Provide keen oversight to the daily activities for the middle and high school, along with facilitating training to teachers to ensure collaborative planning in all subject areas; including providing opportunities for vertical and horizontal planning utilizing Atlas Rubicon assuring instructional alignment and consistency▪ Partner with other administrators on collaborative development, implementation, and optimization of the school’s performance.

I developed special education, gifted and talented, and student safeguarding policies, procedures, and programs for 3 campuses serving approximately 1,000 K-12 students at this bi-lingual school. I worked at the district office to provide support, education, and training to approximately 140 teachers and administrative staff, and managed a budget of ~$40K USD for training, educational materials, and operational initiatives. I returned to the U.S. due to Covid-19. • Developed, updated and implemented Special Education and Gifted & Talented programs; hired support staff, helped manage cases, and led training to ensure programs met strict district guidelines. • Rewrote most student IEPs and created campus-based child-study teams in order to monitor student progress, standardize documentation, and align all services with best practice.• Utilized Renzulli’s Three- Ring Conception of Giftedness, and built a program that was tier-based and aligned well with the RTI (Response to Intervention) model.• Created a Safeguarding team, and worked to change the culture around student safety, reporting, and referrals. • Collaborated with the counseling department and worked with teachers to help them identify students in need of intervention due to home and family concerns, a personal crisis, social-emotional issues, bullying, etc. • Designed an after school program for ESL students who needed additional support. • Acted as a resource to the director, and served on the hiring committees for counselors and learning support. • Introduced a Microsoft remote learning package and trained staff and students to use it in order to finish the school year when Covid-19 required the implementation of virtual learning.

Served as the de facto principal, and taught 1 class at this bi-lingual Grade 4-8 school, managing 20 teachers and 200 students. Also tasked with planning the curriculum for a new Grade 9 to be added Fall 2020. Performed teacher evaluations, led professional development workshops, and served on the interview committee for new teachers. Let go when school closed due to Covid-19.• Managed processes designed to achieve school accreditation and authorization from Western Assoc. of Schools and Colleges (WASC), International Baccalaureate (IB), and Council of International Schools (CIS).• Partnered with administrators and teachers to work through the multiple stages of the School Improvement Plan (SIP) and helped facilitate compliance, accountability, and accreditation reporting. • Identified teachers in need of additional support (often uncertified) and co-taught classes to help improve their skills and confidence in the classroom. \• Coordinated professional development cafés once a week for 6 weeks, where grade level teams examined MAP data and identified Power standards in order to incorporate them into lesson plans.• Introduced more project-based and cross-curricular learning into the classroom. • Collaborated in organizing and supervising student recognition programs to incentivize learning.• Led a team of 8 teachers, department heads, and administrators in investigating and recommending Grade 9 curricula proposals and resources.• Successfully transitioned all students to virtual learning via Google School in just 2.5 weeks at the beginning of the Covid-19 pandemic.

Co-managed 20 teachers and 200 students at this American boy’s school. Performed teacher assessments for both the high school and attached middle school (20 teachers), as the only administrator qualified to do so. Coordinated teacher schedules and substitutes. Managed the school building, as well as maintenance and inventory of classroom equipment.• Evaluated the Common Core and Advanced Placement curricula, and developed a pacing guide to help teachers stay on track across subjects. • Facilitated teacher training to ensure collaborative vertical and horizontal planning in all subjects, utilizing the Atlas Rubicon.• Introduced a STEM curriculum to parents and students through STEM Family Nights, incorporating interactive activities and booths which provided examples of STEM projects and learning opportunities. • Addressed chronic absenteeism and bullying through regular student education embedded in classroom lessons. • Assisted with activities required to meet WASC, IB, and CIS accreditation standards.

Assisted in managing 35 teachers and 250 students at this American girl’s school. Guided teachers in developing IB-compliant lesson plans, reviewed student assessments, and provided support for utilization of LMS technology. • Established professional learning communities (PLC) while facilitating grade-level development sessions, calendar design, and examination schedules. • Improved standardized testing and reduced student discipline problems by providing comprehensive feedback and suggestions during quarterly teacher evaluations. • Improved utilization of inquiry-based teaching and learning through professional development initiatives, informal and formal observation feedback, and model lessons. • Served as an ambassador for Atlas LMS and provided support to individual teachers. • Updated and disseminated new emergency response policies and guidelines, including post-incident reporting.• Initiated a parent call log system which improved communications between

Supported the principal in managing the daily academic activities for eligible offenders age 18 to 65 in this high school inside a prison. Supervised up to 10 teachers and 100 students at a time in the short-term stay (transfer) unit.• Developed IEPs with detailed learning, behavioral, and social objectives to help address the unique needs of the enrolled students. • Conducted all onboarding for new teachers, and performed twice-yearly teacher evaluations. • Collected, analyzed, and disaggregated student data, which resulted in raised school rankings, fast-tracking several students, and improved student achievement levels, while offering students who needed more time, instruction, resources the programming they required.• Instrumental in improving graduation rates 20% over 3 years.

Taught 8th-grade math to 20 SPED students in 3 classes and served as an inclusion teacher in other subjects. • Met with parents and fellow teachers to set up IEPs.• Utilized a wide variety of manipulatives and hands-on learning tools/techniques to enhance student learning.

Managed all Special Education Services for 150 K-12 inclusion students in the district. • Supervised 2 teachers in writing all IEPs, managing cases, outsourcing services (PT, OT) and monitoring students. • Coordinated with district service centers to manage student files, IEPs, transportation to and from school, etc. • Provided teacher support (team teaching) in an inclusion setting for 15 students in various classes.