o Taught US and World History at a Title 1 Middle School with a rich multicultural and diverse student body. Primary goal was to encourage a critical analysis of US History (8th grade) and Modern World History (7th grade). o Used the book "Stamped" to critically examine the role of race in the development of US History and explore the impact of discrimination and systemic racism on its formation and evolution. o Engaged students with the material being studied, using active learning strategies and Paideia seminars. Collaborated with teams of other teachers to devise lessons plans, plan our curricula, craft formative and summative assessments and examine the data from those assessments to improve our instruction and learning outcomes. o Used feedback from my peers, coaches and administrators to help me develop into a better professional. o Communicated effectively with parents and leveraged the relationships I built with them to find ways for their children to succeed in school.

o Worked in collaboration with K-5 teachers to help lower performing students improve upon their formative assessments and prepare them for End of Year assessments in ELA and Mathematicso I was asked by grade level teachers to work with pre-assigned, small groups or individual students, based on teachers' and students' needs.o When I was not with my groups, I was doing whatever it took to make my teachers and the school successful. This included (but was not limited to) making copies, assisting with classroom management, helping in carpool, greeting students as they walked through the door, working in the cafeteria and providing assistance with EC children.

o Applied best practices to provide writers with feedback on their essays, proposals, resumes, articles and other written worko Provided constructive comments and in-text notes on paper sequencing, paragraph structure, clarity of expression, grammatical structure, grammar and anything else to help writers improve upon initial draftso Learned to be very efficient with my time (I was given a very short timeframe to edit each paper I was given)

o Students and employment seekers submit papers, resumes cover letters and other pieces of writing to Pearson Inc.. It was my job to read these documents and provide positive, constructive feedback. o Feedback consisted of providing constructive assessments of what authors did well and where they could improve, whether that was the area of higher cognitive thinking (main idea/thesis, organization, content development, use of outside resources) or grammar and sentence structure. o There was a limited time to complete the feedback on any one paper, so part of my personal development has been learning how to be efficient and concise working in an online forum.

I was hired by Dr. Donna Lanclos, Atkins Library Ethnographer and Anthropologist at UNC Charlotte, to collect and analyze data collected in the Center for Teaching and Learning's Active Learning Classrooms. o Constructed an individualized ethnographic approach to collecting data in regards to the practices and behaviors of students and instructors in an active learning classroom at UNC Charlotte. o Conducted 23 participant observations and 25 student interviews in just a 4 week period.o Transcribed, coded and analyzed the data I collectedo Made conclusions based on data findings

For the Spring semester I was an instructor for a University College Course (General Education). The course focused on helping students develop career, educational and personal goals and find the resources available on the UNCC campus that they could use to help achieve those goals. I also aided in the development of the curriculum, designed my own lessons and implemented my own pedagogy and implemented an active learning instructional method in my classroom.

I assisted the professor on record with tasks related to and in support of her instruction. Tasks included anything from grading exams to teaching break-out sessions of her main lecture.

I had the pleasure of working with two amazing professors at UNCC as a part of a study they conducted on issues of race and gender in a Team-Based learning environment. As a research project manager, I was charged with heading up a team of research assistants that were given the task of conducting observations as part of the data set for their study. My duties included creating/managing observation schedules, supervising observations, collecting the data gained from these observations, securing said data and finally conducting a statistical analysis of the data we collected. In order to accomplish these tasks, I worked in close collaboration both with my research team and the professors running the study.

During my time at Ashford University I collaborated closely with the online instructors in order to help facilitate learning in an online environment. This included answering students'​ general questions about the course, issuing writing assignments in order to assess students' understanding of the content taught by the instructor and providing extensive feedback on those assessments in a constructive and positive manner.

As a Content Developer for E2020, I was tasked with the creation of supplementary resources that were then used to support the curricula of various high school programs, including Language Arts and Social Studies. These resources consisted of short stories and factual narratives that instructors used to augment their own instruction.

I taught History and English to incoming 9-11th grade students, who were prospective first generation college students from lower socio-economic backgrounds. My purpose, and the purpose of the program, was to teach these students the skills and knowledge they needed in order to give them a leg-up for the following school year. As an instructor, I co-created the curriculum and worked collaboratively with teachers and the administration to implement said curriculum. As a role model, I strove to encourage and motivate students to reach their goal of attending college.

My first foray into the public schools system, I taught 10th grade World History to approximately 100 students. As a teacher, I created and implemented a curriculum in collaboration with a co-teacher, gathered my own resources to support that curriculum and provided a classroom structure that was conducive to a successful learning environment. In addition to my co-teacher, I also collaborated closely with the administration, the various departments, with other teachers within the department and with parents, all in order to facilitate students' ability to succeed and learn. Due to my successes over the semester, I was asked to come back and teach the following year.

I taught Reading, Writing, Grammar and Conversation to a wide variety of adult clientele. I was also a Placement Specialist. In that capacity, I was required to interview incoming students, conduct an evaluation and place them in the appropriate grade level.

I taught Conversational English at a local high school in Svidnik, Slovakia. In addition, I served as a good-will ambassador on behalf of the United States of America,; I was responsible for conducting myself in the most professional way possible in order to positively reflect US cultural values and principles.