Branching Minds

• Storyboard, script, and produce brief training videos from start to finish for use in LMS courses and knowledge base articles using Audiate, Camtasia, Canva, and Loom.  Produced 10 videos, totaling 61 minutes of content, in first 60 days.

• Leverage ADDIE principles to build asynchronous courses using the eloomi Learning Management System (LMS).  Constructed and released 3 courses in first 60 days.

• Create, maintain, and socialize internal documentation regarding the launch of the LMS using Guru.

• Author, edit, and publish knowledge base articles using Intercom to introduce the LMS to clients and provide them with answers to frequently asked questions.

• Developed 9 custom slide decks and participant activity guides in 4 days with a tight deadline for the 2023 Department of Defense Education Activity Summit.

• Partnered with the VP of Product to iterate on the companywide release communication process and realize a more proactive approach to updating customer education materials (LMS courses, knowledge base articles, instructor-led training) due to major and minor product changes.

• Overhauled the existing companywide product training portion of new employee onboarding.

Instructional Design Manager

Renaissance Learning

• Storyboarded, scripted, and produced videos from start to finish for on-demand subscription-based library (FASTflix) using Camtasia and Powerpoint.

• Built participant learning guides for over 50 different instructor-led training sessions using Canva and Adobe Acrobat Pro.

• Prioritized FastBridge product development needs through regular collaboration with product managers (PMs), product owners (POs), scrum masters, and engineers.

• Served as the informal Product Owner for the complete library of in-product training for the FastBridge system by updating to coincide with product changes and releases.

• Contributed to a decrease in Customer Support tickets during Fall 2021 by providing product expertise in responding to clients' inquiries via Zendesk platform.

• Trained 11 contract instructors to independently facilitate onboarding workshops for new clients within six months, resulting in increased team capacity to deliver on requested assets for new clients.

• Collaborated with the Customer Success team to develop a unified cross-departmental workflow, thereby clarifying the training request process and creating avenues for easy CSM follow-up needs via integrated automations with Google Forms, Google Sheets, and Form Mule.

• Monitored Salesforce onboarding records and training assets to ensure new clients' needs were met during Back-to-School 2021.

• Updated training materials in advance of product changes, thus adequately preparing contract instructors for major and minor releases via weekly Training Materials Release Notes communication.

• Pioneered a process to proactively plan for changes to training materials as a result of product changes, resulting in greater understanding from the Product and Engineering teams with regard to the impact of said changes on the Professional Learning team's work.

Instructional Design Manager, FastBridge

Illuminate Education, Inc.

• Delivered and developed high-quality synchronous and asynchronous professional learning for the FastBridge product across onsite and virtual settings, resulting in client satisfaction ratings regularly over 95 percent.

• Leveraged Canva and Adobe Acrobat Pro to build interactive, electronic learning guides for participant use during and after training sessions, achieving consistently high materials satisfaction ratings from clients.

• Coordinated a team of 17 contract trainers via Slack and monthly product-specific meetings to maintain engagement and collaboratively refine processes.

• Designed onboarding program for new trainers using Google Classroom, leading to higher completion, retention, and success rates.

• Supported Customer Success Managers, Sales, and Marketing teams by serving as a subject-matter expert on the FastBridge product and training solutions, thereby increasing internal capacity and knowledge of the product across the organization.

• Consulted with district-level staff and superintendents to understand learning needs and match them with relevant training offerings.

• Analyzed and acted upon client feedback and key metrics to continuously improve training offerings, materials, and delivery.

• Swiftly redesigned training curriculum for the efficacy in the virtual setting to continue to provide engaging, hands-on professional learning experiences for educators during the COVID-19 pandemic.

Lead Trainer, FastBridge

FastBridge - Illuminate Education 

•Synthesized feedback from numerous instructors and participants to reshape the core curriculum training package by adding relevant data interpretation scenarios and creating more opportunities for active engagement with the FastBridge product.

•Audited and copyedited online learning modules within first 30 days of hire to ensure adherence to style guide, revise inaccuracies, and eliminate spelling and grammatical errors.

•Maintained a person satisfaction rating of 95 percent across four months of onsite training sessions for over 500 educators.

