Teach For America
I instructed English Language Arts at two charter schools based in underserved areas of Nashville, Tennessee, with Teach For America.
I piloted the fifth and sixth grade’s balanced literacy and reading and writing workshop programs. I used databases, specifically Kickboard, Excel, and Mastery Connect, to track mastery grading of 100 students, and to analyze and mine data to develop lesson plans, pacing guides, Response-to-Intervention plans, and benchmark assessments. I assessed students’ mastery of learning objectives at both grade level and their current individual levels to garner a better understanding of each student as a whole. In addition, I procured and curated a classroom library of more than 3,500 texts, cataloguing all texts into a library database I created that tracked students’ reading frequency, reading levels, genre choices, etc.
On average, students displayed a reading growth of 3.2 years in one academic year, [Northwest Evaluation Association’s Measures of Academic Progress]. On average, writing scores increased from “Below Basic” rating to “Proficient” or “Advanced” ratings, [TCAP Writing Assessments].
As an English Language Arts teacher, one of my principal objectives was to foster a love of reading in all of my students. In this brief interview, I discuss how I tracked my students’ growth and fostered their habits of becoming lifelong readers.
Track & Field Coach
I mentored student-athletes on and off the track, coordinated schedules and transportation to daily practices and to meet locations, and created physical training plans for student-athletes.
Prior to joining Teach For America, I was a special education teaching assistant, instructing third through fifth grade Exceptional Education students. I delivered whole-class and group instruction to 11 students with learning and/or behavioral disabilities. I assisted in teaching duties, preparation of curriculum plans, and conducting assessments.
Additionally, I received Crisis Intervention Certification, under the Florida Diagnostic and Learning Resource System. I completed training and reviewed strategies that enabled me to safely interact with students exhibiting challenging behaviors. Nonviolent Crisis Intervention Certification Program focuses on early intervention to prevent a crisis from occurring, ways to intervene effectively before the student’s behavior becomes dangerous — including personal safety techniques and the use of restraints as a last resort — and how to problem solve with the staff and students after the crisis has occurred.
While I served in the U.S. Army, I was a training developer and coordinator during pre-mobilization and Operation Iraqi Freedom.
I worked with Iraqi community leaders to train local populace and to develop working partnerships.
I implemented instructional design theories, methodologies, and best practices to design classes, and I created and led instruction on various courses, including information security, cultural awareness, counterinsurgency, military writing, map reading, land navigation, first aid, marksmanship, alcohol and substance abuse, and suicide prevention.
Moreover, I was responsible for development and management of our unit’s physical training program, and I provided career and educational counseling to Soldiers.
Florida State Pershing Rifles
I drafted training schedules and maintained training files for incoming and current personnel. I requested training areas, facilities, ranges, logistics, and other items required to support scheduled training.
I identified organizational objectives and developed approaches to meet them; pitched and secured media coverage for special events; and composed written and photo narratives of members and community functions, i.e. fundraisers, school expos.
I also advised and mentored middle and high school students in local JROTC groups.