• Developed and edited K-8 science curricula for the Full Option Science System (FOSS), ensuring NGSS alignment and integrating student-led investigations, formative assessments, and sensemaking strategies to support teachers, using relevant phenomenon to drive inquiry. • Led the design and revision of the FOSS Middle School Benchmark Assessment System, based on the Assessing Science Knowledge (ASK) Project in collaboration with the Berkeley Evaluation and Assessment Research (BEAR) Center, using psychometric IRT analysis to develop and revise assessment items.• Co-founded a center-wide assessment forum for colleagues across projects to discuss current research focused on equity and assessment and the implications for our work within and beyond our organization. • Designed and led professional development workshops focused on NGSS alignment, outdoor learning, and formative assessment for educators nationwide, including at NSTA and NAAEE conferences.• Co-developed a multi-year professional development plan to support teachers extending classroom learning to the schoolyard in collaboration with Jefferson County Public Schools (EPA Grant).• Collaborated with experts from NOAA, VA Department of Environmental Quality, and Chesapeake Bay Foundation to develop an inquiry-based investigation of the Chesapeake Bay Watershed, translating complex water quality data for authentic analysis by middle school students.• Served as FOSS advisor on a Carnegie Grant project, revising open-source, NGSS-aligned middle school interim assessments for national use.• Co-led the development of outdoor learning resources, including “Taking FOSS Outdoors,” integrating place-based and environmental science projects into middle school curricula.• Co-directed the revision of Outdoor Biology Instructional Strategies (OBIS) to align with modern educator needs and enhance environmental education practices.

I found MCCPTA, when I was looking for ways to apply my expertise locally to advocate for equitable responses to the pandemic. My initial work explored the health and wellness considerations of our most impacted families and district-wide effort to support schools adopting outdoor lunch options.The relationships started with MCPS leadership and other community advocates led me to forming a Sustainability and Green Schools subcommittee within the MCCPTA Capital Improvement Projects (CIP) Advocacy committee. Our subcommittee works closely with MCPS staff in sustainability, science and environmental education, as well as student leaders in district advocacy.In my role as co-chair, I collaborate with district and student leaders to advocate for schoolyard initiatives, the creation of a Climate Change Action Plan, and the development of a K-12 Environmental Literacy Plan.past work:• Coordinated the MCPS pilot of FOSS Observing Nature for PreK teachers, helping inform the revision of FOSS Pathways and providing exposure to high-quality instructional materials. (2024)• MCPS Curriculum Advocacy Committee and MCCPTA Science Curriculum Committee (2022-24)• MCCPTA representative on the MCPS Sustainability Stakeholder Engagement Work Group (2021)• Led district-wide outdoor lunch initiative for MCCPTA COVID Response Team to advocate for equitable pandemic responses supporting families most impacted by the pandemic. (2020-21)

• Designed and taught inquiry-based science curricula for grades 6-8, with an emphasis on place-based connections, project-based assessments and real-world applications.• Collaborated with colleagues to design and implement multi-disciplinary field trips and service-learning projects, tying classroom content to local environmental issues.• Developed assessment tasks that measured student understanding through project-based learning, real-world applications, and environmental monitoring projects.

• Taught a comprehensive science curriculum, including STC Human Body and served as a national trials teacher for FOSS Chemical Interactions.• Received two HOPE Foundation Grants for environmental education projects, integrating environmental science through fieldwork, including monitoring local riparian ecosystems. • Led the Cross-Aged Science Teaching Project, where 8th grade students designed and taught science lessons to 3rd graders, reinforcing science concepts through peer teaching.

Between school years, I spent my summers working back in the Tetons for the TSS Conservation and Research Center. • Reviewed literature and recommended protocol for forest raptor surveys, artificial nest experiments, and small carnivore census surveys. • Assisted in field research regarding development density effects on songbird population dynamics.

• Advised and mentored undergraduate students while supporting their oceanography research projects. • Managed sampling for ongoing oceanography projects while sailing in the Caribbean Sea and Atlantic Ocean.