•Scheduled over 250 onsite training sessions per year, assigned trainers to groups, and coordinated shipment of participant workbooks

•Reviewed and revised on-demand professional learning videos based on product updates via Camtasia software.

•Contributed to marketing campaigns as a subject matter expert by writing blog posts, recording introductory videos, generating lists of contacts to contribute as paid subject matter experts.

•Presented at national conferences, including: Illuminate Education User Conference 2019 and 2020, FAST Forward 2019 and 2020.

Senior Learning Leader, FastBridge

Robbinsdale Area Schools (in Minnesota)

•Developed, executed, and refined a research-based MTSS, resulting in a decrease of students referred exclusively for behavior concerns.

•Utilized principles of implementation science to launch a professional learning series on culturally and linguistically responsive classroom management for 80 staff members.

•Facilitated data-based decision-making conversations with grade-level teams using FastBridge assessment results and PRESS protocols to move from analysis to action in two K-5 schools.

•Analyzed school-wide data across multiple measures in order to present teams with an accurate picture of student achievement and to support the school improvement planning process.

•Observed teachers to improve practice through coaching cycles, feedback loops, and continuous improvement tools.

•Created video tutorials using Screencastify to strengthen teachers' data literacy and provide a collection of on-demand support options.

•Coordinated testing logistics and windows for behavior, literacy, and math universal screening measures within the FastBridge system.

•Collaborated with kindergarten teacher to develop a GLAD unit on plant and animal adaptations.

•Produced a 36-page full-color yearbook and overhauled sales strategy to average 10 purchases per week in pre-sales figures.

MTSS Coordinator | Instructional Leader + Coach

Groves Academy

•Support students with disabilities to improve their skills in reading, writing, and spelling.

•Deliver updates to parents on child's academic progress.

•Diagnose students' needs using informal reading inventories, writing samples, and developmental spelling inventories to determine appropriate literacy intervention(s) to employ.

Literacy Tutor

West Metro Education Program

•Trained over 250 educators and instructional leaders in balanced literacy + ELL, MTSS + RtI, formative assessment cycles, standards-based instruction, and Depth of Knowledge.

•Prepared state- and district-level quantitative data to uncover multi-year trends of stagnant student achievement as part of a comprehensive needs assessment process.

•Applied principles of backwards planning to design several research- and equity-based professional learning series with success criteria and non-invasive proficiency assessments to ensure responsiveness to participant needs.

•Collaborated with principals, district-level staff, and superintendents to design customized professional learning series rooted in equity-based instructional practices.

•Synthesized qualitative and quantitative data from a yearlong staff development initiative in Minneapolis Public Schools into a 60-page report for use in data-based decision-making by the WMEP Executive Director and MPS Superintendent's Cabinet.
 
•Initiated and managed a company LinkedIn account and generated a base of over 400 followers in less than four months.
 
•Strengthened the organization's Facebook and Twitter profiles to double the overall follower and increase engagement rates in six months' time
 
•Coordinated the transition to an Eventbrite registration system for workshops and training.

•Oversaw logistics and operations for three experiential field trips for high school students and adult staff to visit New York, Washington, D.C., and New Mexico as part of the Civil Rights Research Experience.

Senior Professional Learning Designer and Facilitator

Richfield Public Schools

•Accelerated second grade students' literacy achievement by an average of 1.24 years' growth in one academic year.
 
•Maximized daily parent drop-off duty by communicating with families about their child's academic progress and partnering with them on ways to support their child at home.
 
•Advanced a goal-setting and decision-making process within my PLC which resulted in a 20 percent increase from Fall to Spring in the number of second grade students meeting and exceeding grade level benchmarks across multiple measures.
 
•Interpreted kindergarten learners' data using AIMSweb screening and progress monitoring measures in order to design targeted interventions to support their growth.
 
•Measured kindergarteners' progress with acquiring letter names, letter sounds, blending and segmenting sounds, and basic decoding through the use of standards-based learning progressions and scaffolded assessments.

•Achieved an enhanced understanding of literacy acquisition at the primary level that expanded my knowledge of the process of learning to read versus reading to learn.

