Starting in the first year of my Ph.D. program, I was lucky to be able to get involved as a research assistant in a multi-year project examining potential gender bias in the recruiting process of the Canadian military colleges, as well as officer cadets’ experiences while attending military colleges or civilian academic institutions. This study was mainly sponsored by the Director General Military Personnel Research and Analysis (DGMPRA), Department of National Defence, Government of Canada, with contributions from the Royal Military College of Canada (RMC). As the primary research assistant, I was responsible for project planning, interacting with key stakeholders, designing research tools, collecting data, coordinating the dissemination of research findings to our key clients, and writing the research reports. From this project specifically, I have learned a lot about theoretical grounding as well as practical strategies in recruitment practices. I demonstrated skills including project management, advanced research capacity, communication and consultation, and collaboration and negotiation.In a subsequent project, I was working on a project on publishing a new book on immigrants in the military setting, I demonstrated my interpersonal relationships and teamwork, by bouncing ideas back and forth, providing valuable feedback, working together on a common goal, and forming a rapport with the authors. I believe I demonstrated reliability, professionalism and good judgement, through my flexibility and willingness to work during evenings or weekends on project deliverables to make sure they are clear and accurate and that deadlines are met, and by responding to emails promptly and appropriately.

As a teaching assistant, I was responsible for delivering the weekly tutorial sessions. This involved small group discussions and providing assistance to help pre-service students complete the course tasks. In addition, I created resources for the pre-service teachers to effectively help them to identify, understand, and apply the knowledge about assessments. The assessment resources I created were based on the needs of pre-service teachers in my tutorial sessions. In addition, I worked to promote their ability to analyze, evaluate, and create their own assessment instruments for use in their future teaching environment. These hand-on activities raised pre-service teachers’ creative thinking in developing various tools for classroom assessment practices, such as student portfolios, grading books, unit tests or quizzes. In addition, my lessons aimed to enhanced pre-service teachers’ understanding of the purposes and the uses of assessment instruments and encouraged them to be reflective and engage in critical thought about their practices in both summative and formative assessments. My research experiences in LSA have been supported by research projects. One project is with my supervisor Dr. Klinger. We employed Hierarchical Linear Modeling and G-theory to examine data from the Educational Quality Accountability Office (EQAO) to explore the trend of students’ achievement in Grade 9 Applied English programs. Another study that I cooperated with another professor is to investigate exclusion rates in international and national LSAs, such as PISA and PCAP. These research projects highlighted my quantitative research skills to manage psychometric, statistical assessment data. My research in large-scale assessments at the provincial, national, and international levels within the Canadian context demonstrated by sound knowledge and deep understanding of key principles, psychometrical traits of LSA and the need to digitalize LSA in current educational contexts.

• Make the outline of the teacher training program and staff professional development.• Lead a large-scale Response to work with McGraw Hill Education, and managed localizing the core course based from 10-17 and the assessments.• Help teachers structure their classrooms to differentiate instruction. • Support teachers through modelling and side-by-side coaching. • Train and coach teachers in the use of direct instruction and explicit instruction in regular education, English Language Learner, and special education classrooms. • Work with administrators, literacy coaches and teachers in data management systems. • Work closely with administrators in the support of faculty and staff. • Provide a variety of interventions based on student needs. • Present and conduct professional development programs on a wide range of topics, related to effective teaching practices, including: direct instruction, instructional management, behaviour management, parent involvement, differentiating instruction, fluency, comprehension, language, and spelling. • Has extensive experience working in training public school teachers.

• Responsible for more than 48 learning centres’ daily academic issues.• Manage the authentic assessments, including Cambridge YL, MSE, and GESE.• In charge of supervising the learning outcomes during summer and winter courses.• Develop English curriculum for 4-14 year-olds, cooperate with publishing press like Cambridge, Oxford, Cengage, Houghton Mifflin Harcourt, etc.• Work with administrative staff to problem solve and plan development strategies for updating the products. • Participate in the teacher training program and publish professional essays.

• Responsible for whole operation of POP department. • Manage the core aspects of an independent department operation---the HR, the marketing, the teaching issues, and the administration part of work.• Be familiar with the information in young learners’ training market• Work with other administrative staff to problem solve and plan development strategies for updating the products. • Participate in summit meetings and conferences that are held by national and local education authorities.