I support six schools in Indianapolis: JRP, GVP, PLA 103, PLA 93, PLA 48, and Promise Prep. I offer teacher and student support of the gifted. Presently, I oversee student identification in all buildings, pull-out programming, broad-based committee meetings, IDOE compliance, data collection and analysis, and CogAT testing.

My role expanded from implementation of curriculum to management of schools and Career Advisors. Not only was I supporting teachers in understanding how to add these supplemental materials into existing content, but I was also asked to work with administration in understanding fully the purpose of Career+. In working with administrators, I was able to maintain awareness, customize instructional needs, provide data collection updates, and plan for expansion of Career+ content. In total, I managed 15 schools and 10 Career Advisors. I oversaw monthly meetings, scheduled and planned special Career+ events, hosted professional development for staff (in person and virtually), arranged transportation needs and chaperoned industry tours, supported Career+ Chats, developed instructional videos for both teachers, students, and Career Advisors, kept schools abreast of data updates and teacher requirements, and made certain Career Advisors hit all major milestones within their assigned buildings.

I oversaw the writing and development of all teacher resources for Career+ content and Hire Me content. From January to August, I wrote curriculum, assigned tasks to the design team, established and met deadlines, and produced instructional manuals for Career+ content. Such content included Next Level Microcredential (10 modules), Workplace Communications (8 modules), and Workplace Leadership (6 modules). All modules I served to design included teacher guides, bell ringers, instructional PowerPoints, vocabulary, and test banks. Additionally, I worked with administrators to develop strong Hire Me content to provide students in the preparation for the Hire Me event hosted at the Tippecanoe Fairgrounds. Prior to students meeting with 33 local employers from the Lafayette area, I built virtual content that centered around service, job search, resume writing, and interview preparation. These 30 minute virtual experiences included an opening student activity, reading and modeling prep, video tutorials, and a closing activity to drive home the main idea of what is needed to be marketable in today's job market. Lessons varied from grade level to grade level so that students could build their understanding of these skills over time.

I supported teachers in and around West Lafayette, Indiana, in the adoption of Career+ content, grades 9-12. The Career+ initiative was intended to provide students career readiness in the form of employability skills and work-based learning.

As an educator of Stride, I was required to develop daily curriculum to teach and support students. These resources included PowerPoint presentations, Nearpod instructional content, writing assignments, assessments, and practice pages for both regular and dual credit. In regular English, instructional focus centered around creation story, folklore, Medieval and Gothic literature, and the epic hero. Dual credit included writing a summary and critique of an article, comparison writing, and accepting and offering feedback.A great many students were struggling with a third to seventh grade reading level, so tiered instructional support and differentiation was necessary.

In addition to all other duties, I served as the SISP expert of Reading Plus, Imagine Math, and Study Island. My duties were to understand the curriculum, host teacher trainings, and manage all troubleshooting for these programs.

My role was to arrange speakers and topics for a virtual educational forum call Fireside Chats. These monthly sessions were for leadership in 46 states and served to address topics from motivating staff and students to data collection and purpose driven instruction.

My role was to develop Multi-Tiered Systems of Support (MTSS) for Connections Academy schools assigned. I assisted schools in understanding how to read Renaissance 360, I-Ready, or NWEA-MAP results for progress monitoring purposes. I coached and assist K-12 educators implementation of support programming and best practices.

As High Ability Lead, I oversaw the management of the high ability teachers, hosted monthly meetings, led book studies, and provided gifted instruction. I also directed professional development sessions for staff concerning twice-exceptional learners, gifted identification, best practices, project-based learning and choice instruction.

As the National Honor Society Advisor, I grew the National Honor Society program from 20 to 80 National Honor Society members and initiated special events like K-12 trivia night; Out of the Shadows, an anti-bullying club; Rainbow Readers, a virtual reading library for underprivileged students; and weekly 9-12 peer tutoring. My biggest undertaking at this time was serving as the Project Manager of the K-12 newsletter for over 3000 students, K-12. This newsletter was issued in December and April. The purpose of this newsletter was to build community within our virtual world and offer creative outlets for those most interested in the arts.

A Master Teacher within Connections Academy schools is the equivalent to an English Department Chair. I hosted a variety of roles on the administrative side, attending data team discussions, SMART goal planning, and scheduling. I also hired and onboarded new staff, led professional development for all staff, evaluated a number of employees across a variety of subject areas (i.e., math, English, science, psychology, and business), and managed struggling staff members placed on personal improvement plans.

Initially, I was hired to serve as the Honors English 12 teacher at Indiana Connections Academy. During my nine years at Indiana Connections Academy, I served as teacher for both low-level and high ability students in grades 10, 11, and 12. I hosted weekly virtual lessons and help sessions. I made regular calls home seeking to promote student engagement. I also oversaw homeroom duties, data collection, state testing across the state of Indiana from Fort Wayne to Jasper, and established co-teaching.

I served as the supervisor for the St. Mary of the Woods' Student Teacher Practicum.

I served to direct students who were placed in after school detention. Duties included assigned student jobs throughout the building and school grounds. We mopped and swept floors, cleaned erasers and white boards, emptied trash cans, and picked up trash on the school property.

As class sponsor, I oversaw collection of class dues, float building, and class meetings.

I initially returned to the classroom as the English 10 teacher. Overtime, I taught regular and Honors English 10, 11, and 12. I also wrote and updated school curriculum to ensure state standards were being met.

I served as the supervisor of IUPUI's Student Teacher Practicum.

During this time, I placed students interested in educational careers in a number of elementary, middle, and high school classrooms. I recruited educators, hosted monthly meetings, developed data reports, and managed student performance and duties.

I pursued training through Butler University, planned curriculum, and prepared students for the AP exam.

I served as the JV Volleyball Coach for three years until deciding to pursue my Master's degree.