•Contributed to reorganization of the leveled library and book room.

Literacy Interventionist

ISD 191 Burnsville-Eagan-Savage School District

•Delivered content-based English Language instruction to elementary students in the early stages of their English language acquisition during a summer school program.

•Utilized Singapore Math strategies to address learners' needs in terms of place value and number sense as it relates to multiplication, resulting in math being chosen as their favorite subject during the summer session.

•Designed thematic lessons using the ELL resources from Reading A to Z to support relevant language connected to weekly field trips to a zoo, nature center, grocery store, and historical site.

•Boosted students' skills with phonics, spelling, and vocabulary through the use of Words Their Way lessons specifically designed for English Learners and native Spanish speakers.

ELL Teacher

•Exceeded annual professional goal of ensuring at least 1.5 years' growth for each learner on my intervention caseload as evidenced by the Fountas and Pinnell Benchmark Assessment System.
 
•Accelerated learners' literacy achievement by an average of 1.62 years' growth in a single academic year.
 
•Tracked and displayed student data visually and publicly, resulting in increased learner motivation and a stronger focus on overall growth.
 
•Connected my work with annotation strategies from the secondary level to elementary-friendly reciprocal teaching tools in order to scaffold learners' implementation of the new skill.
 
•Designed and facilitated professional learning for 60 reading interventionists on proper instruction during the testing lessons from Fountas and Pinnell's Leveled Literacy Intervention.

•Eliminated barriers for Setting III EBD students to receive general education interventions in area(s) not included within the scope of their IEP goals.

•Implemented Fountas and Pinnell's Leveled Literacy Intervention with fidelity and spearheaded a PLC focused on proper implementation of the program.

Literacy Specialist / Reading Interventionist

Minneapolis Public Schools

•Facilitated cross-content PLC focused on 6+1 Traits of Writing and productive language acquisition, resulting in overall increase in students' writing skills and appreciation for writing across the content areas.
 
•Operated as a peer mentor for five teachers new to the district and the teaching profession by supporting them with classroom management practices, by co-teaching units, and through demonstration lessons.
 
•Instituted the use of AVID binders across the middle grades and secured materials to ensure students' organizational success.
 
•Secured 40 graphic novels and flexible seating options through Adopt a Classroom donations.
 
•Collaborated and co-taught language arts courses with special education and English learner teachers designed to serve the lowest performing students in each grade level.
 
•Consolidated strategies within the school improvement plan in order to achieve greater focus and prioritize efforts within the K-8 school community.
 
•Independently organized the K-8 guided reading library by establishing a check-out system and online directory of texts.
 
•Improved the middle grades literacy intervention program through the use of a readers' workshop approach with an emphasis on independent reading.
 
•Championed the principal's efforts to implement a dual developmental language program in order to better address the needs of our student population.
 
•Devised a system to allow for weekly collaboration among grade level teams, special education resource teachers, and English learner teachers within the duty day.
 
•Composed weekly staff newsletter and other internal communications on behalf of administration.
 
•Created, implemented, and adjusted intake procedures for new students.

•Clarified school's bilingual programming with two district employees in our response to a complaint filed by the U.S. Office of Civil Rights.
 
•Introduced a yearbook cover contest as a method to increase student ownership and overall sales.

Middle Grades Literacy Coach

I design professional learning experiences in the education technology industry, and I have a knack for cross-functional collaboration to build effective processes that benefit internal stakeholders.  I am often called upon to serve as a subject matter expert and a voice of the customer, and I love partnering with my colleagues in Customer Support, Customer Success, UI/UX, and Product to continuously improve the educator experience.

Learning new things excites me, and it's even more exciting to do so in service to developing great professional learning experiences.  Whether designing learning for online or onsite environments, my goal is always to maximize interactivity and engagement among participants to ensure that they are able to retain important information and embed those concepts into their own practice.

Instructional Design | Curriculum Design | Training + Staff Development | Teaching | Systems Design | Workshops + Training | Professional Learning | Comprehensive Needs Assessment | Implementation Science | Adult Learning Methodologies | Project Management | eLearning | Instructor-Led Training | Customer Education | Professional Services

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