervised after-school program

-Founded an "Adopt-a-Grandparent" program to link college students with residents-Interacted with nursing home residents to provide holistic care-Planned events for residents to improve their quality of life-Designed, implemented and led professional development for facility-wide smoking policy to adhere to federal and state regulations-Supported Social Service Dept. as assigned with home visits, family meetings, resident care and other tasks as needed-Designed database to analyze admissions and discharges over time