Creates a welcoming experience for recently arrived immigrant families who first come to the library by informing them of the different programs, services and activities available, such as classes to learn English, materials they can bring home to learn English, information on citizenship, computer classes, free museum passes, story time for children, an array of bilingual books, arts and crafts for adults and children, meditation, yoga, Zumba, movie nights, live performances in our theatre, etc., in order to help them integrate into the community, and empower them and their children through supporting and further developing their education at all levels. Above all I try to ensure they see the library as a safe, warm and welcoming environment they will want to spend time in and where they can feel they are a part of the community.

Teaching GED curriculum in Spanish to adult immigrants in preparation for the TASC exam that leads to a high school diploma equivalency.

Teaching and supporting newly arrived Spanish and Chinese children, as well as individual needs / special education children in Math, Science, English and Social Studies within and outside the classroom setting. Translated content materials, lessons, tests, documents, legal hearings, Special Education annual review meetings, and parent-teacher conferences. Received commendation for being a sought after mentor to students, and an insightful, caring and student centered educator. Received commendation for diligently preparing ESL (English as a Second Language) students for independence and for helping them gain the confidence needed for assimilation

Taught Level IV, 11th grade Spanish. Created curriculum to heighten cultural and political awareness of Latin America and Spain. Received commendation for creating meticulously planned lessons that included myriad authentic cultural lessons.

Achieved Regents pass rate of 65% with bilingual students (general New York City inner city students pass rate much lower). Created four different daily lessons in Spanish and English, heightening the culture and the historical period taught by the way of visuals, art, movies and special projects. All 150 students in the first two weeks learned and were able to place on blank maps, the countries of all seven continents and their capitals as per shown on tests high grades. The knowledge of political geography and the spatial relation of countries is imperative to the understanding of worldwide historical events. Highlighted the importance of human rights via the in-depth presentation of World War II and the Holocaust, South Africa’s apartheid, and India’s Mahatma Gandhi’s movement for liberation. Taught the historical origins of the world religions, as part of the mandated curriculum, having students analyze the ways in which these spiritual traditions may have similarities.

Created, and put together, out of own initiative a compendium of the approximate 150 project proposals submitted for consideration and funding. Each fact sheet belonging to a proposal included the origin, countries involved, area of development, contact information, cost, and a description of the project. The director of UNDP for Latin America, Hugo Navajas-Mogro took the compendium with him to the UN General Assembly for reference and presentation