Highlights of Qualifications
Prior to transitioning as an educational consultant in social emotional learning, I taught in the small urban school district in Schenectady City, NY for 15 years in both the primary and intermediate grade levels and then, in a building wide capacity as an Intervention Specialist. During my time in the district, I joined a cohort of teachers to become Nationally Board Certified in Early-Middle Childhood Literacy.
In my role as Intervention Specialist, I supported building staff to target strategies for students performing below grade level using data driven instruction. I supported teachers to align reading and writing goals to testing data and led professional learning communities (PLC) to improve students’ NYS testing performance. I co-taught with teachers on new district pedagogical frameworks including IFL (Information For Learning, University of Pittsburgh), Wilson’s Just-Words and Fundations, a new phonics program after co-authoring the district’s phonics curriculum pacing schedule. I had the privilege of working directly with Lucy Calkins as a collaborating teacher for the District’s first summer learning institute for Writers Workshop. I became districtwide Grade Level Leader for second grade, supporting colleagues with district curriculum needs for 13 elementary schools. I was a working member of 3 building leadership teams, directly assisting in writing the building’s self-diagnostic assessment (DTSDE) for the state education department. In addition, I was an active member of PBIS (Positive Behavior Intervention Support). However, the work closest to my heart was that of being a member of the district’s Trauma Sensitive Schools workgroup.
I was passionately driven to translate trauma informed teaching practices in classrooms for students. I assisted in bringing the MindUp curriculum for teaching strategies to students for emotional self-regulation. I wrote and led daily Mindful Moments, worked to develop restorative practices through Peer Mediation and chaired the Student Council under our PBIS model to integrate social awareness, relationship management and responsible decision making. I empowered students to implement initiatives at the school and community level including legislative advocacy, peer tutoring, school spirit, recess monitors, community service and local beautification programs.
Prior to teaching, I worked in the NYS Legislature as a Legislative Assistant but quickly found that my drive to work in a field that was impactful was not going to be met in the bureaucracy of government so I moved into the non-for-profit field as a child welfare advocate. I enrolled in both MSW and education coursework and ultimately completed a Masters in Elementary Education. During this time, I worked for statewide human services organizations; developed, managed, and identified funding through extensive grant-writing to sustain programs to reduce adverse childhood experiences.
Fast forward to today, as a consulting teacher for the Greater Capital Region Teachers Center, I facilitate a 5 week book study as an introduction to trauma Informed teaching practices. I also develop professional development workshops for school districts in the social emotional, trauma informed teaching realm.
To continue to build my professional capacity in the field of SEL practice, I am working with Dovetail Learning: We Are Resilient to support teachers and students to strengthen their resiliency skills to adapt to meeting personal, relational and group challenges. I am also completing a Certificate in Social-Emotional Learning and Character Development through Rutgers University, Department of Psychology, under Dr. Maurice Elias, Founding Member of the Leadership Team for CASEL.
