Torray Johnson Email & Phone Number

Lancaster, California, United States

Los Angeles Metropolitan Area

- As a brand ambassador, ensure clients have a memorable experience through individual teaching, development of community relationships, and provide a space for all students to have a safe yoga practice - Navigate the various Learning Management Systems (LMS) and Point of Sales (POS) programs utilized to support the organization’s sales initiatives; prepared to resolve issues that appear along the company’s relevant business streams - Develop a teaching format that uses yoga cueing formulas, while educating students on correct alignment; offer modifications for postures as appropriate.- Partner with the Area Manager in achieving the company and studio level goals, including: membership growth, retail sales, community outreach, teacher recruitment, and new client enrollment.- Support onboarding of the new teacher learning experience via clear job expectations, providing role-specific information, and sharing knowledge about teacher resources.Implement an advanced level yoga class that both serves the greater student community and aids in colleague professional growth

Beverly Hills, California, United States

- Developed, implemented, and oversaw the school’s programs and procedures related to Special Education to ensure program compliance, and maintain a healthy relationship with the District Office’s Division of Special Education- Hired, evaluated, coached, and mentored a cadre of 55+ certificated and classified personnel in preparation for the classroom instructional setting. Through the annual supervisory evaluation cycle, the Special Education department has maintained a 95% retention rate of personnel- Provided ongoing communication regarding student services programs to staff members and parents; apprised District Office leadership in Student Services of progress related to personnel and program development - Utilizing the Positive Behavior and Intervention Support (PBIS) Framework, student suspensions declined by 20% over the school year. This decrease led to: fewer disciplinary issues, more resolved conflicts between students, fewer referrals to an administrator, and increased practice of restorative justice techniques from all staff members

Lancaster, California, United States

- Lead the Site Special Education Leadership Team (SSLT) in continuously monitoring the programs on campus, while offering a continuum of comprehensive services, increasing the number of students accurately placed in their instructional setting- Manage overall operations of the department, including, but not limited to, participation in on-site and transition IEP meetings, regular communication with case carriers about the importance of timely documentation, along with maintaining clear student records. Doing so has decreased the number of un-affirmed and unsigned IEP’s by approximately 25% per annum- Work with the Instructional Partners (IP’s) to organize professional development for the school staff focused on: evaluating the use of lesson strategies through the Catapult Core Instructional Model, review and revise teaching materials, and develop professional development for teachers

Los Angeles, California, United States

- Utilizing an online, interactive program titled LightSail, students were tasked to build their reading fluency skills and strengthen their overall reading comprehension. Based on the Scholastic Reading Inventory (SRI) taken periodically throughout the school year, students showed an average gain of nearly 50 points per semester - Assessment data from Junior-level students enrolled in the online course showed either an increased appreciation for reading, improved reading comprehension, or a 1% - 10% increase in performance on all CAASPP related tests - Collaborated with content area teachers (English, Math, Social Studies, Science, and Physical Education) to develop a “universal vocabulary” that students would incorporate in their access of the curriculum- As a “wall to wall school” for technology, 100% of the students used their iPads to integrate a variety of online programs, including Google Suite products to create written assignments, develop presentations, and mathematical calculations

Los Angeles, California, United States

- Provided administrative supervision of Classified staff in the absence of the Assistant Principal, Adult Counseling Services (APACS). Because the main adult school site was split into multiple satellite campuses, strong oversight and relational capacity was key; this led to an increase of employee work output- Supported staff and parent led committees that functioned to improve the academic and social climate of the school- Co-led the Adult School Counseling Program (ASCP) which served more than 1000 students annually. Most important in the job was: increasing new enrollees to the program, administering the Test of Adult Basic Education (TABE) to new students, and working with the APACS to develop the master schedule for the school site - Annually, through building and implementing a culture of academic achievement, the program saw an increase in the number of graduating students by 10% over the prior school year

Los Angeles, California, United States

- Developed relationships and partnered with outside vendors and businesses that would enhance the experiential learning experiences of SLC students - Within the SLC, proposed and implemented a student counseling program that would target and retain the lowest 25% of students at risk of leaving high school - the outcome was to increase student achievement and remove any academic barriers- Conducted professional development activities within the SLC that provided strategies to support literacy skills and access to all content area curriculum- Served as a Support Provider for teachers enrolled in the BTSA program; conducted informal teacher observations, which aided in improving teacher growth as evidenced by reflective lesson plan development and student academic growth as shown by passed classes and earned credits

Ontario, California, United States

- Developed thematic lessons centered around Core Content Standards for students in English/Language Arts for grades 9-12. Through hands-on activities, encouraged students to actively participate in class assignments and projects- Ensured that students received an appropriate level of language support and tutoring.- Worked with students to improve scores of English Learners through the administration of the CELDT. Annually, 5% of each cohort were able to become designated as RFEP

Master Of Education - Med, Educational Leadership And Policy Studies

Master Of Arts - Ma, Secondary Education And Teaching

Bachelor Of Arts - Ba, English Language And Literature/Letters