Garrett Richardson Email & Phone Number

United States

New York City Metropolitan Area

I support mayors of US and global cities with the design, implementation, and evaluation of their racial and social equity driven initiatives.

New York, Ny

At Bridge the Gap, we are committed to transforming our clients into bridge builders—caring adults who champion the growth and well-being of young people. Our bridge builders undergo rigorous training in cultural competency and positive youth development practices. They share a common purpose: enhancing networks of support for the next generation. Our work aims to create trustworthy, confident, and brave spaces where young people thrive. Together with our clients, we build meaningful connections and empower the leaders of tomorrow.

New York City

Implements and measures the success of CBMA’s membership strategy. Organizes membership activities, developments, and relations for a CBMA’s membership including individuals and organizations. Updates and distributes information to current members as well as prospective members. Manages a membership database, and reports on metrics. Oversees membership customer service processes and systems to ensure members are satisfied and that membership engagement and retention remains high. The Membership Manager will also lead CBMA’s signature fellowship programs, and support CBMA’s other programmatic and organizational strategies.

• Designing curriculum and conducting facilitation of special projects and programs including 4 mentor trainings for approximately 150 high school students across 12 NYC high schools• Developing content and designing curriculum for ESI’s Student Leadership Council including the facilitation of 7 sessions culminating in a documentary film on social justice• Conduct field visits to program sites and provide technical assistance at pre-program assessments, during the school year and post-program• Reviewing and approving program plans and budgets• Crafting a year-long communications strategy featuring quarterly newsletters, weekly announcement emails and the end of year ESI Peer to Peer Mentoring Resource Handbook• Streamlining the reporting and collection of core performance metrics for the Office of the Mayor’s Young Men’s Initiative (YMI)• Ensuring compliance with grant requirements, including enrollment and evaluation of program processes

Queens, Ny

The School-Based Community School Director is responsiblefor leading the successful implementation of the Talent Development Secondary modelapproach to improved student and school performance. The CSD is responsible for effectivestaff leadership and organizational, instructional, and curricular changes within the schoolthat result in an improved climate and culture. The CSD is the primary liaison between JohnsHopkins University, the leadership, and staff of the school, and the other partnerorganizations. The CSD is responsible for coordinating activities, services, and support to theschool, teachers, and students, including use of the Early Warning Indicators (EWI) system toidentify, develop, and implement appropriate student interventions.Essential Roles:• Identifies roadblocks to successful implementation and strategize solutions.• Supports successful implementation of school-wide attendance and behavior programs. • Assesses professional development needs and plan, design and deliver on-goingprofessional development responsive to identified needs.• Facilitates the development of communication, decision-making, and problem solvingstrategies that emphasize distributed leadership at the teacher team level.• Provides professional development and job-embedded supports for multidisciplinaryteacher teams responsible for implementing strategies, incentives, and interventionsregarding student attendance behavior and course performance.• Facilitates each teacher teams implementation of a coordinated, coherent climate andculture plan that includes consistent expectations, incentives, and team buildingactivities Establishes and facilitates team meetings dedicated to identifying students exhibitingone or more EWIs, identifying appropriate interventions, and revisiting these studentsat subsequent meetings.

Newark, Nj

I play a key role in the launch of Newark sites. I report to and work closely with the Executive Director (ED); general responsibilities include overall program management and leadership, and the development and monitoring of Newark's programs.Specific responsibilities include:- effective program planning throughout the year that includes session planning, development of class selections for students, site visits, culminating events, collaboration with core day initiatives, and field trips-recruit, hire, and train effective program staff, capable of managing and leading a classroom and ensure that staff are developing high quality, comprehensive after-school programming-responsible for maintaining student participation and attendance throughout the year via recruitment and retention activities, including “student voice and choice” strategies-serve as a liaison with school personnel and community groups to maintain positive working relationships with stakeholders and community partners

New York, Ny

Facilitate high impact relationships between 100 mentee/mentor pairs, including monitoring participation; providing individualized attention; case management; proactively assisting relationships through regular communication, support, and advice; and identifying pairs who need additional support and implementing strategies to improve relationships•Lead weekly iMentor class for mentees at participating schools, including discussion of weekly curriculum•Lead orientations and trainings for teachers and mentees •Organize and staff multiple large scale and multi-faceted mentor-mentee events (i.e. career workshops, museum visits, end-of-year events), overseeing all logistics, content, and budgets, including evening and weekend commitments •Develop and manage relationships with teachers and administration•Track program participation, conduct pre-, mid-, and post-program evaluations•Support all aspects of program implementation and improvement and iMentor’s overall mission

Spearheaded a grassroots movement that led to the largest voter turnout for a General Election in the city of Toledo’s historyRecruited and managed a team of 30 adult and youth organizers and volunteers who were responsible for registering 10,000 voters, persuading the undecided and motivating experienced voters to vote earlyOrganized communities into neighborhood teams who worked to ensure electoral success for the President and Democrats in the state of OhioIdentified community leaders who galvanized their neighborhoods in an effort to empower the disenfranchised

Selected from approximately 40,000 applicants nationwide to join national teacher corps of recent college graduates and professionals who commit two years to teach inner city students in under-resourced public schoolsEngaged in an intensive, full schedule of professional development activities, including seminars in instructional planning, classroom management, learning theory, literacy, and diversity trainingUtilized learning tools to engage students in an academic learning environment meeting state standardsImplemented a year long curriculum focused on reading enrichment, college preparatory writing, and school-community relations resulting in a 14% growth in reading proficiency for 8th grade students according to the Pennsylvania System of School Assessment (2010 – 2011 school year)Facilitated and led small group and whole group literature circles, fishbowl discussions, and book discussionsCreated and managed writing portfolios for over 60 studentsManaged and maintained classroom discipline for over 60 students

Masters Of Education

B.A.