Social Work Intern with the Easter Seals UCP Durham Assertive Community Treatment Team

• Liaison with staff, families, and community supports as a means to provide children with wrap-around services for their overall well-being. • Encourages self-help skills to empower children to be confident in their abilities.• Nurtures a classroom culture rooted in empathy by modeling methods for dealing with conflict or making amends.• Facilitates authentic and meaningful learning experiences, allowing children’s curiosity to lead to learning outcomes through inquiry, projects, and explorations of the natural world.• Supports self-regulation and co-regulates when children are experiencing complex emotions or over-stimulation through such methods as singing, fidgets, joint-compression, brushing, and directing children to Safe-Space to soothe themselves.• Taught a neurologically diverse kindergarten class for the 2020-2021 School Year and Summer (for children and families that needed in-person learning at this time): ◦ Communicated the strengths and areas of growth to families during phone conferences. ◦ Provided families with constructive feedback regarding academic progress and social-emotional skills. ◦ Partnered with families and occupational and speech therapists to provide learners with necessary sensory and learning support. ◦ Inspired learners to problem solve and communicate through peer conflicts using mediation techniques and social stories. ◦ Instilled a community of creativity and problem-solving through project-based learning in art and Science Technology Engineering and Math.

In this role, I was given the opportunity to implement innovative and dynamic library programming for Abby Kelley Middle School. My focus was on further integrating the library into the school culture by finding micro and macro ways to engage students and faculty. In particular, I cared about empowering students to use their voices to tell me how the library could be more accessible, welcoming, and fun. And I listened to their concerns about providing books that spoke to their diverse backgrounds and emerging interests as young people. I furthered my skills in planning and coordinating large-scale events, time management, communication and coordination with multiple teams, and organizing and sharing using Google Drive capabilities.

For four years I taught neurologically, culturally, and economically diverse children from 2-12 years old in an urban setting. I implemented practices that created safe, nurturing, and stimulating environments for all age groups and developmental levels. I was given opportunities to implement creative programming and teaching techniques. I was then able to spread my expertise and ideas through coaching my colleagues in best practices. I am most proud of three initiatives of mine while at the Guild:1. I developed a paired-reading program: once a week older and younger children were paired together to foster literacy, mentorship, confidence, and friendships. 2. I initiated a hiking and outdoor program in partnership with the Appalachian Mountain Club, Youth Opportunities Program. 3. Later, extending my nature programming into a sustainable model I implemented a budget and plans for all aspects of our gardening program for students ages 5-12 years old. Additionally, my colleagues and students taught me about the complexities embedded in the process of their learning and growth outcomes. I enriched my teaching practices by reading articles, collaborating, and attending lectures and professional development workshops that provided me with best practices for nurturing children holistically, especially in regards to mental health challenges and trauma, below are listed a few of these: • Trauma in Early Childhood: Impact and Response • Dr. Nadine Burke Harris: The Root of the Root: Lifelong Impact of Adverse Childhood Experiences • Practical & Effective Strategies for Students with Anxiety • Outdoor Leadership Training through the Appalachian Club’s Youth Opportunities Program

• Provided clear and constructive feedback in the form of written documentation and verbal communication to stakeholders through adjustment reports, progress reports, and conferences to help in resolving disputes and ensure progress for children and their families. • Collaborated with 10 childcare directors and 2 United Way Literacy Grant representatives to develop and implement summer program goals and strategies for two years. • Managed United Way Grant budget to coordinate 12 summer field trips and 5 guest presenters. • Strengthened community and family engagement as Community Garden Coordinator through “Family Engagement Night” involving 10 families in an interactive lesson utilizing iPads, a Regional Environmental Council presenter, and garden beds.• Cultivated healthy eating habits by implementing a nutrition curriculum and facilitating Nutrition Education Program through the University of Massachusetts Extension resulting in better portion control and openness to healthy food options.

I collaborated with mentor teachers, university faculty, and student-teacher cohorts to apply best practices in teaching and learning in 2 diverse elementary schools.