Mission:Rohi’s Liberation Station 501c3, a non-profit initiative by Rohi's Readery, honors historically marginalized communities through a multigenerational literacy learning approach.We focus on three essential components of critical literacy:1. Early Childhood Reading Readiness through Arts and Culture: Enhancing early literacy skills using creative and cultural experiences. We believe that children are innately brilliant and through intentional, engaging experiences can develop strong reading habits that prepare them for the future.2. Community Social and Emotional Well-Being: Promoting mental and emotional health through inclusive and supportive literacy programs. We recognize that critical literacy learning can address trauma and foster reflection for all ages, thus we emphasize our work and programming in collective healing.3. Storytelling: Using storytelling to develop critical literacy skills and honor diverse narratives. We recognize that storytelling holds the power to connect people, preserve cultures, and challenge dominant narratives, making it a vital tool for learning and social change. How we define literacy learning:The process of developing the ability to understand, interpret, and create meaning through various forms of communication, including reading, writing, oral storytelling, song, art, dance, movement and music to name a few. It encompasses the skills needed to comprehend and express ideas across multiple modes of expression and cultural contexts.How we define critical literacy:The ability to actively analyze and question the messages within various texts and media, recognizing underlying social, political, and cultural contexts and power dynamics. It encourages readers to challenge and transform these messages to promote equity and social justice.

"We read something We learn something We share it with the world!"Founded in 2021, Rohi’s Readery is an award winning social justice driven children's bookstore and learning center dedicated to critical literacy that promotes inclusivity and diversity by honoring historically marginalized communities.Driven by a commitment to amplify the voices of historically marginalized communities, including Black, Indigenous, Arab, Asian, Pacific Islander, Latine, LGBTQIA+, and the disability and neurodiverse communities, the Readery strives to create a space where individuals can find liberation in their identity while learning about the diverse stories of others.Brief HistoryFounded with the mission to support literacy and learning through arts and culture, Rohi’s has continuously evolved to meet the needs of diverse communities. The initiative started by offering small, community-based literacy programs and has since grown into a recognized leader in critical literacy education. Rohi's Readery was founded in honor of an incredible woman who shaped my life, my annama (grandmother in Hindi), after whom the store is named. A fierce advocate for children during colonized rule in India, her unwavering dedication to education and justice inspires our mission to create an inclusive, empowering community space where the stories and voices of marginalized groups are celebrated and honored. Over the past three years, we have significantly expanded our literacy programs, reaching over 10,000 individuals across various age groups and backgrounds through nearly 400 free events all around South Florida. We have forged strategic partnerships with local schools, libraries, and cultural institutions to broaden our impact, exceeding 200 partnerships in total and have experienced a 600% increase in DEIAB consulting projects in the Florida region These collaborations have enabled us to offer more comprehensive and varied literacy experiences, benefiting a wider audience.

OUR MISSION: we increase equity and inclusion in urban public schools by incubating transformative practices and expanding the definition of success one school at a time.In this role, I serve as an instructional leader within our Partner Schools, in collaboration with FLI’s Educator Project Fellowship, and with other incubation projects within the organization that will further our mission. We maintain a rigorous bar for excellence and work towards social justice within public schools and at FLI’s training spaces and headquarters.2019 4.0 Schools Tiny Fellowship Recipient: STEM Educator Project Fellowship Pilot Project• We support initiatives to achieve increased diversity, equity and inclusion in public schools. FLI’s Education Project Fellowship (EPF) is an incubator for high-potential under-represented individuals to become teachers and remain in the classroom to become leaders. Our Project provides 3 years of support new educators; from pre-placement in a public school to support them in advancing their career after finding their footing. We offer support during the most critical time in an educator’s career, and know that in order to ensure that all children are represented by their teachers, we must focus on fundamentally changing the systems that prevent people of color from entering and sustaining in the field. By launching a math and science focused Fellowship, we seek to provide even more access in the field of STEM to underrepresented aspiring teachers, and greater access to the identity affirming powers of a great STEM education to the students they will serve.

