• Jun 2022 - Present

• Mar 2020 - Jul 2022

I develop, deploy, market and manage the online, classroom and field training curriculums for Foreign Material Exclusion professionals who support the energy sector in carrying out essential outage work.

Practice Area Mentor/ Staff Developer

• Apr 2017 - Jan 2020

In this organization, I served in 4 key diverse roles with a high level of autonomy and responsibility. Schools for Rigor Practice Area Mentor: Primary Role • Supported staff developers in understanding, delivering, and coaching our K-12 solutions in the field -Largest project: designed and lead the team who carried out an onsite professional learning mini-conference for all staff developer and leadership faculty. -This mini-conference was met with enthusiastic response from both participants and my supervisors alike. R & D Team: Secondary Role • Developed an in-depth grounding in our products and their design theories from which I could prepare staff developers I: -Provided feedback -Assisted in product development and improvement -Designed professional learning content Onboarding: Secondary Role • Improve the onboarding program for newly hired staff developers. -Redesigned the onboarding sessions to enable tremendous growth through experiencing engaging and rigorous activities. -These activities instilled our organization’s mission and values -Helped them understand shifts they may need to make -Gave them experiential practice in the skills they’d need for their work with us. This was an especially rewarding and enjoyable part of my role. Staff Developer: Secondary Role • Presented and coached in one project and supported other company presentation needs as warranted when my schedule permitted in order to stay connected to the work staff developers were carrying out -Consistently strong in participant feedback surveys -Built strong relationships in partner districts Show less

Formative Assessment for Maryland Educators (FAME) Coach

• 2016 - 2017

As I transitioned from my work for a school system, I worked as a consultant to deepen and widen the implementation of the FAME course on formative assessment. I co-facilitated cohorts teachers across schools in a year-long embedded professional development initiative that sought to advance formative assessment process into teacher and student practice. I was responsible for monitoring progress of participants, answering questions relating to implementation, and guiding the five professional learning meetings that helped participants debrief the content in the learning modules and its use in their classrooms. In addition, I developed a concurrent leadership course to help school and district leaders to understand what their teachers were learning and collaborate on leadership considerations such as balancing and integrating initiatives as well as evaluation considerations as teachers shifted their teaching practices. I maintained records and reported results for local and state CEU credits. Show less

• 2015 - Jul 2016

At Lockerman, I was able to spearhead the transition of this role from a Reading Specialist position to an Instructional Coach, Literacy position. My time in this role is highlighted by a couple of really proud moments.One such moment was when I recognized there was a need for teachers to better understand the Student Learning Objectives (SLO) process. Inspired by seeing the Founder and Executive Director of CTAC, the originators of SLOs, at a state briefing, I designed a five part professional learning series to help teachers work through the SLO process with intentionality. Embedded in their PLC time, these sessions were both oriented toward learning the why behind each major component of the SLO and time to complete that component. Another highlight was a focus on peer to peer collaboration. This coincided with a Teach to Lead project I was working on with a small group of powerful and innovative educators at the Maryland State Department of Education. During the time we were incubating this idea, I began to lay the foundation for peer collaboration at Lockerman by initiating "Peer Learning Walks" and "Pineapple Classrooms." After my departure, this work was continued and expanded to what has become a completely different culture in this school where teachers became much more comfortable in opening their doors, sharing problems of practice and success alike. Show less

• Aug 2003 - Jun 2015

Taught 7th and 8th grade language arts to on level, below level, and highly able students at different points in my career at LockermanWon and coordinated a grant for after-school clubCoordinated with Leadership Team on management of several grants awarded to the schoolServed on School Improvement and district Writing CommitteesOrganized and facilitated Discipline and School Culture Workgroup teams Initiated an after-school writing club, Writers of Promise which ran for 6 yearsSpearheaded and co-led a National Junior Honor Society chapter Served as team leader Show less

Master Teacher-Formative Assessment

• Jun 2015 - Jun 2015

Selected through a competitive application process to serve as a Master Teacher in the area of formative assessment after facilitating a group of 17 teachers in a year-long embedded professional development. Duties included planning/consulting on presentation materials and presenting the session "Utilizing Formative Assessment Tools and Tasks" at the 2015 College and Career Readiness Conferences in both Easton and Waldorf, Maryland. This session was offered twelve times over the course of the four conference days to overwhelmingly positive feedback from a wide variety of audiences including teachers, coaches, supervisors, and administrators. Show less

• 2011 - 2015

Facilitated a graduate level summer course for teachers through the Eastern Shore Writing Project that led teachers through an inquiry process to level-up their teaching practice through research, collaboration, and the infusion of writing into their regular classroom practice.

• 2013 - 2014

Through my work with the university on National Writing Project Summer Institutes, I was asked to fulfill duties as an English Methods instructor for students seeking Secondary English certification upon the departure of a colleague close to the start of term. These duties were fulfilled concurrently with a full time middle school teaching position. I found this role especially rewarding and enjoyable as I got to bring together both theory and real-world application of teaching English. Grounded in the NCTE standards and my day-to-day teaching realities, students left this capstone experience with practical and theoretical knowledge. Show less

Teacher

• Jul 1998 - Jun 2003

Implemented the state curriculum for all ability levels of seventh and eighth grades. Coordinated an after-school program for below grade-level reading. Implemented the state curriculum for all ability levels of seventh and eighth grades. Coordinated an after-school program for below grade-level reading.