Theresa Munson Email & Phone Number

Minneapolis, Minnesota, United States

Phyllis Wheatley Community Center is culturally responsive and provides quality programs in life-long learning for children, youth, and adults and family services for the diverse Twin Cities community. The goal of the DigitalTechWorks™ Academy initiatives is to close the racial gap in access to, knowledge of, and workforce entrance to the tech world.• Work collaboratively with the Director to design, implement, monitor, and evaluate successful STEAM initiatives.• Act as liaison for technology integration between Microsoft and PWCC as an overall organization. • Lead integration of Apricot CRM for all PWCC programming, fundraising, and volunteer tracking. Includes: building and managing CRM in alignment with PWCC data tracking needs, training employees on how to use the system, and creating and running reports for funding and program evaluation. • Create job descriptions, recruit, and conduct interviews for any potential DigitalTechWorks™ Academy employees.• Develop a tech-based workforce development program for young adults, funded by DEED, that includes: technical training in cloud-based applications, soft-skills development, and job shadowing.• Responsible for curriculum development throughout the DigitalTechWorks™ Academy initiatives, including Mary T Wellcome Early Childhood Center.• Build digital adult learning courses on Microsoft Azure. Act as the administrator of DTWA digital courses. • Coordinate programming for ManCode™ Mentoring, Wheatley Esports Club, Girls Who Code, Adult Basic Computer Skills (ABC), and Microsoft Certificate programs.• Actively seek partnerships within the community to drive forward STEM programming in North Minneapolis.• Partner with PWCC Development Team to secure funding for STEAM initiatives and continued programming. Contribute to the allocation of funding in program budgets.

Greater New York City Area

-Created curriculum outline for Project Based Learning units lasting 8-12 weeks long. Integrating topics of Literacy, STEM, Arts, and Social-Emotional Learning (SEL).-Developed Unit Plans for Project-Based Learning curriculum. Unit Plans act as a guidebook for the focus of that week’s curriculum, used by Counselors to write their group lesson plans.-Reviewed and provided feedback to Counselors on their lesson plans. Hosted lesson planning sessions to assist in brainstorming activity ideas, reading resources, and technology integration. -Conducted weekly classroom observations and provide feedback and coaching to Counselors around facilitation, behavior management techniques, and lesson execution. -Designed and planned trainings on facilitation, effective planning, and classroom management. Provided training in the use of new skills and techniques by modeling the behaviors for Counselors and allowing them time to practice and receive feedback.-Assisted with the onboarding of new staff, in specific relation to curriculum, lesson planning, facilitation, and behavior management.-Met with leadership regarding programmatic issues and improvements. Created plan to tackle any changes that were necessary to change or update the program.-Organized culminating events for the end of each Project Based Learning unit.-Liaised with school and other programs' staff-During COVID-19: Set standards for online learning curriculum and content for YMCA Remote Afterschool program. Guided Counselors in structuring their individual curriculum units, to be provided to students as virtual lessons. Met with a cohort of Counselors in 1-1 Zoom meetings weekly, to provide feedback of submitted content and plan for future lessons. Utilize Slack to communicate with staff in real-time. Collaborated with Coordinator and Director to shape staff expectations, the process for releasing lessons to students, how Counselors will interact with participants, and how we measure engagement.

Greater New York City Area

-Responsible for planning, organizing, and leading groups of students in a variety of educational enhancement activities in the areas of math, science, and literacy, which will teach skills and help to improve overall academic performance.-Consult Counselors regarding their lesson plans for the week, facilitation best practices, and behavior management.-Create and maintain a strength-based, youth-focused atmosphere that is consistent and sensitive to the needs of participants with learning, emotional, or behavioral differences.-Incorporate accommodations for diverse learners into the after-school program curriculum.-Take on responsibilities of Site Director when necessary.

New York, New York, United States

Worked on the team that oversees the Program Evaluation and Planning for School-Based, Supportive Housing, and Juvenile Justice programs.-Focused on the development of Outcome Progress Reports, a key component of Program Evaluation and Planning’s performance management work.-Navigated the back-end of PEP’s community-based database, Efforts To Outcomes, including pulling data and developing reports.-Utilized best practices through Excel (e.g. VLOOKUP, pivot tables, conditional formatting) for compiling, analyzing, and visualizing data for projects for school-based, supportive housing, and domestic violence program's external dashboard.

Led programming and worked as a case manager in a supportive housing program for children 1-13, young adults ages 18-30, with a history of homelessness, foster care placement, and mental health diagnoses. -As Child Life Specialist, planned and led cultural activity outings within the greater NYC area for families placed through DOHMH, run a weekly after-school program suitable for children ages 3-13, and engaged in interdisciplinary visits with child development professionals school personnel, and preventative workers. Supplied referrals to external resources.-Responsible for pre and post-award management for a $250,000 grant funded by Barclays for educational and career advancement; created and managed the reward system associated with the grant. Career and education counseling included in the management of this grant program.-Developed and facilitated a Workforce program in collaboration with Columbia University, administering education and career assessments, covering topics from career interest through job retention with groups and individuals.-Maintained the programming calendar. Personally facilitated, and conducted outreach to experts, for participant workshops, groups, and trainings, in addition to creating and hosting events and activities.-As a case manager, guided young adults through developing service plans with goals for education, career, social/emotional, health, and financial advancement, bi-annually. Met with individuals on caseload at least twice per month, and more often based on needs, in order to support meeting goals set in service plans. -Effectively used and practiced the Sanctuary Model tools: safety plans, community meetings, psycho-education groups, team meetings, red flag reviews, treatment planning conferences, and self-care in the department/program to create a non-violent and trauma-sensitive culture.

