In this role, I had several responsibilities.Primarily, my goal was to help students who were struggling with school. I based my intervention on data I received weekly, and I reached out to students and families to work with them. These were called "back on track plans," and I worked with students for several weeks at a time to teach them good academic habits, organizational skills, and how to ask to help. This also served as a de-facto counseling session in which I encouraged and motivated the students, acting as a cheerleader for them. My secondary responsibility was to monitor 150-200 students and families and assist them with whatever they needed. This ranged greatly from administrative assistance (school records, paperwork handling, special requests due to circumstances), graduation and course planning, and IT support.In addition to these duties, I co-founded the Esports program at the school. For three years, I served as the Esports Co-Coordinator for the school, organizing over 50 students in sanctioned tournament play. We created a community, coached the students to work together, streamed their competitions on Twitch, and used these opportunities as a way to encourage academic excellence. I also served on the Coaches' Council, a weekly meeting with the K12 Esports League that presided over our tournaments. There, I volunteered to continue to improve upon the league's offerings and assisted other coaches and programs.

Building off of my prior role as a Graduate Teaching Assistant (GTA), I took on a full load of courses at Auburn University. I taught 4-5 sections of Public Speaking each semester, with roughly 25 students per section. My experience here was very similar to what I had done before, though I also acted as a substitute instructor for my colleagues from time to time when they were unavailable. The most notable change was working with my own GTAs, who I trained throughout each semester so that they would be able to teach the course in their second year. This role became far more challenging in March 2020 when the COVID-19 pandemic forced all of our classes online. This was no easy task in the middle of a semester. Fortunately, we were able to adapt, and students delivered their speeches online. I continued to make myself available to them, and worked with them to ensure as smooth a transition as possible. I also adapted my lessons in both form and content to better suit the online environment.

While working on my Master's degree, I also served as a Graduate Teaching Assistant for my program. For the first year, I primarily focused on learning from the instructor I was paired with. This mentor showed me how to teach the course, develop lessons and activities, and allowed me to teach a few lessons in each semester to practice. Separately, I aided professors' research activities by finding and summarizing scholarly articles and studies based on their projects.In my second year, I took on my own Public Speaking courses, serving as the sole instructor. I instructed my students in the art of public speaking with a mix of theory and practice, graded their speeches in a timely manner, and encouraged them to participate in the Public Speaking Competition we held each semester.

In this role, I worked with student-athletes 1:1 to help them with our coursework. Auburn University has a mandatory tutoring program for their athletes, and I tutored them in French and Communication courses. It was important that I learn about the individuality of each student to better adapt to their learning preferences. In addition to tutoring, I also worked the front desk to help organize the tutoring center, check in the athletes, and coordinate other administrative needs.

After graduation, I was selected to be a part of TAPIF, which is a French government program that recruits native language speakers to teach their language in French high schools. For eight months, I lived in Paris, France and taught English at the Lycée Samuel de Champlain. I was paired with a mentor there and served as his assistant in his English courses. About once each week, I also led my own separate English lessons, which I used as an opportunity share American culture, which the students were fascinated with (Thanksgiving in particular).