about

Introduction

Education

DOCTOR OF EDUCATION

 University of Southern California, Los Angeles, CA

Concentration in Teacher Education in Multicultural Societies

Focus Areas: International Education and Language and Literacy Education

Dissertation Title: “Internationalizing Education: Implementation and Interpretation of the International Baccalaureate Organization’s Primary Years Program within a California Urban Elementary School”

MASTER OF ARTS IN EDUCATION

 Claremont Graduate University, Claremont, CA

BACHELOR OF ARTS IN SOCIOLOGY & EDUCATION

 University of California at Santa Barbara, Santa Barbara, CA

Additional certificates and training information on file.

Higher education administrative & teaching Experience

FACULTY , TEACHER EDUCATION, SPECIAL EDUCATION & MAE PROGRAM DIRECTOR

ALLIANT INTERNATIONAL UNIVERSITY CALIFORNIA SCHOOL OF EDUCATION

Responsible for all areas of the program including leadership, management, personnel, curriculum, accreditation, curriculum and budget. Created policies and procedures to support faculty, staff and students as the program grew from under 100 students to nearly 100o. Independently created and implemented online observation for clinical practice component of program. Expectation to ensure all program components are aligned with California Commission for Teacher Education’s Unit-Wide and Program Standards through guiding and supporting program-wide decisions and systems including Taskstream, online data assessment system. Responsible for administrative duties and support for full time and adjunct faculty, as well as fieldwork staff.

FACULTY

TEACH-NOW EDUCATORE SCHOOL OF EDUCATION

Provide online instruction in year-long teacher certification program for students around the world. Responsibilities include providing support during the clinical practice and serving as a liaison with mentor teachers of all nationalities. Responsible for the redesign of the Masters in Global Education courses. Faculty lead for Masters in Global Education and Literacy.

ASSISTANT PROFESSOR / ASSESSMENT & ACCREDITATION COORDINATOR

UNIVERSITY OF LA VERNE  LA VERNE, CA

Initiated the development and implementation of a unit-wide online data assessment system, for department’s 12 graduate programs, through Taskstream. Expertly managed all aspects of the California Teacher Commission Credentialing Teacher Performance Assessments for on campus and all regional centers. Established all College of Education and Organizational Leadership assessment policies and procedures. Prepared assessments, data and reports for joint National Council for the Accreditation of Teacher Education and California Commission on Teacher Credentialing accreditation visit.

 Implemented Taskstream and trained faculty for all graduate-level educate programs both on the main campus and six regional centers located throughout the State of California

 Served as a liaison between national, state, institutional, university, and department units

 Instructed courses in teacher education, reading and special emphasis masters program on assessment and research methods

FACULTY ADVISOR

CLAREMONT GRADUATE UNIVERSITY’S TEACHER EDUCATION PROGRAM  CLAREMONT, CA

Supervised teacher interns throughout their first year as a full-time classroom teacher, providing feedback, assistance, and curricular support. Facilitated methodology lecture, language acquisition training sessions, and advisory meetings.

 Commended as the faculty lead and trainer on California Commission on Teacher Education’s Performance Assessments

 Provided expert oversight to Masters ethnographic narrative, California Commission on Teacher Education’s Teacher Performance Assessments, and multiple authentic assessments

RESEARCH PROJECT LEAD

CLAREMONT GRADUATE UNIVERSITY’S INDIAN HILL INSTITUTE  CLAREMONT, CA

Spearheaded and mentored four researchers on a one-year project on a mixed-methods study of an urban school district’s high performing schools. Worked collaboratively with the Institute Director on the report write up and proposal to the Spencer Foundation.

 Conceptualized and implemented protocol specific to project’s research design

 Instrumental in the collection and analysis of qualitative research, including observations, interviews, and focus groups of administrators, teachers, parents and students

 Planned meetings, created agenda and timelines, and wrote e-mail correspondence in conjunction with the research institute director, research team, and school administration

TEACHING PERFORMANCE ASSESSMENT ASSESSOR / TRAINER

CALIFORNIA COMMISSION ON TEACHER CREDENTIALING–LOYOLA MARYMOUNT UNIVERSITY’S SCHOOL OF EDUCATION  LOS ANGELES, CA

Played a vital role in assessing California Commission on Teacher Credentialing’s Teacher Performance Assessments, four key assessments required to receive California certification, through Tasks through Taskstream and LiveText online data assessment systems.

STUDENT TEACHER COORDINATOR

UNIVERSITY OF SOUTHERN CALIFORNIA’S ROSSIER SCHOOL OF EDUCATION’S TEACHER EDUCATION DEPARTMENT  LOS ANGELES, CA

Guided student teachers during their semester-long fieldwork placement in local elementary classrooms and provided written feedback in response to this observation. Fostered positive working relationships between the university faculty, classroom teacher, and student teachers.

 Coordinated a weekly one-hour research to practice seminar with group of student teachers at each elementary school site

 Convened with classroom teacher and student teacher to document the California Teacher Performance Expectations and reviewed documents with student teachers by midterm and semester’s end

 Vigorously participated in monthly coordinator meetings, orientations, and classroom teacher workshops

GRADUATE TEACHING ASSISTANT

UNIVERSITY OF SOUTHERN CALIFORNIA’S ROSSIER SCHOOL OF EDUCATION’S TEACHER EDUCATION  LOS ANGELES, CA

Primarily held responsible for conducting the fieldwork component of course in literacy methodology. Oversaw up to 20 pre-student teachers, including the observation and feedback of two literacy lessons per student. Solidified long-term quality relationships with course’s professors, school principal, classroom teachers, and pre-student teachers.

