• Design and deliver differentiated small group instruction to students with autism spectrum disorders, behavioral disorders, and specific learning disabilities in grades 3-5 in a range of subject areas including social skills, math, and language arts. • Develop individualized education plans (IEP's) with annually reviewed goals, services, and accommodations in order to provide students with disabilities fair access to a free and public education.• Facilitate communications between educational service providers (ESP's), general education teachers, school administrators, and parents on all matters related to student IEP's.• Monitor student progress on IEP goals using data collected from assessments, classwork, teacher reports, and observation tools in order to align research-based interventions with present levels of student performance.

• Led planning for the DC High School Ethics Bowl for over 200 high school students, teachers, and volunteers• Piloted an institute providing professional development for teachers who work with underserved student populations participating in the Bowl in order to ensure equitable distribution of the university’s resources• Cooperated with a cohort of Community-Based Research Scholars to collect data from participants in the Bowl and improve inclusion and accessibility in the structure of the event

• Planned six co-curricular events for 19 first-year college students to complement learning outcomes from class and strengthen relationships in a living-learning community• Drafted support materials for students to improve active reading skills and practice writing philosophically

• Designed an introductory philosophy curriculum and instructed a class of nine sixth-grade students convening for four hours every day for three weeks• Facilitated Socratic discussions and interactive activities about primary texts in order to engage students in inquiries about a variety of philosophical disciplines such as ethics, epistemology, aesthetics, and metaphysics• Collaborated with a program assistant to ensure the class was accessible to students with special needs

• Multi-tasked by seating guests as they arrived while continuously assisting already seated clientele• Write patron’s food orders on slips, memorize orders, and manage food resources in a 120+ seat restaurant• Sharpened communication skills by resolving customer complaints and providing prompt customer service

• Created discussion modules to encourage discourse between students with ideological differences on campus• Cooperated with professors to incorporate open-ended dialogue about sensitive topics into classroom discourse

• Conducted research about state education policies and created a report illustrating how state laws affect demographics in charter school populations across the country• Designed an annual report summarizing DCSC’s research, outreach, and advocacy events for partnered schools

• Provided academic support for a class of first-year philosophy students during class and in weekly office hours• Facilitated class discussions about primary texts such as Paulo Freire's Pedagogy of the Oppressed and Plato's Republic

• Analyzed testimonial data regarding the effectiveness of Peace Corps volunteer projects to justify a budget to the House Appropriations Committee for the upcoming fiscal year

• Provided math and reading instruction for a class of eight fourth grade students with learning disabilities• Mentored a sixth-grade student with anxiety to help mitigate academic and social struggles at school

• Provided visitors with information about court policies and procedures at the front desk in order to inform citizens about their rights in a courtroom environment• Organized future court dates for defendants according to the schedule of judges to ensure expediency

• Facilitated weekly discussions about ethical cases for high school students in preparation of the DC Ethics Bowl.• Taught students how to properly engage in ethical discussions with peers as well as how to structure an argument in a competition.

• Tutored individual elementary school students twice a week during hour long sessions to strengthen reading skills• Brainstormed solutions to alleviate student reading struggles with DC Reads staff and HD Cooke Elementary School teachers

• Strengthened reading comprehension, creativity, and discussion skills in a seventh-grade literature class comprised of two sections of nine students in the process of reading and analyzing a full length novel• Designed a customized literature curriculum that included five lesson plans per week with daily worksheets, PowerPoint presentations, class activities, and a final poetry project• Acted as a liaison between three seventh grade students’ families and the Breakthrough community by conducting weekly phone interviews with parents and writing frequent progress reports