Professional Summary

ELA educator and instructional technologist with over 25 years of experience in secondary and post-secondary learning environments, including more than a decade in large urban, Title I, and ESL-majority districts. My work centers on implementing district-provided curriculum with precision, clarity, and accessibility while supporting students’ reading, writing, and analytical skills.

I specialize in internalizing district lessons (including LO/KO, DOLs, instructional notes, and provided slide decks) and adapting them for classroom needs. This includes refining templated or AI-generated questions, adjusting scaffolds, and translating complex academic language into teachable steps without altering district objectives. My background in instructional technology spans LMS design, SCORM development, digital writing tools, and contributions to CLEO, Texas A&M’s open-source synchronous and asynchronous tutoring platform. I maintain familiarity with modern AI models, RAG workflows, and FERPA-aligned use of emerging tools in instructional settings.

Curriculum Implementation & Instructional Adaptation

• Internalize district-provided NES-aligned curriculum by reviewing daily objectives, DOLs, pacing notes, embedded teacher guidance, and example videos to determine the most effective instructional approach for a given class period.
• Refine and adapt lesson materials by translating templated or AI-generated questions into clear, grade-appropriate instructional language while maintaining the original LO/KO and DOL requirements.
• Adjust tasks, scaffolds, and response frames to improve accessibility for ESL learners and struggling readers without altering district expectations or assessment alignment.
• Implement district slide decks and activity structures by selecting emphasis points, determining pacing, adding clarifying models, and preparing guided practice that maintains instructional fidelity while meeting student needs.
• Use Multiple Response Strategies (MRS), LSAE differentiation, and targeted questioning to support comprehension and engagement across diverse learning profiles.
• Integrate instructional technology—including Canvas LMS, PowerSchool, H5P, SCORM content, and digital literacy tools—to enhance student engagement and clarity of teacher-facing materials.

Education

• Sam Houston State University
  Master of Arts, English, 2004
• Sam Houston State University
  Bachelor of Arts, English, 2001

Administrative Positions

• Lone Star College–CyFair Teaching and Learning Center
  Program Manager III, 2013–2015
• Texas A&M University Writing Center
  Assistant Director, 2007–2012
  - Served on the development committee for CLEO, Texas A&M’s open-source synchronous and asynchronous tutoring platform, contributing to workflow design, pedagogical alignment, and usability.
• Sam Houston State University Writing Center
  Assistant Director, 2005–2007

Teaching Experience – Secondary

• Middle College – HCC Gulfton Campus (HISD)
  ELAR Instructor, 2024–Present
  - Teach English I–IV in an early-college environment, aligning coursework with both high school and college readiness standards.
  - Implement district-provided curriculum with added scaffolds and adjusted pacing to support a diverse student population.
  - Use instructional technology to improve writing clarity, reading support, and accessibility.
• Westbury High School (NES Campus)
  ELAR Instructor, 2020–2024
  - Implemented NES-aligned lessons by reviewing teacher notes, pacing guidance, model videos, and task explanations to design daily instruction.
  - Translated templated questions and tasks into clear instructional steps while preserving district objectives and assessments.
  - Applied LSAE differentiation and MRS strategies to support multilingual learners and students requiring additional scaffolds.
  - Contributed to campus accountability improvement from D to B through consistent, data-informed instructional implementation.
  - T-TESS Rating: Proficient
• Houston Can Academy – Southwest Campus
  ELA Instructor, 2015–2020
  - Served on CILT to adapt curriculum in response to campus data trends.
  - Increased English I & II EOC pass rates from 20% to 80% through targeted reading/writing scaffolds and differentiated instruction.
  - Adjusted district tasks to accommodate the needs of over-age and under-credited students.

Teaching Experience – Post-Secondary

• Lone Star College System (Cy-Fair)
  English Department, 2001–2003, 2013–2015
  - Courses: Freshman Composition I
  - Focused on academic writing and literacy support for first-generation and non-traditional students.
• Texas A&M University
  University Writing Center, 2007–2012
  - Taught tutor-preparation course in writing pedagogy and feedback strategies.
  - Supported integration of writing across the curriculum.
• Sam Houston State University
  English Language Institute, 2005–2007
  - Developed TOEFL and conversational English curriculum.
  Department of English, 2002–2007
  - Courses: Developmental Writing, Freshman Composition I, “Madness in Fiction.”

Editing and Publishing Experience

• The Writing Lab Newsletter – Reviewer, 2008–2009
• Texas Review Press – Assistant to the Editor, 1996–2006
• SHSU Writing Across the Curriculum Newsletter – Production Editor, 1999–2000

Conference Presentations (Selected)

• Texas Distance Learning Association, 2015 — Providing Writing Assistance Online
• Texas A&M Assessment Conference, 2011 — Designing Assessment in W Courses
• Computers and Writing, 2011 — Innovation in Writing Center Technologies
• International Writing Center Association, 2010 — Navigating Technology in Writing Centers

Certifications and Training

• HISD AI Cohort (Cohort 1), Completed 2024 — Training in AI literacy, prompt design, and FERPA-aligned use.
• College Reading and Learning Association, Master Level, 2000
• Diversity Training Institute (TAMU), Certified 2009
• Adjunct Certification Program (Lone Star College), 2014
• Texas ELA (K–12) Teaching Certification, 2016

Skills

• Curriculum Implementation: Lesson internalization; LO/KO alignment; district fidelity; scaffold adjustments; instructional translation of complex or AI-generated tasks; model creation.
• Assessment & Data Analysis: STAAR/EOC alignment; formative assessment; PLC collaboration; targeted intervention planning.
• Instructional Technology: Canvas LMS, PowerSchool, OnTrack, H5P, SCORM authoring, digital writing tools, student accessibility supports.
• AI & Emerging Tech: Experience with large language models, retrieval-augmented generation (RAG), local LLMs, MCP agents, prompt design, and FERPA-aware educational use cases.
• Language: English (Native), Spanish (Basic)

Professional Societies

• Houston Federation of Teachers
• National Council of Teachers of English
• College Reading and Learning Association
• International Writing Center Association
• Sigma Tau Delta