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Work Background
Tenacre Country Day SchoolPhilanthropic Parent Leader & Coordinator
Aug. 2020 - Jun. 2023Wellesley, MassachusettsTenacre Country Day School President of Tenacre's Parent Association Vice President of Tenacre's Parent Association Co-Chair of the Tenacre Fair (TPA's largest fundraising effort) Authored two board-approved proposals to expand counseling and learning support programs Served Tenacre's Cooperation aimed at supporting school governance efforts
Johanna Thorpe, M.Ed.,Ed.D.Author & Advocate
Dec. 2016Wellesley, Massachusetts, United StatesWorks: How CPED Program Graduates Can Transform 21st Century Teacher and Learner Outcomes Transforming Schools: Exploring the Impact of the Dissertation in Practice Improvement Science: Transforming Schools from the Inside Out Self-Regulation Skills of Students Attending a Personalized, Mobile Middle School
University of Houston, DELP. Harvard Graduate School of Education.Educational Researcher & Scholarly Practitioner
Sep. 2014 - May. 2017Houston. Cambridge.Assisted the program chair of a Tier I University as a research and graduate assistant to several federally and locally funded grants. Responsible for conducting literature searches, managing data sets, and meeting with community organizations to support projects. HHMI (2014-2016). Supported a 1.5 million dollar Howard Hughes Medical Institute (HHMI) grant designed to solve the shortage of the number of Americans with college degrees in science, technology, engineering, and Mathematics. Designed a research-based survey to evaluate collegiate students experience in STEM courses as it relates to program completion. Houston A+ Up (2014-2016). Conducted original research studying the capacity of a student to be academically self-regulated during digital learning experiences through intra- and interpersonal skill development. Identified and addressed students’ areas of academic and developmental needs through student surveys and other specialized tools and structured inventories, such as: LASSI. Learning and Study Strategies Inventory (Weinstein & Palmer, 2006). STAAR. State of Texas Assessment of Academic Readiness (www.tea.texas.gov) Making Learning Visible Project Cohort Member 2006 - 2007 Collaborated with Project Zero (Harvard University) and other Boston area teachers to create and document innovative lessons using the Reggio Emilia model for student collaboration. Chosen to be the introductory speaker at the state-wide Making Learning Visible Conference (2006) highlighting instructional practices that worked as a middle-school science teacher.
Prospect Hill Academy Charter School. Spring Branch School District. NCAN.Educational Leader & Coach
Sep. 2008 - May. 2017Cambridge. Houston.Principalship Field Experience and Licensure Spring of 2017 Completed field work and testing requirements associated with K-12 principal licensure in Texas. National Collegiate Access Network (NCAN) 2015-2016 Coached Houston area community organizations focused on college access for all as part of the National College Access Network (NCAN). Guided organizations to develop, improve, and carry out logic models aimed at strategically supporting organization goals as a doctoral candidate Prospect Hill Academy Middle School, Somerville/ Cambridge, MA 2007 - 2008 Associate Director Assisted the school director in all administrative duties related to the design and implementation of a new middle school campus. Engaged in collaborative inquiry, data-driven decision-making, parent-teacher partnerships, student-teacher relationships, and research-based instructional methods to meet goals. Provided professional leadership for faculty through training and coaching sessions. Harvard Graduate School of Education 2005-2006 Mentored two graduate students on their way to earning professional teaching licensure from the state of Massachusetts as a mentor teacher at Prospect Hill Academy.
St. Augustine School. Prospect Hill Academy. HISD. Westwood Public Schools.Award Winning Teacher
Aug. 2002 - Jun. 2017Lawrence. Cambridge. Houston. Westwood.Teaching Roles Served During 15-year career: Interventionist for At-Risk Students Learning Support Personnel Middle School Social Studies Teacher Middle School Science Teacher Primarily taught 6th and 8th-grade science using inquiry-based best practices and differentiated instructional strategies. Serviced general and special populations (ADHD, ADD, LD, Autism, Emotional Disturbances, and ELL) towards academic success. Advised sets of thirteen to fifteen students over the course of each academic year. Responsible for tracking academic performance, providing academic and emotional support, setting and monitoring SMART goals, developing study skills through an iterative metacognitive process, communicating progress with parents, and establishing trusting student-teacher relationships through open communication. Helped students self-manage services through intrapersonal skills development (for example, keying in on persistence and self-advocacy skills). Made appropriate, personalized referrals (guidance departments, nurses, special education teachers, community, and academic services) to facilitate the academic, social, and psychological well-being of students. Became the advisory coordinator responsible for developing curricula for the 6-8th campus. Worked as an interventionist during the last two years of employment serving at-risk students slated to not meet graduation requirements. In 2011, advanced 92% of drop-out candidates to their next level course through personalized academic, cognitive, and behavioral interventions. Received the HISD's ASPIRE teaching award for excellence as measured by student growth.
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