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• Professional Development: Dyslexia Certification

As a candidate in the Dyslexia Training Institute's program, I learned about what dyslexia is and how to implement the first level of the Orton-Gillingham (O-G) Approach. This program was designed on quality evidence-based research and consisted of five three-week courses, four webinars, and a practicum. The coursework included an in-depth study of dyslexia, effective implementation of the O-G Approach, reading comprehension and fluency development, as well as overviews via webinars of Executive Functioning and Special Ed law. The program covered more topics than most certification programs. All courses and webinars were online and did not require a specific time of day to be on the class site. The practicum required me to work with a student in my area that had been diagnosed with dyslexia or at high risk of a reading disability. The certificate program consisted of these components: online coursework, midterm, final, and a practicum. It took me approximately 110 hours (approximately 20 hours per class, plus three two-hour webinars) of class work and an additional approximately 45-60 hours for the practicum to complete the certificate program.

• Dissertation: Teachers' Attitudes About Teaching Adolescent Refugee Students

• Research Project: Follow the Yellow Brick Road: Participants’ Perspectives on the Foundations of Practice Project’s Model as Professional Development for Teachers of Refugee and Immigrant Learners in Content-Area Classrooms. , in Exploring Activism in Language Teaching and Language Teacher Education (October 1, 2023)

• Research Project: The Promise of Problem-Based Service-Learning and SLIFE: Building a Future in the Middle School, High School, and GED Classrooms Today , In this chapter, we propose problem-based service-learning (PBSL) as an effective instructional framework to support students with limited or interrupted formal education (SLIFE). Problem-based service-learning instruction fosters literacy development and the skills that SLIFE will need in their future workplaces as identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (Education for all 2000–2015, EFA Global Monitoring Report. http://unesdoc.unesco.org/images/0023/002322/232205e.pdf, 2015), the Organisation for Economic Co-operation and Development (OECD) (The future of education and skills. Education 2030: The future we want. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf, 2018), and the Partnership for 21st Century Skills (Framework for 21st century learning. Definitions. http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf, 2019). As such, the chapter is divided into four main sections proceeding the introduction: (1) PBSL: An introduction; (2) explanation of how to integrate PBSL in the classroom, (3) real-life applications of PBSL in the middle school, high school, and General Educational Development (GED) classrooms; and (4) final thoughts. The primary purpose of this chapter is to showcase the promise of problem-based service-learning for the SLIFE population in providing the development of twenty-first-century skills SLIFE currently need to succeed in their learning environments as well as in their future. KEYWORDS: SLIFE, PBSL, Twenty-first-century skills, Middle school, High school, General educational development (GED). https://bit.ly/3GVM31I

• Research Project: Developing opportunity youths’ literacy, creativity, and critical thinking through PBSL: Facilitating twenty-first-century learning and mixed realities. , In this article, we propose PBSL as a viable framework for facilitating twenty-first-century learning and mixed realities. In particular, we purposefully focus on developing opportunity youths’ literacy skills, creativity, and critical thinking in their classrooms. We explain the practical applications of PBSL and share examples of real-life PBSL projects that we have applied for this purpose. We also reflect on the opportunities PBSL offers for the academic development and achievement of the opportunity youth population. https://bit.ly/2WYdsXw

• Research Project: Back to the future: The implications of service and problem-based learning in the language, literacy, and cultural acquisition of ESOL students in the 21st century , Research has identified the essential proficiencies students should possess to be successful, but they are often not incorporated in the ESOL classroom. As a result, many teachers lack access to adequate instructional strategies to guide ELs to academic success. We argue in this article that, to provide a strong foundation and a bright future for ESOL students, problem-based learning and service-learning (PBSL) should be combined to activate the skills identified by the Partnership for 21 st Century Skills (2011). For this, we reflect on the 21 st century skills and the implications for teaching today's students-the Millennials and GenZs-keeping in mind the professionals they will become tomorrow. Reflecting a student-centered approach, we incorporate practice into the research process by illustrating a successful integration of PBSL into an ESOL learning environment in higher education and then highlight additional curricular opportunities for synthesizing PBSL at the elementary, middle, and high school levels. https://bit.ly/3QvgizT

