Senior expert in early grade learning working to scope and design IREX's response to the global learning deficit in foundational literacy and numeracy. Contribute to the senior technical leadership of IREX's education practice and the Strategy and Development Group. Supporting USAID-funded early grade reading activities in MENA and Africa regions.

Chief of Party for the All Children Reading - Grand Challenge for Development (ACR GCD) - a partnership between USAID, the Australian Government and World Vision, to advance EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. In round 3, ACR GCD focus area is strengthening foundations for literacy, driving development and use of books in underserved languages and enhancing literacy learning for children with disabilities. It’s ultimate impact is to improve reading outcomes. Geographic focus on Africa, Asia, South Pacific and Syrian context.

Honduras Reading Activity - Proyecto Lectores a Líderes - A five-year USAID-funded activity to provide assistance to improve early grade reading skills of approximately 700,000 Honduran students in 2,500 schools from first to sixth grade in four urban municipalities under DO1 and six western departments under DO2. The activity aims at increasing students' ability to read and write at grade level, raising teacher effectiveness in the classroom, strengthening student assessment at the school level, increasing the quality, availability and use of reading materials; and strengthening school management. The activity will provide technical assistance to the MOE to update the national reading curriculum, deliver quality early grade programs and assess student reading progress. It will review reading teaching and learning materials, design a package of supplementary reading materials and create school libraries, train teachers in effective classroom practices, adapt materials for pre-service teacher training and support coaching. It will support parental participation in improve learning and monitoring of education activities at the school level. The activity will address cross-cutting issues on gender equity/inclusivity, gender-based violence and public-private partnerships to support reading.

Chemonics International Chief of Party for ACCELERE! (Accès, Lecture, Retention et Redevabilité or access, reading, retention and accountability) Activity One, a five year $134 M USD program jointly funded by USAID and UKAID to improve equitable access to primary education and learning outcomes for girls and boys in primary schools of 25 sub-provinces in the Democratic Republic of Congo (DRC). ACCELERE! aims to 1) increase equitable enrollments to a quality education environment by reducing barriers to access for primary education, alternative/accelerated programs, community participation and improved learning environments; 2) improve the quality of education focused on reading in French and three local language in early primary through effective instruction, teaching and learning materials and increased community participation in support of school-based and extracurricular learning; and 3) improve governance and accountability by public and private sector stakeholders through policies for improved access and learning, better school leadership and management and increased community and civil society oversight and accountability at the local level.

Chemonics International Chief of Party for USAID’s Strengthening Educational Performance-Up (STEP-Up) Zambia. The five-year $ 23M USD project is providing technical assistance to produce meaningful, measurable improvement in student performance and literacy at the primary school level, especially early grade reading. The STEP-Up Zambia approach is to assist the Ministry of Education of Zambia, through collaborative partnerships with the private sector and public in general, to undertake a systems reform of the Zambian education schools. The focus is on improving education quality through evidence-based data-driven education policy analysis and decision making at the school district level. Specifically, the goal is to ncrease learning outcomes through better the use of decentralized education management system (EMIS) using mobile technology for data tracking, improved equity for all, support for HIV and AIDS services to teachers, support to local education management, energize the sector through a communication campaign and action research with higher education institutions on literacy for an informed dialogue on education reform in Zambia.

Senior manager for large public-private partnership in education with Hess Corporation in Equatorial Guinea and the Ministry of Education of Equatorial Guinea. Responsible for a five-year $50M public-private partnership between Hess Corporation and the Government of Equatorial Guinea to support a national education reform project with a staff of 77 technical and administrative personnel. Implement yearly work plans in support of 2,400 school teachers and 35,000 students focusing on education policy, early grade reading, active learning methods, education policy and institutional reform (www.redprodege.org) .

Project operations director for worldwide program promoting connectivity and ICTs in developing countries. Provided strategic technical support to technology-based applications for decentralization, data dissemination and policy reform based on statistical analysis.

Served as Deputy Chief of Party for Operations and Management of Nicaragua Basic Education Project providing technical support in teacher training, evaluation and finance. Coordinated emergency funding project for hurricane-damaged schools from 1999-2001.

Supported Mexican university reform project implementing new education management system to manage financial transactions, student records, teaacher workload and digital library system.