Responsible for teaching 7th Grade Humanities (Social Studies and English Language Arts) in two Integrated Co-Taught classrooms at M312 - N.Y.C. Lab Middle School for Collaborative Studies.

As the lead math interventionist, I oversaw a team of three graduate students as we provided math support in a Manhattan public middle school for grades 6-8, including an advanced Algebra I class. I worked closely and collaborated with Teachers College's Assistant Director of School & Community Partnerships, the middle school's Principal, Assistant Principal, and Instructional Math Coach, and four middle school special educators and math educators in order to make lessons more accessible to learners and streamline curricula to support students as they advanced in math through the COVID-19 Pandemic. I analyzed student data, observed classes, and met with teachers in order to create plans and resources to improve instruction and student performance. In the classroom, I provided one on one and small group support to target specific areas of improvement with students. I am created an Algebra I curricula plan that embeds 8th grade focus standards into the 7th grade curriculum so that students who opt to take the advanced Algebra I course in 8th grade are best prepared to learn Algebra I directly from 7th grade.

Initial sessions with my clients included administering an informal assessment battery to guide individualized interventions to support clients with reading difficulties. I created and implemented lesson plans to target areas of need and strengthen clients’ lexical quality, comprehension, and writing skills during the 90 minutes, twice weekly provided sessions.

As a student teacher, I taught two sections of 6th Grade Math in an Integrated Co-Teaching (ICT) classroom. I incorporated student interests and multiple means of representation to engage and motivate student learning, while making lessons more meaningful. In addition, I worked one on one with students who benefitted from direct interventions in order to support and strengthen skill development.

As a research assistant, I worked with a team of graduate students and professors from the Intellectual Disabilities & Autism and Science Education programs. In this role, I extended prior research on co-planning between science and special educators and infusing social-emotional learning strategies into various classroom environments to increase class engagement. As a team-lead, I authored two research proposals for special education and science conferences, one of which was accepted and presented at the 2022 Association for Science Teacher Education International Conference. I also assisted in conceptualizing other research proposals, one of which was also presented at the 2022 ASTE International Conference.

As a student teacher, I taught three sections of 9th Grade and three sections of 10th Grade English in an Integrated Co-Teaching (ICT) online classroom setting, due to the COVID-19 Pandemic. In this role, I utilized an array of online resources and created my own tools to best differentiate and meet students’ academic needs. In addition, I attended and participated in special education team, parent/guardian, staff, and IEP meetings.

From summers 2015-2020, I worked at NRRC's tennis camp. As a head counselor, I worked one-on-on with the camp director and other tennis pros to coordinate the logistics of the program. I assisted in training new counselors and ensured that counselors with correct skillsets were placed with appropriate campers. As a coach teaching in the summer camp, I was responsible for overseeing and instructing anywhere from 1-12 players, ages 3-15.

As a coach, I was responsible for tennis education of up to 12 children at a time, ages ten and under, using drills and games in after-school clinics. I was hired to work at birthday parties and other events at New Rochelle Racquet Club due to my vibrant teaching style and ability to engage a variety of players simultaneously.

As a full time student teacher, I taught three sections of 8th Grade History by creating lessons and assessments that included student interests and differentiated content and materials. In addition, I created mini lessons and scaffolded supports for students while they embarked on their two month journey of writing the 8th Grade History thesis paper. As learning swiftly moved to online, I utilized a multitude of digital resources to continue to deliver lessons and assist my mentor-teacher with the significant learning changes during the onset of the COVID-19 Pandemic.

As a SEMP job coach, I provided individualized support to a man with developmental disabilities so he could maintain competitive employment at a non-profit organization. I was responsible for helping him manage email and calendar tasks, supporting him in team meetings, and assisting him in organizing social events using Facebook.

In this role, I prepared for and worked multiple events hosted to educate community members and parents about various services and resources. I also helped develop an interactive software tool for students so they can better understand their Individualized Education Program.