As a Middle School English Teacher in a community comprised predominantly of Chicano/Hispano students, my role was both impactful and challenging. The community faced significant economic disadvantage, pervasive crime, and high gang activity, making my mission even more crucial. My responsibilities included: Resilience-Building: Creating a safe and nurturing classroom environment where students could thrive academically and emotionally, despite external challenges. Tailored Instruction: Developing specialized lesson plans and teaching strategies to address the diverse learning needs and backgrounds of students who had previously struggled in traditional public schools. Literacy Advancement: Focusing on improving students' English language skills, including reading, writing, and communication, to equip them with essential tools for success. Cultural Sensitivity: Recognizing the cultural richness of the community and incorporating culturally relevant content into my curriculum, fostering pride in students' heritage. Community Engagement: Collaborating with parents, guardians, and community organizations to build a support network that extended beyond the classroom, helping students navigate the challenges they faced outside of school. Mentorship: Providing guidance, mentorship, and a positive role model for students who may have lacked such support in their lives. Conflict Resolution: Assisting students in developing conflict resolution skills as an alternative to engagement in the community's high levels of gang activity. My role in this challenging environment was instrumental in giving students a chance to break the cycle of adversity, equipping them with the skills and knowledge necessary to pursue a brighter future despite the formidable challenges they faced daily.

One of my proudest achievements was creating a unique hip-hop poetry analysis course for seniors. This course bridged traditional poetry with contemporary hip-hop culture, enriching students' analytical skills while connecting them with current artistic expressions. In addition I was esponsible for educating students in English language and literature. This job included planning and delivering lessons, assessing student progress through assignments and exams, fostering critical thinking and communication skills, and often, promoting a love for reading and writing. Additionally, I engage in activities such as curriculum development, parent-teacher conferences, and educational software platform course development, all aimed at helping students develop strong language, literacy, and analytical skills necessary for success in academics and beyond.

Writing blog-style reviews for products that include scientific research and data that support the reviews. For example, there was a post-workout food bar that marketed the use of corn syrup instead of high fructose corn syrup. I research how high fructose corn syrup (HFCS) is made (it's weird and hideous), the difference between HFCS and corn syrup in our bodies (it's dramatic), and why a person would want to use them as a post-workout food

As a High School English Teacher in a traditionally underserved community, I undertook a multifaceted role, guiding students in both struggling and Honors classes to excel in English and fostering their appreciation for literature. In my final year, I actively contributed to the school's transition to the Academies model, specifically within the Culinary Academy, leveraging my 12-year career as a professional chef and my associates degree in Food Service Management. A highlight of my tenure was the creation of an innovative and interdisciplinary course, "World Literature through the Lens of Culinary Arts."

As a Reading Specialist in a GED completion program, my role was pivotal in helping students bridge the gap between their current reading levels, often below sixth grade, and the required reading proficiency for passing the GED tests, which are set at a 10th-grade level. My responsibilities included: Assessment: Conducting initial assessments to gauge students' reading abilities and identify areas of improvement. Individualized Instruction: Tailoring reading instruction to meet the specific needs of each student, addressing their reading deficits and building foundational skills. Curriculum Development: Creating specialized reading curriculum and resources to align with the GED test content and the unique needs of my students. Progress Monitoring: Continuously assessing and tracking students' progress, adjusting instruction as necessary to ensure steady improvement. Motivation and Support: Providing encouragement and support to help students stay motivated on their journey to GED completion. Test Preparation: Equipping students with the reading skills required to succeed on the GED tests, including comprehension, analysis, and critical thinking. In this role, I played a crucial part in empowering students to overcome their reading challenges and achieve their educational goals by successfully passing the GED tests.

As a High School English Teacher and Co-Director of the Early College Program in a community primarily consisting of Chicano/Hispano students, my multifaceted role addressed the unique challenges faced by the community while fostering a pathway to higher education. In an environment marked by economic disadvantage, widespread crime, and high gang activity, my responsibilities encompassed: Resilience-Building: Creating a nurturing classroom environment that encouraged academic and emotional growth, offering a refuge for students in the face of external adversities. Tailored Instruction: Developing specialized lesson plans and teaching strategies to address the diverse learning needs and backgrounds of students who had previously struggled in traditional public schools. Literacy Advancement: Focusing on improving students' English language skills, including reading, writing, and communication, to provide them with essential tools for success. Cultural Sensitivity: Recognizing and celebrating the cultural richness of the community, incorporating culturally relevant content into my curriculum to instill pride in students' heritage. Community Engagement: Collaborating with parents, guardians, and community organizations to build a robust support network that extended beyond the classroom, assisting students in navigating challenges outside of school. Mentorship: Providing guidance, mentorship, and positive role modeling to students who often lacked such support in their lives. Conflict Resolution: Assisting students in developing conflict resolution skills as an alternative to engagement in the community's high levels of gang activity. Co-Director of Early College Program: Partnering with a local community college, I co-directed an Early College Program designed to provide academic support and college readiness skills to students who tested below college readiness levels in reading, writing, and math. Counseling First-Generation College Students: Offering valuable counseling and support to students who would be first-generation college attendees, helping them navigate the anxiety and pressure that often accompanies this milestone. My combined roles were instrumental in empowering students to overcome adversity and pursue higher education. Through my tireless efforts, I not only improved their academic skills but also provided vital emotional support and guidance, offering them a pathway to break free from the challenges of their community and achieve a brighter future.

As a first-year High School English Teacher at I played a vital role in transforming the lives of students from a majority-minority population who had encountered difficulties in previous public school settings. My dedication to education extended to an evening program, providing a full school day to students who faced unique challenges such as work obligations, caretaking responsibilities for siblings or children, or other commitments. My responsibilities included: Curriculum Delivery: Implementing a rigorous and engaging English curriculum designed to meet the academic needs of students who had not succeeded in prior school environments. Differentiated Instruction: Tailoring my teaching methods to accommodate diverse learning needs, ensuring that every student had an opportunity to excel. Literacy Development: Focusing on improving students' reading, writing, and communication skills to equip them with the essential tools for academic success and beyond. Cultural Sensitivity: Embracing and celebrating the cultural diversity of the student population, integrating culturally relevant content into your curriculum to foster pride in students' heritage. Supporting Student Responsibilities: Acknowledging the responsibilities students had outside of school, such as work and caretaking, and providing necessary flexibility and support. Positive Classroom Environment: Creating a safe and inclusive classroom where students felt encouraged to express themselves and engage in their learning journey. Individualized Support: Offering one-on-one assistance and guidance to students who required extra help in their studies or faced personal obstacles. Monitoring Progress: Regularly assessing student progress and providing constructive feedback to guide their academic growth. Collaboration: Collaborating with colleagues, administrators, and support staff to ensure a coordinated and supportive educational experience for students. Commitment to Student Success: Demonstrating an unwavering commitment to the success and well-being of each student, helping them overcome past obstacles and chart a path toward a brighter future. My role as a first-year High School English Teacher in this unique charter school and evening program was instrumental in providing a second chance for students who had faced previous academic challenges. Through my dedication and adaptability, I offered these students a fresh start and a supportive educational environment where they could thrive and achieve their full potential.