Mission
Meet the growing demands of students by addressing barriers to learning and ensuring that all students graduate college and career-ready.
Vision
The vision of equity and inclusion within the school system, emphasizing the importance of supporting multilingual learners, transfer students, and ELLs through fostering an inclusive, supportive, and adaptive learning environment.
Statement of Purpose
Fostering an educational environment where every student, regardless of language proficiency, cultural background, or socio-economic class has the support and resources necessary to succeed.
Goals
Build capacity by engaging counselors and staff in professional development through PLCs that are team-led and data-driven which will foster a universal importance for equity, inclusivity, and the support of mental health and wellness within our schools.
Meet the growing demands of students by addressing barriers to learning and ensuring that all students graduate college and career-ready.
Vision
The vision of equity and inclusion within the school system, emphasizing the importance of supporting multilingual learners, transfer students, and ELLs through fostering an inclusive, supportive, and adaptive learning environment.
Statement of Purpose
Fostering an educational environment where every student, regardless of language proficiency, cultural background, or socio-economic class has the support and resources necessary to succeed.
Goals
Build capacity by engaging counselors and staff in professional development through PLCs that are team-led and data-driven which will foster a universal importance for equity, inclusivity, and the support of mental health and wellness within our schools.
"Every child deserves a champion in their life, it is our job to be that champion"
My mission as an administrator is to implement a holistic approach to supporting students academic and mental health well-being. Through PLC's, community outreach, and family connections, the teachers, counselors, and leaders of our schools will be the circuit of collaboration and professional excellence within our school systems.
Together, we will work with the school community to understand the importance of social and emotional development, empowering students to develop 21st century life skills, and providing students with hands on learning opportunities for experiential learning.
Data-Collection
Google Form- Self referral process
Through the use of a google form, school counselors create identifiers to track students needs across grade levels, and schools. The google form collects data in the following areas which later contributes to the interventions established within the Multi-Tiered Systems of Support
(MTSS Framework):
School counselors must be adept at interpreting data and proficient in analyzing data to build programming that is data driven.
Analyzing the larger picture may lead to opportunities to recognize and advocate for systems change.
Together, we will work with the school community to understand the importance of social and emotional development, empowering students to develop 21st century life skills, and providing students with hands on learning opportunities for experiential learning.
Data-Collection
- Through a self-referral and referral process, school counselors will identify pressing issues such as gaps in academic achievement and increased mental health needs.
- School counselors disaggregate data into groupings, allowing them to query targeted data and easily identify students on their caseloads who are falling behind or who are disproportionately represented.
- School counselors regularly and immediately target students in need, providing them with intentional school counseling interventions long before others might notice.
Google Form- Self referral process
Through the use of a google form, school counselors create identifiers to track students needs across grade levels, and schools. The google form collects data in the following areas which later contributes to the interventions established within the Multi-Tiered Systems of Support
(MTSS Framework):
- Discipline
- Academic
- Social and Emotional
- Community
- Career and College Readiness
School counselors must be adept at interpreting data and proficient in analyzing data to build programming that is data driven.
Analyzing the larger picture may lead to opportunities to recognize and advocate for systems change.
LeadershipI am a transformative and data-driven leader, with a strong focus on innovation, inclusivity, and student support. Throughout my administrative experience I have taken the proactive approach in identifying and addressing the needs of students and families, leveraging technology and data analysis to enhance educational outcomes and streamline administrative processes. Through data-driven decisions I have demonstrated and shared the transformative power of using data to inform decisions, aiming to instill this belief across all networks. This strategic approach to leadership, is evidence-based and guides actions to supporting student success.
