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I support pre-service and early-career educators through competency-based coaching grounded in the Science of Teaching and Learning. My work focuses on helping teacher candidates develop instructional effectiveness, reflective practice, and readiness for classroom teaching through individualized feedback, evaluation, and professional growth support.
Provide one-to-one coaching for teacher candidates focused on instructional planning, classroom management, student engagement, and assessment practices. Support candidates in developing competency aligned with professional teaching standards through structured feedback and reflective conferencing.
Conduct formal and informal instructional appraisals aligned with the Texas Teacher Evaluation and Support System (T-TESS). Use observation data and performance indicators to guide goal-setting, professional growth plans, and evidence-based instructional improvement.
Coach teacher candidates in evidence-based instructional strategies grounded in the Science of Teaching and Learning. Emphasize reflective practice, metacognition, and continuous improvement to support long-term professional growth and classroom readiness.
Add a description about this categorI support educator growth through competency-based instruction and evaluation grounded in the Science of Learning. My work integrates instructional coaching, formative assessment, performance feedback, and reflective practice to support continuous improvement and professional readiness.y
Design and support learning experiences aligned to clearly defined instructional competencies and professional teaching standards. Guide educators and teacher candidates in demonstrating measurable progress toward instructional effectiveness.
Conduct structured instructional observations and evaluation cycles to support professional growth. Provide targeted, evidence-based feedback using performance data, reflective questioning, and goal-setting to strengthen instructional practice.
Integrate formative assessment strategies and reflective practice to support instructional decision-making. Coach educators in using evidence of student learning to adjust instruction and improve learning outcomes. Add a description about this item
The work described on this page represents professional responsibilities performed through institutional roles in K–12 and higher education.
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