Sophia Baldino-Clarke Email & Phone Number

Vancouver, Wa, Us

I use equitable coaching to empower prospective college students to determine how well aligned an academic credential (degree or certificate) may be for their short and long-term goals, individual values, and unique lived experiences. Active listening enables me to reflect back an organized summary of each individual's priorities and vision for their future. I facilitate interactions by phone, email, and text messages which lead to specific next steps, and I explicitly connect those actions to the student's underlying motivations to maintain their momentum. I continue to individualize coaching that prioritizes each prospective student's preferred communication style and evolving top priority over time as they make progress towards their goals through the start of school as an enrolled student. I have motivated students who dropped their courses to re-register by reminding them of the reasons why they originally wanted to start school, their unique strengths that they can lean on, and their disclosed values they intend to embody. Leveraging meticulous notes and detailed manual data entry, I also analyze these interactions from a big-picture perspective to derive qualitative trends, insights, and recommendations for the institution that reinforce systems which already serve students well, remove barriers that get in the way of student success, and propose innovations that would make offerings more inclusive and equitable. Since 2019, I have also been the lead trainer on my team of 10-15 coaches, creating and facilitating trainings for every onboarding new coach to effectively coach students towards their unique goals and collaborate with our Partner client using trends and insights as described above. I use differentiating instruction to tailor trainings to the diverse learning styles and needs of each new coach on my team, leveraging intentional structure and flexibility in the moment to ensure an optimal learning experience and confidence in their new role.

I coached individual prospective and enrolled college students to make the most of their college experience and maximize progress towards the short-term and long-term goals that they set for themselves in school, work, and life. I supported students throughout the inquiry and application process to the time that they start classes to ensure that they are set up for success. I collaborated with the university staff that we partnered with to communicate student needs and trends and cultivate successful student experiences and retention. I raised and advocated for more inclusive and equitable policies and practices across the organization, interrupting bias and proposing opportunities to center underestimated populations.*Led company-wide workshops: Women in Business Setting Boundaries (April 2017); Minimalism (September 2017); How to Interrupt Bias and Apologize (May 2021)*Reviewed, audited, and revised internal monthly DEI communications and took biweekly meeting notes for internal Equity Committee to complete a full 18 month term as a member (January 2021-June 2022)*Organized curriculum and led nine 2-week trainings for new coach onboarding to a team of approximately 14 coaches as the team’s trainer and subject matter expert from 2019-2023.InsideTrack works with colleges and universities to improve student and institutional success. Our one-on-one student coaching, process expertise, analytics and technology have been proven to increase graduation rates by an average of 15 percent and enhance the student experience. Since 2001, we’ve partnered with a broad range of universities to drive continuous improvement. For additional information, please visit www.insidetrack.org

Russell Academy Of Academic Achievement

In collaboration with my grade-level colleagues, I used the Common Core State Standards to utilize and design curriculum that was developmentally appropriate for my diverse group of 28 first grade students. -Differentiated lessons to fit the variety of skill levels among all of the students, including 39% of the class that received additional services for special needs and English Language support. -Stimulated various learning styles by incorporating art, music, and dance into lessons. -Tracked the academic growth of students using frequent formative and summative assessments so that I could accurately identify areas of strength, areas of improvement, and areas to focus on developing. -Maintained consistent written and verbal communication with parents on the above elements of individual students’ progress. -Analyzed school-wide behavioral data as a member of the Positive Behavioral Interventions & Supports (PBIS) team, and collaborated with team members to determine the most effective ways to maintain a safe, motivating learning environment for all students.

Kelly Creek Elementary School

I substitute taught in two different first grade classrooms for extended periods of time (one starting in September leading up to Winter Break and the other after Winter Break through the rest of the school year) in the same school. -Sustained lesson planning, teaching curriculum, assessing students’ academic progress, conferencing with parents, and collaborating with other grade level teachers to design fitting curriculum for student needs and Common Core Standards. -Initiated intervention team assistance for two high need students, which required documentation and analysis of their behavior and academic progress over time.

Rigler Elementary School, Harvey Scott Elementary School

I used accelerated Scott Foresman curriculum to develop reading skills by teaching multiple small groups of 5-8 students in the Summer months between academic school years. I also tracked individual student growth using results from the assessments that I administered throughout the course of each Summer.

Powell Valley Elementary School

I used the Oregon State Standards to teach 26 students, modifying my instruction in small groups and individual work sessions to fit their various skill levels and needs outside of standard whole class instruction. -Maintained multiple modes of weekly communication of students’ progress with their parents. -Sought out feedback from multiple colleagues throughout the year by inviting them into my classroom to offer feedback that would foster my own development as a first-year teacher. -Accelerated my growth as an educator by routinely using the feedback above to reflect on my strategies and make adjustments accordingly to yield the highest, most positive impact possible on my students in the areas of academics and life skills.

Mt. Hood Community College

I choreographed and taught hip-hop and jazz routines to classes of approximately 15 students between the ages of 6-14 during the Summer months. I organized recitals in which the students performed the dance routines that they learned at the end of their Summer Camp sessions for their families and the other Summer Camp participants.

Immediately after graduating with my Bachelor's degree in teaching, I substitute taught for kindergarten through 5th grade teachers as needed for an average of 4 out of 5 days per week. Since I was available on-call, I quickly established learning and behavior expectations of students that I often had little to no prior contact with. In this way, I was able to maintain the flow of learning for students.

Kohl'S Department Store

I was awarded Employee of the Month in addition to other internal store awards for the consistent number of store credit card applications that I assisted customers with daily as a cashier. I also stocked and organized various departments in the store.

Country Inn & Suites, Portland, Or

I checked guests in and out, handled payments and gift shop transactions, coordinated shuttle rides, and made reservations over the phone. My consistency in mentioning all amenities as expected in these phone conversations earned me a perfect score every time that a secret quality assurance representative phoned in and recorded my calls.

Master'S Degree, Educational Leadership

Bachelor'S Degree, Early Childhood/Elementary Education, Reading Endorsement

Activities and Societies: Kappa Delta Pi Graduated Cum Laude.

High School, Salutatorian

Activities and Societies: Dance Team, Band, National Honor Society, Student Government, Choir, Spanish Club