Facilitated instructional sessions & curriculum development workshops training educators in the Understanding by Design (UbD) frameworkSupported the Toledo Public School District in the transition to Common Core Standards

Lead dynamic and complex organizational change efforts through the development of adaptive strategies, processes grounded in best practice and the creation of industry-standard tools and resources that can be used to enhance the performance of individuals and/or teams working toward improvement or impact Co-develop an equity imperative initiative focused on building equitable learning environments to ensure access to quality instruction for vulnerable student populations, as a core team member in the BELE Network (funded by the Raikes Foundation), working cross-functionally using improvement science processes to develop scalable solutionsEngineer processes to translate relevant research from the field of cognitive neuroscience and, in partnership with the American Institute of Research (AIR), curate evidence-based practices from the various social science disciplines into practical strategies for educators to foster essential self-regulatory capacities, relationship and growth mindset skills that promote healthy development and academic achievement in students impacted by persistent adversityManage (and founded) an inaugural team of six Curriculum Design Specialists and Staff Developers charged with the creation, codification and related training of programmatic resources designed to transform teaching practices and learning environments in chronically low-performing, high-poverty district schoolsLead the strategic improvement planning of Turnaround for Children’s programmatic model in collaboration with Science Advisers and senior leaders to ensure evidence-based research design and relevant application of Turnaround’s model Develop robust feedback loops and analyze data to monitor and evaluate the effectiveness of Turnaround’s school-based program in New York City, New Jersey, and Washington, D.C.to drive programmatic and implementation improvements and ensure effective stewardship of a 2-million-dollar budget

Co-Authored Tactical Perception Community Training: The Science of Justice, a training series (including a train-the-trainer component) commissioned by the National Initiative for Building Community Trust and Justice designed to build community awareness about the concept of identity traps (i.e. grounded in theories of implicit bias), to foster empathy and educate local communities to influence an informed national discourse on community-police relations

Leader Development, Teacher Development, Instructional Leadership and SupervisionTrained school leaders (principals, academic directors, and content coordinators) network-wide to message, model and monitor instructional best practice modules in effort to enhance teacher practice.Coached school leaders (principals, academic directors, and content coordinators) network-wide to provide effective instructional, curricular and planning support to teachers in effort to meet student achievement goals.Modeled instructional leadership in various testing grade levels across the network and develop systems to communicate best practices to school leaders within the network for dissemination in the remaining grade levels. Contributed math content leadership as a member of the network Program Team to establish a network-wide vision for teaching and learning that is driven by the Explore Schools mission and student achievement goals. Professional Development Co-developed best teaching practices modules in collaboration with the Director of Literacy with a focus on effective teaching techniques and how to assess and measure learningDesigned content specific training's that highlight best instructional practices for the development of solid foundations in mathematical conceptual understanding and computational fluency.Facilitated progressive and action oriented weekly planning meetings that enable teachers to practice teaching lessons with feedback in effort to enhance the quality of instruction and to promote student (and teacher) learning.Messaged, modeled, and monitored the transition toward common core to ensure alignment with state-wide math initiatives.

Teacher Development, Instructional Leadership and SupervisionBuilt instructional capacity of teachers in grades 5 - 12 to meet the diverse needs of all students. Coached teachers to utilize effective and targeted reteaching strategies to provide differentiated support.Coordinated instructional programming within the math department that resulted in a nearly 20% increase in state test scores across the middle school grades and improved performance on HS Regents.Participated as a member of Instructional Leadership Team (ILT) to co-design and advance school-wide initiatives.Established and articulated a vision for the Math and the Arts departments in alignment with the school mission.Developed department initiatives and action plans to ensure progress toward desired outcomes and implementation of the vision.Facilitated department meetings that focus on sharing best practices, reviewing student work, and measuring progress toward department goals.Supervised and evaluated the effectiveness of teaching practice and co-develop action plans with teachers to address areas of concern. Conducted observations with written feedback, reviewed lesson plans, provided in-class support, and co-develop individualized learning goals to support the 12 teachers in the math and arts departments.

Teacher Leadership, Data Analysis, and Instructional Design Trained teachers how to effectively conduct formative and summative assessments to drive instruction.Lead teachers in analyzing data, creating action plans, and implementing instructional strategies to boost student achievement and close gaps in skill development.Achieved 98% proficiency on the 7th grade NJASK New Jersey state exam in 2006 – 07.Exceeded an 80% success rate for 3 consecutive years with the 5th grade cohorts on the annual NJASK New Jersey state exam.