I am an educator and professional originally from Dillingham, Alaska, and an enrolled member of the Curyung Tribal Council. Currently, I serve as the Provider Training and Development Specialist at Alzheimer’s Resource of Alaska (ARA), where I enhance the knowledge and skills of healthcare professionals in dementia care, particularly in underserved and rural areas, including Alaska Native populations.With nearly 25 years of experience, I have a rich background in serving diverse communities. My previous roles include working as a middle school Language Arts teacher for the Anchorage School District, Recruitment and Retention of Alaska Natives into Nursing Student Success Facilitator at the University of Alaska Anchorage, and Elder Engagement Coordinator for the Aleutian Pribilof Islands Association. Throughout my career, I consistently uphold the belief that where there is life, there is hope.

Provided exceptional client service, addressing inquiries and resolving issues promptly and effectively.Collaborated with team members to improve service delivery and streamline processes while maintaining confidentiality.Ensured timely and accurate communication both internally and externally.Engaged communities and maintained professional business relationships by working with tribes, coworkers, organizational partners, and other entities to support program initiatives and partnerships.Adhered to program budgets and documentation, with a focus on accountability and transparency.Excellent verbal and written communication skills, with the ability to interact effectively with diverse stakeholders.Highly organized with meticulous attention to detail, capable of managing multiple tasks and priorities simultaneously.Demonstrated sensitivity and empathy in working with elders and their families, prioritizing their needs and well-being.Arranged and hosted regular community events such as elder potlucks.Demonstrated professionalism and cultural sensitivity as an Indigenous individual, actively engaging with and addressing Indigenous issues with respect and understanding in the workplace.Created templates and implemented regular publishing of APIA documents including bi-monthly newsletters and monthly informational fliers with program announcements, updates, and events as well as health issues especially pertinent to elders and caregivers.Navigated challenging situations, employing strong communication and conflict resolution skills to address concerns and maintain productivity within the team.Provided consistent support and assistance during challenging situations, ensuring smooth operations and effective resolution of issues to maintain workflow and team morale. This included covering for multiple staff vacancies with duties outside normal and customary assignments for the position.

Deliver support services to foster a sense of belonging on campus encouraging Alaska Native and American Indian (AN/AI) student success, retention, and graduation. Identify and address needs of rural and urban AN/AI Indian students in transition, support, retention, and academic success. Serve as a cultural ambassador for faculty and staff to promote greater understanding, sensitivity to, and appreciation of AN/AI cultures and issues. Act as the public face of RRANN on behalf of advancement and leadership personnel.Developed and conducted surveys on the effectiveness of transition, support, retention, and academic success services and to ensure that Program offerings met ongoing needs and interests. Interpreted and analyzed data to develop, coordinate, and implement initiatives toward transition, support, retention, and academic success for AN/AI students.Implemented a sustainable and low-cost clinical materials lending program open to all UAA School of Nursing students.Transitioned RRANN program away from stipend dependency while maintaining and growing positive student engagement.Achieved consistent student graduation rates averaging 90% and above. Students enrolled in RRANN program routinely outperform their general School of Nursing population counterparts in first-time licensing exam (NCLEX) pass rates.Awarded for delivering excellent student services and support, Fall 2020.

Beyond Access: Indigenizing Programs for Native American Student Success edited by Stephanie J. Waterman, Shelly C. Lowe, and Heather J. Schotton is a a cooperative work from indigenous educators and partners in their work across the nation. Beyond Access: Indigenizing Programs for Native American Student Success introduces and explains efforts made by different programs designed to support Alaska Native and American Indian students working toward degree completion. The book is an effort toward going beyond recruiting students to colleges; it focuses on how to retain students and support them to graduation.

Taught English Language Arts subjects with topics centered on reading skills, writing genres, parts of a story, plot elements, archetypal forms, types of fiction and nonfiction texts, public speaking, critical thinking, Internet literacy, grammar and usage, study skills, test-taking skills, and leadership.Employed patience and a good sense of humor to develop rapport with students. Cultivated relationships with parents/guardians to partner in students’ support and success.Participated in team teaching model with four (4) team-teaching professionals.Proctored required standardized testing according to correct protocols and procedures.Served in multiple leadership development, team participation, and committee membership roles, including district-wide Novel Expansion Committee. Authored two (2) district-wide fiction novel and literacy skills curriculum units.Promoted to Mentor Teacher in the Anchorage Education Association Teacher Mentoring Program. Requested to serve as Lead Teacher by school principal at Goldenview Middle School.

Responsible for completion of accurate paperwork, such as the auditing of fish tickets and completion of fisherman district and emergency transfers. Required excellent communication skills as public relations official on behalf of the department and ability to mediate conflict considering the volatile nature of the commercial salmon fishery. Often unsupervised, this position also required work ethic and organizational skills, including the ability to prioritize task importance.