Exceptional Ed

ADMISSIONS COORDINATOR, THE WINSTEDT SCHOOL, SINGAPORE — JANUARY 2021 – MARCH 2021 • ADMISSIONS COORDINATOR: Recruited prospective students by conducting approximately 40 extensive interviews that concluded with a planned tour of the school grounds, including virtual tours. • Updated several outdated website issues, admissions procedures, and communication methods such as building an online portal to book a school tour online through the school website to make the admissions process more efficient and grow hot leads. • Reviewed lengthy and detailed student profiles in OpenAPPLY, the school’s admissions management system, drafted Individualized Education and School Management Plans for students, read and summarized Psychoeducational Evaluations for Admissions Committee. • Managed and taught an entry level admissions executive assistant to make sure all required documentation was collected and sent out to prospective families, student visas, and MOE approvals. • Worked directly with the CEO to create a strategic recruitment plan with a target of 185 students enrolled by August 2021, up from the current 153 enrolled and projected 65 students enrolled required to attain goal by compiling a strategic initiative that included one School Open House, a planned future Open House in April 2021, and maintaining daily updates on progress of enrolments, student placement letters signed, and executing marketing campaigns. •Admissions Committee Member, a senior level group of pastoral care and faculty, working alongside the owner of the school and School Principal where my role was to provide briefings on every student inquiry, review of documentation submitted or application, and feedback from individual tours and phone calls or video conferencing with parents. SENIOR TEACHER • Taught International Primary Years (IPC) Science to Years 5 and 6 which included units of Astronomy and Biology, planning and delivering multisensory lessons for students with learning differences so that they would acquire knowledge and skills enabling them to reach Key Stage Areas in the content area • Taught Year 3 Literacy to the lowest functioning group in the Year level by designing and facilitating learning strategies for students using individualized, differentiated learning plans, utilizing digital learning platforms, integrating student behavior management systems, produced accessible teaching resources for a wide range of abilities within this low-achieving group moving through the scope and sequence of the British Curriculum framework within the IPC. • Cultivated parent/student relations, collaborated with school administration to improve school operations. PHYSICS TEACHER, DULWICH COLLEGE SINGAPORE, SINGAPORE — AUGUST 2016 - OCTOBER 2020 • Taught IGCSE Physics and KG3 Science in the Senior School, working with Years 7, 9, 10 in collaboration with other department members to improve student mastery of science skills and content with measurable results. • Designed and facilitated learning strategies for students using individualized, differentiated learning plans, utilizing digital learning platforms, overseeing student management systems, produced multisensory teaching resources for a wide range of learners moving through the scope and sequence of the British Curriculum framework. • Cultivated parent/student relations, collaborated with school administration to improve school operations. EDUCATION CONSULTANT AND STUDENT STRATEGIC RECRUITMENT, SINGAPORE APRIL 2020 - JUNE 2020 • Development of the SEED Program at The Winstedt School, the first classroom in the school to provide an individualized plan to support the educational, social, and emotional developmental needs of students requiring targeted support, related services, and a small classroom size to meet their wide range of learning needs. • Strategic Student Recruitment and Program Coordinator, building learning profiles, conducting conferences with parents, teachers, and staff, and evaluating the matching criteria for families applying so that they could find the appropriate placement in this newly designed model and existing school community. LEAD OFFICER - EDUCATION CONSULTANT AND SPECIALIST, EXCEPTIONAL ED., SINGAPORE AUGUST 2018 - MARCH 2020 • Officer and Lead Consultant of Exceptional Ed., which was an educational consulting and tuition company based in Singapore. Since operations commenced in August of 2018, I worked closely with International and Local School communities, administrators, staff, related service providers, and the families they serve to develop appropriate support programs for students that have a wide range of specific educational, social-emotional, and behavioural needs. • Coordinated tutoring guidelines, designed training, built curriculum, created accommodations and supports to be used in one-to-one settings by tutors. Managed relationships with families, schools, clinical psychologists and psychiatrists, and related service providers to provide an optimal support network for each child we worked with. PROFESSIONAL DEVELOPMENT FACILITATOR, THE GREEN SCHOOL, BALI INDONESIA, MAY 