 Orchestrated weekly seminars that reinforced literacy strategies presented in methods course

 Compiled required paperwork including verification of California Teacher Performance Expectations, E-folio, and Blackboard online course requirements

LITERACY PROGRAM GRADUATE COORDINATOR

UNIVERSITY OF SOUTHERN CALIFORNIA’S JOINT EDUCATIONAL PROJECT  LOS ANGELES, CA

Acted as a focal point of contact between the university; the Literacy One program and ReadersPlus program; and the five elementary schools in which the programs operate. Delivered informative parent information sessions for Literacy One. Determined staffing requirements: recruited, hired, and trained credentialed teachers and undergraduate teaching assistants.

 Commended for creating and conducting literacy, math, and interdisciplinary workshops for program’s 60 undergraduate tutors including an Around the World literature and internet project based unit

 Served as a significant contributor in facilitating site visits to each of the five schools to ensure program quality

 Rendered high level of assistance in developing, collecting, and creating materials which would improve student efforts to tutor/teach community youngsters

LANGUAGE PROGRAM TEACHER

UNIVERSITY OF SOUTHERN CALIFORNIA’S OFFICE OF INTERNATIONAL STUDENTS’ SPOUSE ENGLISH LANGUAGE PROGRAM  LOS ANGELES, CA

Educated English Language Development courses to international students weekly. Planned and organized the Language Program’s special events including excursions to local historical and cultural sites.

 Designed interactive, project orientated curriculum that developed language while sharing American culture and customs

LITERACY INSTRUCTOR

RIVERSIDE CITY COLLEGE  RIVERSIDE, CA

Presented the importance of test taking, defining college majors, and connecting them to future employment, examining and comparing college catalogs, and graduate school possibilities

 Innovated the semester-long literacy unit based on Dembo’s (2000) text “Motivation and Learning Strategies for College Success: A Self-Management Approach”

 Highly praised for designing and implementing an Internet-based at-home study guide

GUEST LECTURER (BA, MA, ED.D & TEACHER EDUCATION DEPARTMENT)

THROUGHOUT SOUTHERN CALIFORNIA

Invited to present and speak in courses and events at universities within Southern California

 Using Taskstream with the California Teacher Performance Assessments and Implementing within the Teacher Education Department, University of Redlands

 Pedagogy and Research in Teacher Education Course, University of Southern California’s Ed.D Program

 Curriculum and Cultural Pluralism Course, University of Southern California’s Ed.D Program

 Language and Literacy Course, University of Southern California’s MAT Program

 Social Studies Methodology Course, University of Southern California’s MAT Program

 End of Year Celebration, University of La Verne’s Teacher Education Program

 Intercultural Learning Course, University of La Verne’s Liberal Arts Program

 Latino Student Retreat, University of La Verne’s Mosaic Cultural Institute

 Teaching Abroad Workshop, University of La Verne’s International and Study-Abroad Program

K12 teaching & ADMINISTRATIVE Experience

INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAM COORDINATOR & PRINCIPAL

MEF INTERNATIONAL SCHOOL  ISTANBUL, TURKEY

Direct and coordinate all operational aspects of the Primary Years Program. Regularly interface with teaching staff and conduct meetings regarding teaching, planning, and assessment. Handle the overall leadership and day-to-day management of all school operations including administrative, teaching staff and school facilities. Work in collaboration with all members of the school community including Turkish Board of Governors, Head of School and administrative team. Students from over 50 countries around the world.

 Earned in-depth knowledge of the teaching/learning process through research on pedagogy of International Baccalaureate Organization’s Primary Years Program

 Formulated six trans-disciplinary units of study based on real-life, globally transferable, guiding questions that encourage student inquiry and international connections

 Responsible for curricular program redesign with focus on English Language Learners and Special Needs

INTERNATIONAL TEACHER

INTERNATIONAL SCHOOL OF FRANKFURT  FRANKFURT, GERMANY

Served as a corporate representative to more than 100 international nations. Assumed full responsibility in facilitating student involvement in portfolio development, goal setting, and reflection. Designed supplementary materials, assessments, and rubrics using Microsoft Word, PowerPoint, Photo Editor, Photoshop, and Excel.

 Earned in-depth knowledge of the teaching/learning process through research on pedagogy of International Baccalaureate Organization’s Primary Years Program

 Formulated six trans-disciplinary units of study based on real-life, globally transferable, guiding questions that encourage student inquiry and international connections

INTERNATIONAL TEACHER

AMERICAN OVERSEAS SCHOOL OF ROME  ROME, ITALY

TEACHER TRAINER

ENKA OKULLARI  ISTANBUL, TURKEY

TEACHER

LA GRANADA ELEMENTARY SCHOOL  RIVERSIDE, CA

STUDENT TEACHER

EUCLID ELEMENTARY SCHOOL  ONTARIO, CA

UNIVERSITY PEER COORDINATOR

CALIFORNIA STUDENT OPPORTUNITY AND ACCESS PROGRAM  SANTA BARBARA, CA

LITERACY AIDE

OPEN ALTERNATIVE SCHOOL  SANTA BARBARA, CA