Port View Preparatory is a collaborative multicampus educational school that caters to the unique needs of K-22 students with developmental disabilities, both mental and physical, incorporating research-based instruction and therapy to ensure personal, social and educational growth in a safe and nurturing setting.

Palm Lane Charter School is the second parent-trigger school in California that empowers students through a well-rounded education focusing on science, technology, engineering, art and math (STEAM). Using STEAM as a theme, we incorporate inquiry-based instruction along with state of the art technological advances molding productive citizens and proficient learners ready to address 21st century.As the Executive Director and Principal I steadfastly led the creation, implementation and success of all programs and ensured the academic excellence of programs as relevant to all curriculum and instruction including special programs, school-wide and state mandated assessments, special education, school climate, discipline and behavior, student and parent policies, employee policies, technology, communication, community outreach, admissions, enrollment, fiscal management and compliance, and attended board and governance meetings.

As the Dean of Students/Student Development Coordinator at Samueli Academy, a highly successful public charter high school serving foster and underprivileged youth in Orange County, I was steadfastly dedicated and committed to:• The promotion of a safe and respectful school culture that is conducive to the academic and socio-emotional success of the whole child.• Preparation of all students for life, college, and CTE readiness. • Promoting a safe and healthy school environment of respect, responsibility and accountability through Restorative Justice practices.• Promotion and implementation of 21st century competency, self-efficacy and STEM instructional practices through a PBL approach. • Creating and managing the collection and analysis of a student discipline and truancy data platform to inform its correlation to student academic achievement, and influence the decision- making processes. • Data collection and analytic reports through CALPADS and Aeries. • Oversight of school attendance programs. • Coordination, implementation and training of successful school-wide standardized testing protocols. • Working in close collaboration with the school's Legal Counsel and Head of School in the development and implement new school-wide policies. • Working to enhance a powerful and effective after-school tutoring and differentiated support system for high school students. • Oversight of the McKinney Vento and homeless student programs.• Sharing and applying bilingual expertise with the extended school community, and influencing the engagement of a guiding coalition of teachers, parents, and educational stakeholders.

Courses taught:MATP 610--Instructional DesignAttention is given to linking theory and practice grounded upon theoretical foundations & major learning theories, learner preferences, assessment methods, differences & outcomes as well as instructional process & optimal learning environments. MATP 670--Developing Secondary MethodsDevelopment of pedagogical sound practices, linking theory to practice, curriculum development & organization, content area literacy, new literacies, & differentiated student support systems for the linguistic & culturally diverse complexities of 21st century classrooms. MATP 672--Developing Content AreaDifferentiation of content area strategies & content area literacy, classroom management techniques, instructional assessment design, digital classroom applications & methods, differentiated student support systems to meet the diverse learning needs, & educator methods & approach for reflective instruction.MATP 674--Advanced Secondary MethodsExploration of secondary education & developmental benchmarks of middle & high school students through the use of sound research-based instructional strategies. Development & linkage between curriculum organization & content expectations & standards applied in concert with pre-service teaching clinical experience. Exploration of learning theories, differentiated support systems for linguistically & culturally diverse students as well as content literacies & new literacies.MATP 676--Advanced Content Area Clinical application of strategies for content specific vocabulary & language, management strategies for active & effective learning environments, development & use of assessments to gauge student learning as well as challenges associated with teaching the content matter, implementation of effective support systems to meet the learning needs of special populations, & strategies to promote the active life-long learning skills of all students.