2019 • Designed and led a two-day workshop as part of teachers’ professional development credit hours. The workshop was created to introduce the neurodevelopment framework, explore the types of specific learning challenges students face in school who have been diagnosed with learning needs, the process of evaluation and diagnosis, and how to apply specific accommodations and modifications for such students. Thirty-two teachers from three different international schools in Bali participated in the workshop. PRIVATE TUTOR, FAMILY RESIDENCES IN NEW YORK, NY AND SINGAPORE — DEC 2004 - PRESENT • Overseeing the development of lesson planning for one-on-one sessions in skill building, executive functioning, organization, judgement, and decision making, critical thinking, complex problem solving, learning strategies, time management, EAL reading comprehension, writing, and active listening with students ages 5 through 18. Academic areas included the entire curricula from which content and skills were pulled for students to practice and apply the above skills. • Coordinated and submitted impromptu, prepared lessons by diagnosing students’ needs and abilities, implemented solutions to overcome students’ learning challenges, and improved student performance by understanding of STEM (Science, Technology, Engineering, and Math) subjects. I taught by 80 to 90%, helping them to appreciate learning, pass their classes, and advance their college skill knowledge base by 90 to 95%.. SCIENCE TEACHER, STAMFORD AMERICAN INTERNATIONAL SCHOOL, SINGAPORE — JULY 2016 - JULY 2018 • Lead the Middle School Science Team in producing hands-on, written, and audio-visual resources for a linguistically varied student body for a sustained period within the scope of the International Baccalaureate framework. • Managed group calendar, schedule meetings and conferences for our 8th grade team. • Designed and taught a co-curricular course titled “Digital Photography” where students utilized DSLR cameras, and were taught the basics of photography, and how to use post processing software to edit imagery. ADJUNCT PROFESSOR, AMERICAN MUSEUM OF NATURAL HISTORY MAT PROGRAM, NEW YORK, NY — MARCH 2015 - MAY 2018 • Trained prospective teachers in the program to teach effectively with both EAL students and those who have special needs through a course on developmental variations. • Utilized remote technology by operating a telepresence robot to deliver the course from Singapore, creating digitally enhanced resources, videos, and audio materials to disseminate information that was critical to the learning process. HEAD SCIENCE TEACHER, THE CHURCHILL SCHOOL AND CENTER, NEW YORK, NY — AUG 2008 - JUNE 2016 • Developed a strong awareness of emotional sensitivity, judgement and decision making, and unique presentation skills working with students of average to above average intelligence who had specific language-based learning disabilities. • Facilitating participation through small and large group discussions as well as lab experiments ensuring all participants are heard and develop a sense of their own voice to be heard. DEPARTMENT CHAIR, THE CHURCHILL SCHOOL AND CENTER, NEW YORK, NY — AUG 2010 - JUNE 2016 • Managed a team of eight high school teachers in a collaborative approach to sync the individual years of study and embed a set of skills that would be built upon each year. • Communicated and enforced expectations and policies concerning syllabi, testing, lab report writing, and grading. • Managed department’s annual budget, approving and overseeing the purchase requests of team embers to optimize classroom experiences for students in the high school. • Generated and managed requests fort IT software, hardware updates, and personally designed a brand-new set of science labs needed for classrooms and our department. • Formally observed teachers in the classroom, participated in pre and post observation discussions, and wrote formal observation reports evaluating pedagogical strengths and areas of growth. HEAD TEACHER, OUR LADY QUEEN OF ANGELS SCHOOL, NEW YORK, NY — FEB 2005 - JULY 2008 • Taught Mathematics, Science, and Reading to grades 6-8. • Increased student achievement scores by 80% over four years by analysing student data and targeting skill gaps. • Bolstered real-world application of job-relevant work skills for the 21st Century using a program called Classroom Inc., serving as the Director of this grant funded, after-school program where students applied digitally innovative techniques embedded in the software to gain life-long learning skills they would be able to apply in a variety of career paths. BOYS AND GIRLS’ SCIENCE AND ARTS CHARTER SCHOOL, NEW YORK, NY — SEPT 2005 - AUGUST 2009 • After school support homework support for primary school grades 1-4. • Developed an eight-week science-based curriculum in aeronautics and space exploration for the entire Junior Education Program in the summer of 2006, grades K-4. The eight- week long curriculum included lessons, activities, essential vocabulary, lab experiments, and assessments for the entire staff to use with their respective classes.

