I am primarily responsible for highlighting practices that improve students’ learning mindsets and outcomes during the transition to post‐secondary experiences, particularly for students fromtraditionally underrepresented backgrounds in higher education. I collaborate with practitioners to determine how they can self-assess, optimize, adapt, and scale learning-mindset supportive practices; and develop systems for sharing learnings widely amongpostsecondary access and success programs. My main responsibilities include project management, relationship management and partner engagement, and research and data analysis.

I believe – and my work has demonstrated my belief – that all students can earn a college degree and the life that comes with it. As the Director of Campus Support, my mission is to coach our Program Directors (teachers) to deliver the OneGoal program and curriculum, reflect on our past experiences and data, set purposeful and measurable goals, collaborate with campus leadership to ensure the health of our partnership, and thoughtfully prioritize our work in a way that drives us efficiently toward our vision.I provide coaching and technical support to teachers in my portfolio to ensure the curriculum is implemented effectively and with fidelity. That condition supporting enrollment in post-secondary pathways is evident in classrooms. And develop, support, and maintain healthy campus partnerships and support external affairs with classroom visits (50%). I set vision and direction for our Junior and Senior experience to meet all key performance indicators and benchmarks (25%). And I design and deliver professional development training that develops the knowledge, skills, and mindsets of teachers (25%).

This position aimed to support Early College High School students in identifying their post-secondary plans and successfully enrolling in a 4-year college or completing their Associate's degree. This position mainly supported 200 juniors and seniors. I helped identify their best-fit post-secondary option. I provided admission testing preparation, application and essay assistance, provided financial aid and scholarship opportunities, and collaborated with AVID faculty and staff. I also served as a liaison for the Advise TX College Advisor at the comprehensive high school. Through the weekly collection of organized and detailed service data, such as one-on-one student and parent meetings, the number of institutions applied to, and the amount of financial aid received.

The objective of this position is to provide incoming high school seniors and their families with a comprehensive overview of the college application process that serves as a guide throughout the student's college process during their senior year. The creation of this position was derived from Caroline Hoxby's and Sarah Turner's Expanding College Opportunities for High-Achieving, Low-Income Students.After discussing district goals and common obstacles students faced, in terms of college access, with administration, faculty, and staff; I reviewed students' academic profiles and college interest and created a comprehensive semi-individualized packet for about 400 incoming seniors. In addition to providing students with 5 best-fit colleges and/or universities, they also received information on what to look for in choosing a college, how to compare colleges, admissions requirements, and deadlines, comparing financial aid packages, and more. I also held this position in summer of 2013.

The general purpose of this position is to provide a support system to enhance the academic integration, retention, and leadership of underrepresented students throughout their college experience at Texas A&M University. I have had the opportunity to advise the Black Student Alliance Council, an organization whose purpose is to enhance and unify the Black community at Texas A&M; as well as take on projects that have provided me the ability to practice my qualitative data analysis skills.

This position aims to increase the number of first-generation college-going, low-income, and/or underrepresented students who apply, enter, and complete college.Taking on a whole school college completion approach for approximately 1,700 high school students, I helped identify their best-fit post-secondary option. I provided admission testing preparation, application and essay assistance, planned college visits, provided financial aid and scholarship opportunities, and conducted workshops to assist students with their transition to college. I effectively educated and collaborated with administration, faculty, staff, and parents on setting challenging yet attainable goals for students, and acted as the liaison to college representatives and recruiters assigned to the high school. Through the weekly collection of organized and detailed service data, such as one-on-one student and parent meetings, the number of institution applied to, and the amount of financial aid received, I not only aided in providing evidence of the success of the program and chapter but also presented the school district with factors that may not have been previously noted or considered. Early application submission rates increased from a baseline of 16% to 20.5% in 2012 alone, and FAFSA submissions increased from a baseline of 47.1% to 54.5%.

In the absence of the regular classroom teacher, help students to learn subject matter and/or skills that are required for scheduled lessons and to provide meaningful instruction for assigned classrooms.