How can schools make learning empowering and authentically community centered?How can we ensure student identity and advocacy is embedded in everyday practice?How can schools provide students with the right level of autonomy appropriate to their development?How can we best ensure adults self- reflect and practice equity through culturally responsive teaching?What assessments most effectively gauge the evolution in students’ social emotional skills and learning?How do we create true systems of accountability with adults through data beyond academics?These are the essential questions that guide my daily practice.I am deeply curious. As I go about my day, I see a million questions just begging to be answered with urgency. I have had the opportunity to teach full- time, coach teachers/ leadership, collaborate on school design, and write culturally responsive curriculum. With this role, I am able to get creative and create human connection, all while finding the answer. And while I may get my answer, not just any answer will do—it’s got to ensure that equity is at the core. Yet finding the answer is only half the battle. I also have to share it well. To do this precisely using mission aligned collaboration, compelling visuals, and powerful organizing frameworks are my tools of choice. To disentangle problems and connect the dots. To ensure inclusivity is at the forefront of the learning experience.This allows me to continue to work on the things I am passionate about, especially as a Woman of The Global Majority in education- DEI work around PBL curriculum, adult practice and SEL. Leaning into the things I value so much: ethical leadership, trust and transparency. It also presents the opportunity to be in the classroom (MY FAVORITE place) with intervention work, new school design, and new teacher coaching.divHERse was created to ensure representation and retention of Women of the Global Majority in ed leadership.Please see current/past projects below.

-divHERse-Catalyst:Ed and The Learning Accelerator (TLA) have partnered to launch the Innovative Learning Expert Hub (ILEx). The ILEx will connect school and system leaders with vetted technical assistance providers for support designing and implementing innovative approaches to make learning personalized, mastery-based, and supportive of whole child development.Building readiness for and implementing a comprehensive innovative learning approach are complex tasks, and bringing in support from external consultants and support providers can offer schools and systems an effective means for augmenting internal resources and tapping into outside expertise. We are focused on four areas, derived from The Learning Accelerator's Innovative Learning Implementation Framework, which describes and explores the conditions needed to successfully establish, improve, and scale work over time:• Learning Materials & Tools: Sourcing, developing, or adapting curriculum, assessments, and/or academic and non-academic materials to support student learning• Professional Development & Learning: Developing and/or supporting a program of innovative professional development and learning• Student Support Programming: Establishing high-quality partnerships to support comprehensive student development in a personalized environment• Community & Culture: Building systems of culture and community engagement for innovative learningTogether, the four areas constitute the Essential Supports, which allow educators to effectively and equitably implement student-centered design for teaching and learning.

-divHERse-MISSION of PTC: To enrich the academic growth and increase the competitiveness of low-income, high-achieving students in their admission to college.CORE VALUES of PTC: We believe access to higher education leads to a fuller and richer life, ultimately leading to broader societal advancement. We are a community of compassionate mentors who are devoted to continuing education for underprivileged adolescents. We understand that students from financially insecure households are less likely to pursue the heights of their academic potential, and are often unguided along the sometimes-complicated Path to College. We are committed to providing this much needed guidance and extracurricular investment and are committed to preparing the next generation of scholars, leaders, and entrepreneurs.My role in Phase I:• Facilitate in the development and organizational process of PTC Curriculum Project Materials.• Create, categorize and arrange organizationally- relevant content that supports instructors and students in every stage of learning (10th, 11th, and 12th grade).• Create a Scope and Sequence that includes a Phase/Unit System to ensure learning outcomes are embedded and aligned to end of year standards.

