My career as an educator has always been about seeking out the challenge of reforming the status quo in education. I have worked in various communities both in New York City and Los Angeles. Through strong, fair, and effective leadership, I am able to inspire, transform, and lead others toward positive outcomes. As the leader of a school, I have demonstrated success in creating a culture of student achievement and communication where staff members are empowered and where the entire building is accountable for results.
I have successfully turned around two low performing traditional district schools as well as founded and currently lead the highest performing independent charter school in New York City.
Executive DirectorJun 2017 to Current Neighborhood Charter Schools － New York, New York
Design and implement the vision of Neighborhood Charter Schools
Lead a team of 85 staff members, and growing
Supervise the Neighborhood Charter Schools principals
Lead achievement and culture efforts
Design schoolwide/district policies
Design and manage budget of over eight million dollars
Principal Jan 2012 to Jun 2017 Neighborhood Charter School of Harlem － New York, New York
Founding principal of the Neighborhood Charter School of Harlem, which is the highest performing independent charter school in New York City.
The Neighborhood Charter School of Harlem has a specialized program for high-functioning students on the autism spectrum.
The Neighborhood Charter School of Harlem school ranked in the 91st national percentile on the TerraNova exams and in the top 10% of all NYC schools and top 1% of charter schools in NYC on the most recent New York State ELA and Math exams.
PrincipalSep 2010 to Feb 2012 NYC: Public School 165 － New York, New York
PS 165 is an elementary/middle school (PK-8) located in Manhattan, New York with a population of 850 students in general education as well as large special education population (20%).
PS/MS 165 has a gifted and talented program as well as a very strong dual language (Spanish/English) program in grades K-8.
Under my leadership student outcomes drastically improved.
Student reading and math proficiency levels increased over 50%.
As the principal, I restructured every aspect of the school including programming, writing and introducing new inquiry-based curriculum to staff and students as well as provide daily professional development, which focuses on student achievement.
In a very short time I used all available data to devise an improvement plan that now has PS/MS 165 on the road to success.
State test score results increased by double digits in both ELA and Math state exams.
Under my leadership, the school has progressed to an "A" rated school as defined on the New York City Department.
Director Feb 2010 to Sep 2010 New York City Department of Education － Brooklyn, New York
As the Director of School Leader Recruitment and Selection I lead a team of 60 that was directly responsible for all aspects of recruitment and selection of assistant principals and principals in all 1,700 schools across the city.
Also, I was the director of the Principal Candidate Pool, a rigorous evaluation process that all school leaders must demonstration success in before applying for school leadership jobs.
Lastly, I worked with Community Superintendents, Network Leaders and Principals to facilitate leadership transitions in all city schools.
PrincipalJul 2007 to Feb 2010 NYC: Public School 201 － Flushing, New York
PS 201 is an elementary school (PK-5) located in Queens, New York with a population of 450 students in general education as well as five self-contained classes, five inclusion classes and a self-contained class for the blind.
As the instructional leader of the building I secured a US Federal Magnet grant in the amount of $1,000,000.00 and used the funds to create a school that focused on inquiry and research.
I rewrote the entire curriculum in the area of Social Studies and Science to make it hands on and inquiry based.
Under my leadership, the school progressed in all areas including an increase in test scores (14 points in ELA and 18 in Math), increase in student attendance, and decrease in reportable incidents.
The school now holds a NYC progress report grade of "A" and a scoreof "Well Developed" through the New York City Quality Review process.
Additionally, under my leadership the school successfully applied and progressed to candidate phase of the International Baccalaureate Primary Years Program (PYP).
I introduced Mandarin Chinese instruction for all students and technology to all classes including the use of palm pilots for staff to collect data on each child.
As the leader of the building, I created a culture where professional development was valued, most of which I conduct myself.
PS 201, once a failing school, is now a high achieving institution of learning.