Duties and responsibilities of a BTSA Mentor and Support ProviderUnder the supervision of the Induction Program Administrator at the OCDE Institute for Leadership:1. Support, guide, and instruct beginning teacher candidates in all aspects of the classroom management, lesson planning and implementation, and data analysis and assessment. 2. Meet with beginning teacher candidates on a weekly basis and record data and evidence of collaboration. 3. Make classroom observations and provide constructive, meaningful feedback in a coaching relationship.4. Use the Santa Cruz New Teacher Project's Formative Assessment Tools (FAS Tools), and Individual Learning Plan (ILP), as a continuum for performance assessment. 5. Work with beginning teachers to support professional goal setting, reflect upon evidence of practice, analyze student work to determine student levels and inform instruction in a systematic way. 6. Participate in all trainings and professional development seminars as required by the Induction program. 7. Collaborate with school administrators to ensure the success, support, and professional development of each beginning teacher. 8. Complete all required paperwork, assessments, and recommendations as required by the California Commission on Teacher Credentialing and the California Department of Education for each candidates application of a California Professional Clear Teaching Credential.

Educator, Trainer, Mentor, Master-Teacher, Curriculum Specialist, Data Analyst, Assistant Principal.Duties and Responsibilities:Assist in the leading, management, and supervision of all aspects of the student body and faculty.Assist principal with formal and informal teacher evaluations. Share responsibility for student discipline program.Supervise and evaluate K-12 curriculum and instruction with deparment heads. Assist with the development of master class schedule.Lead the creation and execution of new data analysis program and training.Create and implement systematic plan for ensuring improvement of student performance in the areas of math, science, and writing.Improve systems through evidence-based decision making. Analyze academic data and report to stakeholders. Manage off-site professional development programs. Plan, coordinate, and conduct on-site professional development. Collaborate with school districts finance personnel to manage federal and state budget allocations. Manage school professional development and curriculum development budget. Manage, supervise, and mentor new teachers. Assist beginning teachers through the BTSA Induction program. Oversee WASC action plans.Serve on WASC Visiting Committee teams. Actively participate in strategic planning of all new school program improvement systems. Lead and implement all aspects of the school's National History Day competition program, and collaborate with the County of Education Director in the improvement of the Orange County NHD program. Fulfill all assigned teaching responsibilities. Maintain professional standards and a school environment that is safe and conducive to high levels of academic performance.

Historical Research and Methodology (NHD) teacher for elementary, junior high and high school grades; 2nd grade teacher; Upper Level Teacher for College Prep U.S. History, World History, Art History & Appreciation, Social Studies, Geography, and ESL courses. History Department Chair, ESL Department Chair, Future Problem Solving Club Advisor, National History Day Head Advisor, Running Club Coach, Master-teacher and Mentor, Data Analyst, and Curriculum Specialist. Co-lead for Kindergarten Start-up.

Duties and Responsibilities:1. Attend all special accreditation workshops conducted by WASC.2. Read the assigned school's self-study report, decipher all section in the report, and prepare a pre-write assessment/validation of assigned section.2. Visit the assigned school to provide an outside perspective on the quality of the curricular and instructional program provided for students. 3. Review all student performance data as stated in the school's self-study report, confer separately with each school committee, observe the school in operation, visit classes, and dialogue with individual administrators, teachers, students, and other staff personnel. 4.Participate in the preparation and writing of a report for the school outlining the findings. 5.Discuss the findings with all school stakeholders.6. Submit a formal report to the school and to the WASC Commission. 7. Submit a recommendation of the school's status of accreditation based upon the school's philosophy, WASC criteria, the self-study report, and its findings to the WASC Commission only.

Duties and responsibilities of a master-teacher.Under the supervision of the Dean of the School of Education and Credentialing Programs:1. Support, guide, and instruct beginning teacher candidates in all aspects of classroom management, lesson planning and implementation, and data analysis and assessment. 2. Meet with beginning teacher candidates on a weekly basis, and record data and evidence of collaboration. 3. Make classroom observations and provide constructive, meaningful feedback in a coaching relationship.4. Work with beginning teachers to support professional goal setting, reflect upon evidence of practice, analyze student work to determine student levels and inform instruction in a systematic way. 5. Participate in all trainings and professional development seminars as required by the Induction program. 6. Collaborate with school administrators to ensure the success, support, and professional development of each beginning teacher. 7. Complete all required paperwork, assessments, and recommendations as required by the university.

United States History, ESL

U.S. History, Economics, Journalism