• Research Project: Follow the Yellow Brick Road: Participants’ Perspectives on the Foundations of Practice Project’s Model as Professional Development for Teachers of Refugee and Immigrant Learners in Content-Area Classrooms, in Exploring Activism in Language Teaching and Language Teacher Education , (October 1, 2023). Beliefs about professional development for teachers of refugee and immigrant learners influence the quality of instruction and learning in classrooms and have important implications for how professional development is facilitated. It is important to make professional development accessible to teachers of refugee and immigrant learners for improved instructional quality and learning outcomes. However, insufficient and inconvenient professional development that does not meet these teachers’ needs prevent teachers from gaining relevant training to improve. The authors believe more research is needed on this topic, and this chapter is an attempt to introduce the Foundations of Practice Project as a professional development approach evaluated by the Research Triangle Institute (RTI) and deemed viable to raise readiness after the training for teachers of refugee and immigrant students. In this chapter, the authors explain the Foundations of Practice Project presenting how this professional development model has been synthesized in schools in Arizona, New York, and Washington State with potential for global application. The Foundations of Practice Project emerged in July 2019 as a 9-month tuition-free pilot program of the Refugee Educators Foundations of Practice (REFP) and the Refugee Educators Academy (REA). The authors were participants in Refugee Educators Academy’s (REA) inaugural cohort engaging in asynchronous online modulated coursework, interacting with other participants in the Refugee Educators Academy (REA) professional learning community, virtual workshops, Zoom meetings, webinars, and virtual meet-ups facilitated by REFP colleagues. The course modules were designed to align with a sustainable learning framework to guide participants along a continuum of increased awareness, understanding, synthesis, and advocacy regarding issues related to instruction for refugee students with a focus on achieving four overarching goals: (1) help teachers demonstrate an understanding of key concepts; (2) use research-based strategies; (3) increase teachers’ self-efficacy, and (4) develop a shared sense of belonging in a professional learning community. The Foundations of Practice Project ensures effective and enriching training by examining all phases of its program and by determining participants’ readiness. Extrapolating from these ideas, the authors propose the Foundations of Practice Project as a conceptual framework and a complementary schema to provide the kind of teacher training necessary to improve language literacy instructional practices for teachers of refugee and immigrant learners in content-area classrooms. To accomplish this, the chapter is divided into five major sections: (1) an introduction; (2) a discussion on the history of educational learning theories; (3) the Foundations of Practice Project in a professional development approach; (4) real life assimilation of the Foundations of Practice Project in schools and classrooms; and (5) final thoughts and closing remarks. This chapter aims to advance the ongoing discussion with practitioners on professional development for teachers of refugee and immigrant learners in content-area classrooms as well as interject contemporary ideas about how instructional readiness in teaching training and professional development can impact advocacy for teachers of refugees and immigrant learners. Finally, this chapter explores potential future steps for professional development. Keywords: equity, Foundations of Practice, immigrant students, professional development, refugee students, teacher training

• Relevant Coursework: Develop a School & School Finance The Educational Specialist in Educational Administration degree program at Lindenwood University was an advanced degree that led to certification at the superintendent level in the state of Missouri. The program prepared students with the skills necessary to operate a school district, advise and make recommendations to a board of education as well as the community, and to face challenges and discover solutions in the fast-paced, evolving world of education.

• Capstone Project: School Project, Founder/Project Lead The proposed coursework was designed to meet the competencies and specific course requirements established by the Missouri Department of Elementary and Secondary Education for certification for those positions. Candidates were required to pass the Pearson #059 Assessment to be certified. This program required a minimum of 24 credit hours of coursework at the 6000 level. Students had to possess a valid initial principal certificate to be admitted to this program. Up to six credit hours of coursework from a master’s degree in School Administration could be transferred into the EdS Educational Administration degree.

• Capstone Project: Middle School Curriculum & Instruction Case Study , Lead

Through my participation in the Masters of Education in Curriculum & Instruction program at National Louis University, I gained a deep understanding of the unique learning contexts of diverse middle schools and the developmental needs of adolescents. I built in-depth content knowledge and pedagogical skills, and adopted responsive, asset-based teaching practices. Upon graduation, I acquired the ability to design innovative, meaningful curricula based in inquiry, remove barriers that impede students’ ability to reach their fullest potential, and support student success across the disciplines. By completing the program, I earned both a master's degree and an Missouri Masters of Education endorsed for content-specific middle grades.

• Professional Development: Student Teaching Completing my student teaching experience was a transformative and immensely rewarding experience. I had the opportunity to observe and co-teach a 5th-grade class and a 9th and 10th-grade English class at two different school, which allowed me to gain valuable insights and hands-on experience in different educational settings and grade levels. I learned how to adapt my teaching methods to best meet the unique needs of my students and how to effectively collaborate with my co-teachers to create engaging, meaningful lessons. I was able to apply the theories and strategies I learned in my coursework to real-world situations and witnessed firsthand the positive impact of my efforts on my students' learning and development. The experience helped me grow as an educator and reinforced my passion for teaching.