-divHERse-During this time, my goal is to assist in 4 core elements of grade implementation.• Curriculum Design: Development of coursework- research, manage curriculum and select instructional materials for teaching staff. (including Math, Literacy, Science, SEL and PBL). Also, determine how to formally/informally assess the effectiveness of instructional methods, recommend new strategies and analyze student progress. Design age appropriate rubrics with learning and development of cognitive and physical skills. Facilitate the design of day to day activities through component schedules and a week at a glance system.• Educator Professional Development: Train and develop classroom teachers to deliver a quality educational experience to students. Provide pre-development training to beginning teachers, identify components of professional development, facilitate the organization of trainings and support content development (including academics, SEL, classroom management, restorative practice, DEI and identity driven adult training)• Room Design: Facilitate in the design of the classroom that promote the following: foster an understanding of a variety of cultures and value systems, opportunity for each child to be alone through individual play, opportunity for child directed play experience, carry out activities that encourage problem solving, and play materials that actively promote diversity and acceptance in interactions and attitudes. Create a blueprint or visual plan of the flow of the classroom to ensure a safe and healthy environment.• Aesthetics and Set Up: Support in the selection of materials for the classroom including furniture, center materials (dramatic play, center, art, science, library), daily hygienic materials, and blocks for example. Using prior PreK classroom design as a frame of reference, facilitate in the direction of mandatory items, placement, and storage for optimal student independence and learning.

-divHERse-OUR MISSION: To inspire and empower inner city youth to embody the change they want to see in their community. Homicide is the leading cause of death for Black American youth, especially those residing in inner cities of across the country. We believe that if trends like these are going to end, it’s going to have to come from the inside out. Inner City Innovators, Inc. (ICI) is a 501(c)(3) Florida non-profit corporation committed to breaking the perpetual cycle of youth delinquency and gun violence in the inner city. Founded and led by Ricky Aiken, a product of the inner city of West Palm Beach, our aim is to give youth the example and platform needed to take the safety of their community into their own hands.I am currently working on the HOPE DEALER™ Mentoring Curriculum, a hybrid mentoring program focused on leadership development, social/emotional learning, and community service for young men between the ages of 14-24. We aim to give at-risk youth the tools they need to be producers of hope instead of products of their environment. To create spaces of feeling empowered and understanding their voice and actions can be agents of change.

-divHERse-Mission: Co-giving trips are a combination of community immersion, heart-warming exposure and a wholesome environment of belonging. It is where you see first hand what it is like to be on the ground immersed in the culture of another community lifestyle and how to belong in the raw. It is where we exchange interaction to strengthen empathy. ​​Co-giving is an authentic gathering where everyone is exposed, open-minded, and interested in sharing smiles, stories, and skills in exchange for receiving wholehearted senses of belonging. Where diversity of thought and background is represented as a learning exchange. Where you walk away from a week of community bathed in culture and extraordinary energies that allow everyone involved to change. Education Project:Working with a one room school in Cangrejo devoted to ages 3-12 blending learning through nature based SEL and PBL, Writing, Reading and CGI instruction.Collaborative project with the teacher and community around a variety of educational topics including: schedule creation, aesthetics and set up of a classroom, and overall school design.

Impact Public Schools (Tukwila campus) is the first elementary charter school in the Greater Seattle Area with a primarily refugee and immigrant population.Curriculum/ School Design Consultant • Collaborated with Administration on the teacher recruitment process, curriculum instruction and school design to place emphasis on community engagement and equity driven practices.• Collaborated on the 2018-2019 Scope and Sequence for Literacy and Math- including instructional and management priorities every 6 weeks.Leadership Coach• Coached school leader (Set to open their own school in 2020) in the classroom to deepen understanding of best instructional practices, teacher coaching, and core content lesson planning.Instructional and Teacher Fellow Coach• Coached Teacher Fellows in the classroom through weekly instructional and management goals. Teacher Fellow within personal classroom was promoted to Lead Teacher position in less than one year. Continued to coach teachers in Math Workshop and CGI through modeling and live feedback.Founding Kindergarten Leader • Created PBL curriculum, based on best practices across the country, that are reflective of our values- diversity, equity and inclusion of scholars and families.• Launched new elementary SEL curriculum (adapted from Valor Circles) and provided feedback around culturally responsive practices.• Received opportunity to collaborate with Educational Leaders of Color and advocate within the Tukwila community.• NWEA MAP Testing Data: 100% passing rate in Math and 86% in Literacy (50%ELL) • EOY F&P Reading Level: 100% Above Grade Reading Level (Level D- Level L)• January 2019- received Grade Team Lead Position• January 2019- Bill and Melinda Gates Foundation Panelist at the US K-12 Programs Annual Meeting: Opportunity to share experience as an educator in the charter field.• May 2019- NewSchools Venture Fund Summit Participant

