MYP Visual Arts and Theory of Knowledge

Accreditation Coordinator

Nagoya International School- IB School. Japan.

August 2022 - Present

• Development of MYP units following student's needs and choices while integrating intercultural competencies and ATL Skills in connection to inquiry and IDUs. 

• Encourage dialogue in support of multicultural perspectives. Presentation of internal PD for faculty and parent workshops.

• Member of the DEIJ committee.

• Accreditation coordinator for WASC & CIS, overseeing the re-accreditation process in Pathway 2 for the current academic year.

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PYP Homeroom/ Yoga Instructor

Suzhou's International School- IB School. China.

August 2021 - July 2022

• Learning through the inquiry cycle within the IB Learner Profile, following children’s inquiry to co-create community projects.

• Split-screen teaching to develop Approaches to Learning.

• Adapting a transdisciplinary approach between the units of inquiry,  Reading & Writer’s Workshop, and Maths curriculum.

• Integrating technology to amplify children’s ATL skills as they develop meaningful projects that reflect digital citizenship. 

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Early Years Teacher-Researcher

International School Eastern Seaboard- IB School. Thailand.

August 2018 - present

• Fostered student agency by developing a safe, caring, and cooperative environment of individuals who have a voice in their community.

• Mindfulness lessons in support of socio-emotional skills, and reflective participation to promote multicultural perspectives.

• Created provocations for story creation, wonders into scientific discoveries, and metacognitive experiences.

• Applied technology as a creative tool with a meaningful purpose for children to document and reflect on their learning. 

• Developed documentation as a catalyst for collective perspectives. 

• Holistically evaluated child performance through observations.

• Daily communication with families using the Seesaw platform, building a digital portfolio, and documenting learning experiences.

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Early Years

Systems Little House International Kindergarten. Vietnam.

August 2015 - June 2016​

• Stimulated children’s interest where self-discovery and innate discovery was the result.  

• Fostered children as individuals who are able to construct their own learning by interacting with others in their environment, while becoming empathetic communicators.

• Created weekly newsletters showcasing students' discoveries and developments as child-led approaches that can be adapted at home.

• Produced documentation for special classroom projects which explained individual children’s thoughts, their understanding of the world, and showing transformation in their discoveries and perspectives.

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Upper Primary

Singapore International School. Vietnam.

July 2014 - June 2015​

• Implementation of Singaporean curriculum within a project-based approach to learning across all subject areas.

• Student council coordinator for grade 5 students.

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Bilingual Reading Specialist

Walnut Creek Elementary. Austin ISD. Texas, USA.

January 2012 - July 2014

• Supported the development and implementation of curriculum, instruction, and assessments across all elementary grade levels.

• Facilitated learning in the classroom by assisting instruction while modeling lessons for teachers, evaluating delivery of instruction, and offering ideas for the application of differentiated support.

• Collaborated in implementing new technologies that enhanced students’ academic engagement, while promoting project-based instruction.

• Evaluated student performance by maintaining records of their progress, and created lessons responsive to the targeted academic and individual needs.

• Developed training for new and existing teachers in the application of the Language Arts curriculum by creating professional development sessions.

• Attended weekly meetings as part of the campus’ administration team, presenting students' individual needs through data analysis.

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Bilingual Primary 

Manor Elementary. Manor ISD. Texas, USA.

August 2009 - July 2011

• Developed and implemented lesson plans that fulfilled the requirements of district’s curriculum aligned with state academic standards in all subjects.

• Reflected accommodations for differences in students’ learning styles. 

• Applied project-based learning strategies for content-area subjects.

• Transitioned students from Spanish to English instruction fostering the continuous development of the mother-tongue.

• Conducted ongoing informal and formal assessments analyzing students' individual needs.

• Worked cooperatively with grade-level team to create meaningful lessons.