My core beliefs as an educator have been shaped by the 16 plus years engaging with a wide range of students of varying socio-economic backgrounds, ages, cultures, learning profiles, and linguistic needs. I believe that all students are unique individuals that require an individual approach to cognitive learning, emotional growth, and social awareness. Each student has value that they bring to their educational journey and it is my responsibility to foster and help nourish whatever that may be. I strive to make all my students find their individual voice, offering them opportunities to reflect on their own learning and develop a confidence in self-expression and self-acceptance. It is also my goal as their teacher to have students recognize, embrace, and when needed, empathize with the differences that will exist between themselves and their peers. One of my primary classroom goals is creating a safe environment for all members by developing a sense of community, centered around a solid support network, and one that allows for self-expression without fear of judgment. Every classroom is dynamic and I must be continuously reflective throughout the journey so that I am constantly aware of shifts or changes which I will use adapt accordingly. I work to help all my students understand their own potential and it is through guidance and encouragement that they then become more self-aware of their own learning styles and needs. This allows them to build on the foundations which they already possess and discover ways to grow and strengthen in areas where they would like to improve. I am a teacher who presents information through a wide range of mediums and variety of experiences so that is accessible to all learners. This involves making sure the pedagogical strategies incorporate the needs of individual learners represented in the student population. It is important to make the content of each lesson relevant to the students' lives and encourage them to think of the “how” and “why” being taught in class as an opportunity to improve themselves not only in the present but along their future paths. Through the use of student-centered, hands-on, cooperative, and individual experiential learning opportunities I envision all my students becoming active learners who are engaged, inquiring often, and applying analytical skills taught directly and indirectly embedded throughout each classroom experience.

Smyth Prize for Outstanding Academic Achievement in Anthropological Studies 2002 American Museum of Natural History Educator

• University of New Hampshire, Graduated May 25th, 2002 — Bachelor of Arts, Anthropology and Geography — Cum Laude Hunter College School of Education, - Graduated August 5th, 2010— • Master of Arts, Earth Science Education — Summa Cum Laude • Manhattanville College - Completed May 10th, 2013 — 12 Credits in Special Education and Autism Training - Summa Cum Laude LICENSES • New York State Professional Teacher Certificate Grades 7-12 Issued (February 1st, 2014) — Earth Science, Adolescent Education, State of New York, USA. • New York State Professional Teacher Certificate Grades 7 - 12 (Issued September 17, 2014) — Students with Disabilities, 7 - 12, Generalist, State of New York, USA • Maryland State Professional Educator Certificate (Issued January 1st, 2016) — Special Education Grades 1 - 6, Special Education Grades 7 - 12, Earth Science Grades 7- 12, State of Maryland, USA.

Advanced communication skills, marketing and advertising strategies, Telepresence operations in an education setting, digital learning, educational and 21st Century technology platforms such as Mac OS Operating and Education Software, OpenApply, Microsoft Office, Firefly, Edulink, SMART Technologies, E-Learning Specialists, learning needs education specialist, social media influencer and strategist, assistive technology, manual data entry, creating and managing systems for tracking large amounts of data, relationship management, monitoring and interpreting behavior, problem-solving, critical thinking, sound judgement and real-time decision-making, active listening, effective communicator, social perceptiveness, writing, and instructing differentiated audiences of all ages and learning needs.