Initiating a pioneering self-referral system for counseling and creating an email merge tool for efficient communication exemplifies my innovative spirit as a leader. I constantly seek new ways to improve access to services and information, while demonstrating creativity and forward-thinking in solving problems. In doing so, I showcase these benefits to the team, encourage inner growth and seek professional development while modeling long lasting outcomes. Launching a targeted program like the "New Comers Guidance Group" for bilingual students shows a commitment to inclusivity, ensuring that the diverse student needs are met. I actively work towards creating an environment where collaboration is encouraged and expected and all students have the support they need to succeed. By partnering with community colleges, universities, and other institutions, I have developed an understanding of the power of collaboration through leveraging these partnerships and enhancing support for students, therefore indicating a community-oriented approach to leadership. To promote and build capacity within my team, I utilize the work of a Professional Learning Community model to drive the power of collaboration forward while focusing on results and a commitment to continuous improvement. |
About meThroughout my teaching and educational career, my goal has always been to make an impact on education; an impact that is profound and can be transformative. I began my teaching career at 18, when I was selected as an assistant teacher at the JCC in West Orange. Through my work at JCC Kids Club, I discovered my passion for education and working with families. In 2007 I began as a certified bilingual teacher in Elizabeth, NJ. In the K-5 experience I discovered an even greater passion which was that of supporting the mental health and well-being of students. From 2007-2015 my work as a teacher rotated from Elizabeth to Newark NJ.. After balancing an evening internship with an alternative program, KAS Prep, I was recommended to work at High Tech High School as a full-time school counselor for the 2015 school year. My work as a counselor became highly valued and appreciated at High Tech as I was responsible for building and teaching a Freshman Orientation class that allowed me to align the curriculum with the needs of the students, based on their school climate and culture survey. While at High Tech High School, I began the first PLC Book study on the book by Carol S. Dweck, Growth Mindset, where I developed myself as a respected and appreciated colleague among the teachers. Through surveys, data collection, and student feedback, I designed innovative methods of gathering student concerns, and student perspectives, later utilizing them for improving the freshman orientation curriculum model, as well as implementing any changes for future programming within our caseloads. After 8 years with High Tech High School, I felt it was time for growth and opportunity. In 2022 I accepted an opportunity in New Brunswick to lead as a Director of School Counseling and Student Support Services. What felt like years, was a short 6 month journey when I shifted to accept a compelling opportunity at Union County Vocational Technical School district, a highly competitive vocational school in Scotch Plains, NJ. Through my work as a director of school counseling in New Brunswick, I networked with community members who supported my mission within the field of counseling and student success. Focusing on the needs of the students within the district, the community acted as an agent of support for our students. Together we built college partnerships such as E.M.P.O.W.E.R. through Middlesex Community College and Start Strong through Rutgers University. These programs supported the overall well-being of our students and propelled them to success. In 2023, I continued my professional journey as a District Testing Coordinator and Director of Student Support Services where I oversaw the Counseling department, lead district wide testing, oversaw the school-based mental health program, and special education and related services. In all school settings, my work has developed based on the needs of the district and its students. I look forward to sharing this passion and drive with those whose educational philosophy and ethical principals align. |
Innovation to support all learnersMy career as an administrator has been driven by a steadfast commitment to support students and families, guided by a belief in the transformative power of data-driven decision-making. My primary aim has been to instill this ethos across my networks, demonstrating the profound impact of data analysis in enhancing student support.
At New Brunswick, I initiated a pioneering self-referral system enabling students to easily request counseling sessions. By scanning a QR code and submitting a detailed form, students could indicate the urgency of their need for support. This innovative approach not only streamlined access to counseling services but also allowed us to detect and address recurring issues effectively, from transportation challenges to the need for specialized educational programming. Notably, this system revealed that our bilingual students faced the highest risk of dropping out, prompting us to take decisive action. In response, we launched the "New Comers Guidance Group," a targeted initiative where bilingual counselors developed personalized learning plans to guarantee that our bilingual students could graduate within four years. This program was just one part of our broader strategy to meet diverse student needs through collaboration with community members and institutions. Our partnerships with Middlesex Community College and Rutgers University, for example, brought about the E.M.P.O.W.E.R. and Start Strong programs, significantly enhancing support for our students and setting them on a path to success. At Union County Vocational Schools of Technology, my focus on leveraging technology led to the creation of an email merge tool within Google. This tool was instrumental in efficiently communicating critical information about AP and state testing to a large student body, demonstrating my commitment to improving administrative processes and student communication district-wide. Through these initiatives, I have not only championed a data-informed approach to student support but have also fostered a culture of innovation and inclusivity that directly contributes to student success and well-being. |
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Philosophy
Throughout my career, I have utilized differentiated instruction in addressing the needs of my students. Ralph Yarborough stated years ago, "lets put the jam on the lower shelf so the little people can reach it". This quote metaphorically emphasizes the importance of accessibility and inclusivity in learning. When applying the concept of personalized learning, this quote highlights the necessity of designing educational experiences that are accessible to all learners, regardless of their starting point, learning style, or pace. Personalized learning addresses the wide range of skills and abilities to transform educational obstacles into learning opportunities while closing achievement gaps in education. This involves creating learning paths that cater to individual needs, ensuring that educational content is not out of reach for some students due to a one-size-fits-all approach. Through my experience in counseling I have developed strategies for uncovering these gaps in service and offering solutions to ensure that all students needs are met. This is a critical component to securing a school of instructional success. Desegregating assessment, referral, and academic data allows counselors and teachers to utilize the MTSS systems of support framework in identifying students who would benefit from the tiered instruction. Understanding the needs of individuals and accommodating those needs through Tier two or three interventions, provides the teachers and administrators with quantifiable and qualitative data to support the interventions that are implemented and to review the success rate.