Recruited top talent and advocated for our scholars and families at Success Academy Charter Network (based in the Greater New York City area).Primary Projects: • SA’s 2018 Summer Internship Program: Our highly selective Summer Intern Program is a six week full-time paid position for current college students between their junior and senior years who are interested in helping children from all backgrounds and all zip codes achieve extraordinary results. We are creating an intensive program where interns will receive extensive professional development from experienced teachers and talented school leaders, get hands-on teaching experience in a fast-paced and joyful environment that sets high academic standards for children, and join a community of leaders committed to transforming public education in New York City and beyond. By the end of the program, successful Summer Interns are considered highly qualified candidates for full-time positions at Success Academies and have the potential to begin a teaching role upon completion of their undergraduate degree.• On Campus Recruiting: recruiting undergraduate and graduate students from all over the country for both school based and network roles. Meeting amazing students and facilitating conversations about equity in education for ALL children!

Labsite Teacher / Grade Team LeadLabsite Teachers are chosen based on high moral character and have the strongest vision of educational excellence from intellectual preparation to the treatment of scholars and colleagues. They must be in the top 5% when it comes to ETHOS (Success Academy adult practices). Labsite Teachers must also have achieved student outcomes that are within the top 15% of our network, including school culture and academic data and have taught for at least 3 years at SA.• Founding Kindergarten ICT Lead Teacher at Success Academy Charter Network. Instructed a class of 32 scholars in which scholars ranked top 1% in Math, ELA, and Science across the network out of 70+ classrooms. • EOY Math IA and Monthly Mastery NHM, CGI and Spelling 100% passing rate• Led top performing Kindergarten team in SA Network (40+ schools) in 2016-2017• EOY F&P Reading Level: 100% Above Grade Reading Level (Level D- Level N)Assistant Teacher Development Coach (Apr 2016- Jun 2017) • Coached a group of new ATs throughout the year- using a thorough Scope and Sequence plan with phase goals for both LT and AT to hold each other accountable.• 100% retention rate of new ATs and 2 ATs promoted to LT after 1 year.

2016 Teacher Excellence Award WinnerGrade Team LeadGrade Team Leads provide organizational leadership and support to all teachers within their grade level to ensure the grade level team meets student achievement goals. They are consistently effective teachers with demonstrated strengths according to the evaluation framework. Collaboration among teachers and administrators is critically important to a school’s culture. In addition to serving as a liaison between a school’s leadership team and teachers in their grade level, Grade Team Leads coordinate and lead the grade-level team’s meetings, organizational practices, parent communication, and grade-wide activities. Grade Team Leads also provide instructional support to teachers in the grade level.

2015 Teacher Excellence Award Winner

• Worked in 12-1-1 Special Education setting. On the 2014 NY state test, more than 11% of Success Academy test-takers were children receiving special education services, 79% passed math (compared to 11% of students receiving special education services citywide) and 52% passed English (compared to 9% citywide).• Co- led a Girls Club afterschool program twice a week for 3rd and 4th grade girls.

• Assisted in two 1st grade classrooms as the associate teacher and provided support in classroom management and lesson execution. • Co- led a Girls Club afterschool program twice a week for 3rd and 4th grade girls.

• Program designed to prepare future Success Academy teachers who came from different academic backgrounds other than education and teaching- mainly career changers (Cohort of 25 members).• Received professional development training around education policy, classroom management, and curriculum.• Upon completion a full- time offer was given based on daily performance feedback, assessment provided by placement schools, demo lesson, and end of fellowship interview.