Greater New York City Area

This position was held as a full-time AmeriCorps volunteer. As a member of a multidisciplinary team, the responsibility of the Independent Living Counselor is to provide a safe and secure environment and dynamic life skills programming for EGA residents. EGA is an innovative 51-apartment residential and vocational program for young adults who are preparing to transition into independent living.-Develop and lead workshops for residents during evenings, creating programming based on the needs and input of residents.-Assist in the development and revamping of the Independent Living Curriculum.-Develop and implement a daily children’s program and curriculum that is developmentally appropriate for the children in the building. Monitor behavior and developmental growth of children.- Assist and coach mothers in fostering their child’s development. Troubleshoot solutions when concerns arise. -Work as a primary counselor for residents, and identify appropriate resources to assist young people on their journey to independent living.-Assist young people in developing support networks.- Enter information into the database, Efforts to Outcomes (ETO) on a monthly basis. This includes progress notes from meetings with clients, program attendance, and rent tracking information.-Create resources such as a community manual that residents can use as a resource for navigating the community resources and everyday living needs in East Harlem. -Act as a liaison between alumni and case managers through the use of social media.-Create, distribute, and collect data from an alumni survey. Enter information into the database, Efforts to Outcomes (ETO) weekly. -Develop social media outlets for communicating with residents and alumni. -Attend and participate in supervision, staff meetings, interdisciplinary conferences, and suggested training; become certified in using the Sanctuary Model for trauma-informed care.

Greater Minneapolis-St. Paul Area

Responsible for shaping lesson plans around the needs and interests of 2.5-5-year-old children. Focuses were: necessary life skills, emotional intelligence, physical development, creative expression, and academic growth. Fundamental math, reading, and writing skills were introduced and reinforced through music, games, and social interactions. Building a strong relationship with the children as well as their caregivers was essential in tracking development growth.

Fargo, North Dakota Area

Caretaker for two boys, ages 2 and 6. Responsibilities included: -Creating and maintaining a safe environment for children to grow in-Hosting learning and active activities at the home to engage children-Planning outings to learn and have fun-Cooking meals and snacks-Driving children to activities -Running bedtime routine when necessary-Effectively communicate with parents any updates or concerns

Moorhead, Mn

Gained experience teaching at a primary education level. Responsible for preparing lessons, materials, and assesment for each subject, daily. Incorporated technology into everyday learning to engage students. Experience instructing with Daily Five in reading and Primarily Writing lessons in writing. Math instruction was guided by course material in Everyday Math. In consistent communication with principal and district social worker in regards to students with Individualize Education Plans. Actively participated and contributed to IEP meetings. Worked as a team with fellow grade-level teachers. Openly communicated with parents of students. Understood and adapted to student's intellectual, physical, emotional, and social needs through lessons and personal interactions.

Brooklyn Center, Minnesota

I started working full-time overnights on the remodeling team. I was responsible for transforming and transitioning product aisles in the backroom as well as on the sales floor. Using planogram instructions, I would untie products from an aisle, remove them, rebuild the aisle, tie new products to the aisle, and then rezone the items. I was responsible for creating an aesthetically pleasing environment during construction transitions. When construction was completed, I moved onto the sales floor. There I was responsible for keeping the store looking clean and pleasing while helping customers and answering phone calls. During relaxed times, I would place products into their proper places. I occasionally worked as an operator for the phone system. Near the end of my time, I became a grocery specialist. I was trained to handle, store, and label food according to regulations.

Moorhead, Minnesota

I was responsible for creating a safe and welcoming floor environment for freshmen and sophomore women. Duties included:-Updating floor bulletin boards (one educational, one social) monthly-Conduct room checks before each school break to check for safety and policy regulations-Have at least two personal interactions with each resident per month-Assist with referring residents to campus and outside resources-Create at least two community events per month for the floor to participate in-Work with a team of other RA's to create one hall-wide event quarterly-Attend weekly meetings with RA staff to evaluate the needs of our residence community-Meet bi-weekly with Director to self-evaluate performance-Go on duty rounds one weekday every week, and every other weekend. This entails patrolling the residence building for safety and policy regulations. While not actively patrolling, answering and responding to any calls that come in on the duty phone.-While dealing with policy violations and safety concerns, contacting the proper authorities and going through each step in the process of documentation and elevating harm. -After each duty shift, complete a shift report and submit to the Hall Director.

Bachelor Of Arts (Ba), Elementary Education And Teaching

Activities and Societies: Residence Life, Campus Ministry, Justice Journeys, Concordia's Beat, America Reads, Education Club.While working.

Bachelor'S Degree

Activities and Societies: Volunteers In Services Internationally Or Nationally (V.I.S.I.O.N)

High School

Activities and Societies: International Baccalaureate courses, Softball, Yearbook