SUMMARY OF PROFESSIONAL EXPERIENCES
Whole Child and Whole Adult Well-Being Consultant, Moore Well-Being, 2018 to present: Collaborate with schools, networks and districts to help them support the well-being of students and adults. Guide the change process with Appreciative Inquiry to focus on what schools are already doing in the 7 dimensions of well-being (cognitive, physical, social, emotional, spiritual, environmental, and financial) and work together to create more of this goodness. Provide various and numerous professional development opportunities to administrators, staff and parents to broaden and deepen their understanding of child development, anti-bias education, creativity, healthy communication and rigorous instructional practices. Support schools in developing a healthy climate for all.
Whole Child and Whole Adult Well-Being Coach, Moore Well-Being, 2021 to present: Coach individuals to develop healthy communication skills. Support clients in supporting their own well-being in seven dimensions - physical, social, emotional, cognitive, environmental, spiritual and financial. Clients include teenagers, parent and child, school administrators and teachers.
Preschool Teacher, Prairie Academy, August 2020 to 2023: Create a child-centered preschool classroom based on the Montessori, Reggio and Forest School approaches. Redo the early childhood program in order to create a conceptually and philosophically solid instructional program. Provide high-quality instruction to 3 and 4 year old children using concrete, play-based and open-ended experiences. Foster curiosity and creativity through questioning and reflection. Support the physical, social, emotional, cognitive, spiritual and environmental well-being of children. Model and guide children in altruism. Build relationships with parents to create structures that support home learning. Mentor other early childhood teachers. Collaborate with colleagues to build emergent curriculum based on students’ interests.
Adjunct Professor: Prepare teachers and school administrators to understand the importance of wellness in education. Work with schools in the U.S. and in China to further their professional development.
Principal: Ushered charter school from startup to “adolescence,” incorporating teacher development and democratic structures to model justice and relationship-building to a student body of future leaders.
Director of Teaching and Learning, Second Grade Hybrid Teacher, Fourth Grade Teacher, and Fifth Grade Teacher: With classroom as lab, co-created and refined curriculum, established professional development models for teachers, and invited collective future thinking through appreciative inquiry while nurturing existing learning environment.
Design Thinking Program Consultant: Recruited after founders visited my classroom and witnessed design thinking in action. Traveled to HQ in Bogota, Colombia. Helped structure after-school program that fostered design thinking and problem-solving.
Social-Emotional Consultant: Incorporated developmental awareness into organizational design and discipline. In parallel, advised on professional development and served as teacher coach, including National Board Teacher Certification preparation.
Adjunct Instructor: Shared graduate-level teaching methods in different elementary schools and in the graduate classroom. Helped 10+ schools achieve organizational and professional development goals.
Ninth Grade Summer School Teacher: Worked with incoming high school students on literacy. Prepared them tactically (with reading strategies) and emotionally for entry into high school. Collaborated with at-risk counselor to administer assessments and make remediation recommendations.
Assistant Principal, Literacy Coordinator, and Apprentice Principal: Conceived and served apprenticeship, completing rigorous National Board Certification in literacy that has informed curriculum and teacher development through subsequent teaching and teacher coaching career. Recruited to another school in support of remediating student performance.
Third Grade Teacher and Second Grade Teacher: Worked under skilled principal and co-teachers, developing novel and effective classroom management curriculum adopted school-wide. Brought tools to a new school in service of their commitment of the whole child in a 100% poverty community.
Science Materials Center Director: Took interim role to create science materials resource center for Orange County public and private schools, drawing on experience of setting up the same system in Cambridge, MA. Worked within budget constraints to design training and kits that would be checked out like library materials.
First Grade Teacher: Recruited to Cali, Colombia where there was a dearth of teachers due to civil war. Taught English to 27 students in bilingual school. Used inquiry instruction to teach English, Math, Science, and Social Studies.
Science Assessment and Projects Specialist, Project Manager: Contributed to school reform through curriculum initiative of National Science Foundation Teacher Enhancement Project. Initially hired as project manager and to support coaches, became thought partner for teachers in adding rigor to science curriculum.
