Taught a hybrid 5th-grade classroom with 21 culturally diverse students, 80% of whom are English Language Learners. Utilized anchor charts to relay concise, key information on subject matter standards. Anchor charts provided students with relevant information and procedures that were used by students.● School-wide benchmark testing noted a 50% growth in student knowledge both in Math and Language Arts standards over the first half of the school year.● Facilitated and developed a safe and supportive classroom for students struggling with their emotions. Ample use of “emotional support stuffed animals” provided students in class with a way to convey their feelings and feel comfortable in both small group and whole group formats since they have a stuff animal “buddy.”

Worked as an aide for classes in second through fifth grades on their English and math standards, both virtually and in-person. Collaborated with other aides and teachers to come up with new ways to teach missing standards using multiple learning intelligences, making the learning fun and memorable.● Reviewed reading foundations (phonemic awareness, phonics, and fluency) with struggling students, improving their reading levels from a Kindergarten/first grade reading level by half to a full grade level.● Sought out by administrators and fellow teachers to assist them in instructing their students on how to break up multi-syllabic words to increase students’ reading fluency, and improve their writing and grammar.● Collaborated with the other staff members to successfully transfer from in-person tutoring sessions to virtual tutoring.

Asked to take over a second-grade classroom for the final month and half of the school year. Re-taught grade standards to both mainstream and Tier 3 behavioral students. Formulated education plans with the Resources and the English Learning Departments for students struggling academically and behaviorally. Supervised fifth-grade students working with low-performing second-graders to improve the second grader’s skills; bringing them up by half a grade level.● Rearranged the classroom’s layout to include a rug area, allowing additional space for the students to work on their academic or social skills. These changes allowed for more opportunities for differential learning to take place. The results helped to improve the students’ concepts on Common Core standards and teamwork.● Collaborated with co-workers to establish a classroom behavior contract that created group cohesiveness, classroom unity, and ensured a safe learning environment for all the students.

My role is to assist with the research and administration of the immigration cases with supporting the social security assistant with her cases when needed.• Compiled, reviewed, verified and assembled cases to be sent to the immigration courts. Case files included forms, proofs and a cover letter explaining what the case was and an overview of the included forms. Copied and collated finished packets to be sent to the clients.• Interviewed potential clients to fill out the Initial Interview Questions before deciding on taking their case. Coordinated phone and in-person meetings between the clients and the attorney. Also, created an online spreadsheet for phone messages allowing easy transmission of messages to the social security assistant and the attorney.• Worked in INSzoom immigration database and dWings’s Crocodile for Social Security cases; updating forms and contact information, ensuring the tracking of documents and communications with the clients and federal services. • Researched and summarized government and journalistic reports about country conditions to be used in immigration client’s cases.

• Organized a curriculum for four-to-six native Hebrew speakers in middle school for hour-long sessions over 15 weeks in experiential activities strengthening their English skills in reading, writing, speaking and listening. • Developed with my co-facilitator experiential games and activities targeting the different English levels in the group enabling them to improve their comfortability in their English skills by 30%. • Worked through an English and Hebrew language barrier to manage the group and ensure safe and appropriate learning environment.

Acquired over 70 fieldwork hours educating second and fifth graders in a variety of lessons and activities across elementary school subjects. • Designed an original Pokemon themed readers' theater that accommodated the 2nd graders reading level and provided new vocabulary for the children to learn. • Collaborated with a fellow college student on the reader’s theater project to ensure that the students had appropriate props/costumes for their class performance. • Formed a study help group in the 5th grade classroom that encouraged a hands-on approach in working through the students’ math, history and science work increasing their productivity by 70%. • Connected with students that came from a low socio-economic standard of living with students who spoke Spanish as their first language and/or came from a non-traditional household. • Introduced children to different holidays religions through the use of storytelling and homemade baked goods. • Monitored and played with the children during recess, encouraging their trust, confidence and faith in me. I would write up reports for incidents in the classroom that I witnessed.

OPERATIONS• Raised over $500 through book donations to spend on campus events to form a solid and active membership of students who share a common interest in literature, English, and culture. • Assessed the chapter’s low active membership at the beginning of the year and recommended incentives in order to increase attendance at events and meetings. Over the course of the year, the new initiatives doubled the chapter’s membership and participation.• Formed a new initiation system that required tracking and maintaining points earned for attending events. Utilized spreadsheets to keep track of meetings and events particular students attended to analyze and judge eligibility for joining the club and earning graduation cords.• Worked with other chapters in the LA vicinity and clubs on campus diplomatically to create engaging and informative events for fraternity members and students to help promote bonding and bring the classic literary world to life.COMMUNICATION/INTERPERSONAL• Constructed the chapter’s official transition manual to ensure that future board members have accurate, consistent and detailed knowledge about the fraternity’s resources and procedures within the Department of English, the greater UCLA undergraduate community and the Sigma Tau Delta academic fraternity.• Featured on a faculty panel towards undergraduate students about how to become a successful student in the English Department at UCLA.• Consulted with the Undergraduate English Committee to recommend and develop new ways to communicate and motivate undergraduate student participation in attending workshops and lectures that help inform students of various opportunities within the department and promote cooperative working relationships. • Presented on fraternity policies and procedures in a follow-up meeting from the International convention and incorporated the information into the transition manual for future reference.

• Doubled the outreach and stayed within budget by finding ways to raise awareness for the club through social media and class presentations.• Assisted in gaining guest lecturers to educate students on the research that is available in the archaeology field both on campus and abroad• Coached the incoming President to help make a productive segway by arranging meetings with University officials and providing advice.

• Written successful speeches for a crowd of fifteen to twenty individuals about biblical texts and what a portion is trying to convey to us.• Researched various biblical commentators for ideas and meanings to form my own thoughts on what a particular action is doing in the Bible and relaying those ideas to other students so they can learn and become better people through that knowledge.• Spoken in front of a crowd of over a hundred people at a Shabbat dinner about my advice as a senior so students with more years at UCLA can be inspired and follow my advice.

• Educated mainstreamed and disabled students in basic math and algebra, by using common analogies and situations to understand the importance of their algebraic math skill.• Collaborated in groups and in one-on-one sessions with students to teach mathematical concepts and procedures through demonstrations and games, making the learning both engaging and informative.• Assessed and addressed student’s lack of understanding by trying alternative activities, approaches, and communication styles to help them understand the material, enhancing their grades and self confidence.• Promoted bonding between students of different ages and backgrounds, while reinforcing mathematical skills by having the students teach their peers what they have already learned.• Students felt comfortable talking about their personal lives as I treated them, and the information, confidentially and tactfully.• Trained incoming tutors on how to address tough textbook problems and how to explain complex concepts to their own students successfully.

• First student asked to assume the role. Recorded expenditures and deposits for all productions. Provided monthly reports of Department totals to Washington High School’s Treasurer.• Ensured cast and crew coverage for every position during performance nights.• Consulted with Director on production budget and casting to ensure we stayed within budget.• Publicized a news article for our 2010 Fall production of The Odd Couple: Female Version by Neil Simon.• Collated information needed to successfully win a grant proposal, which funded our school’s first theater marquee.• Managed season’s box office by monitoring will call and tickets sold for performances done in advance and day of.