Principal InternJun 2006 to Jul 2007 NYC: Public School 112 － New York, NY
PS 112 is an early childhood (PK-2) elementary school located in East Harlem with a large special education population, including an Asperger's Syndrome Disorder program (ASD).
As an aspiring principal, I had the opportunity to be engaged in every aspect of principalship.
This includes interviewing and hiring staff, formally observing teachers and conducting post-observation conferences, reviewing and updating the CEP, planning and delivering professional development sessions that focused on collaboratively examining student data to drive instruction, as well planning units of study and fostering student independence.
As a member of the Student Intervention Team (S.I.T) I tracked student progress by examining formal and informal assessments to provide students with intervention services, as well as reorganizing the mandated 37 ½ minute instruction by grouping students by their specific need, thus making time spent more purposeful for students.
I have held meetings with families of new students as well as students in crisis to outline the goals of the school and to discuss students individual needs.
I have assisted the school in preparation for the quality review process, as well as implemented new assessment tools through the office of accountability (DIBELS).
Lastly, I coordinated student transportation; played an intricate role in managing student discipline; and have worked to create a safe environment for students through having active voice on the school's safety committee.
Literacy Coach / Curriculum Designer Jan 2005 to Jun 2006 NYC: Public School 157 － Bronx, NY
At PS 157 located in the Bronx, I provided teachers with ongoing professional development in all academic areas.
This included coaching teachers on the importance of planning strategic lessons to meet student's individual needs, test preparation strategies, examining student data both individually and in groups, providing demonstration lessons, constructing print-rich environments, designing social studies and science curriculum units (UBD), and implementing the use of New York State standards in planning.
Lastly, I was the HIV/AIDS curriculum coordinator and mentor to seven teachers.
Teacher (Lower Grade) Aug 2004 to Jun 2005 NYC: Public School 157 － Bronx, NY
As a first grade teacher at PS 157, in the Bronx, I designed lessons in all subject areas that were based on the individual needs of accelerated students.
I provided challenging and engaging learning experiences and opportunities for growth that enabled students that were designated gifted and talented to develop their full potential.
As the grade leader and selected exemplary teacher of balanced literacy, I held weekly planning meetings and discussions of strategic ways to create purposeful lessons that were driven by ongoing formal and informal student assessments as well as aligned with New York State standards.
Teacher (Upper Grade) Feb 1997 to Jul 2004 Miramonte Elementary － Los Angeles, CA
Miramonte Elementary School is an urban elementary school located in South Central Los Angeles with a population of 2,700 students.
During my tenure I taught fourth and fifth grades and a fourth / fifth grade bridge class.
I devised, implemented, and differentiated lessons for classes that consisted of English language learners and recent immigrant students.
As grade leader, science coordinator, and general education liaison for the school IEP team, I facilitated weekly meetings that focused on increasing student achievement in all subject areas, scaffolding techniques for teachers with English language learners (ELLs) and students with special needs.
I also increased parent involvement throughout the school by creating a program where families assisted in science experiments.
Education and Training
Doctorate of Education (Ed.D), Administration and Policy2018Fordham University － New York, New York
Master of Arts, Education2001Pepperdine University － Malibu, CAElementary/Middle Education
Education1997California State University － Northridge, CA
Resumes, and other information uploaded or provided by the user, are considered User Content governed by our Terms & Conditions. As such, it is not owned by us, and it is the user who retains ownership over such content.
Companies Worked For:
Neighborhood Charter Schools
Neighborhood Charter School of Harlem
NYC: Public School 165
New York City Department of Education
NYC: Public School 201
NYC: Public School 112
NYC: Public School 157
California State University
Job Titles Held:
Literacy Coach / Curriculum Designer
Teacher (Lower Grade)
Teacher (Upper Grade)
Doctorate of Education (Ed.D) , Administration and Policy 2018 Master of Arts , Education 2001 Education 1997
Create a job alert for [job role title] at [location].