I designed and led youth-centered learning experiences focused on identity development, student voice, and community-rooted leadership.

I led the design and facilitation of programming for over 140 first-generation high school students within a college access program in San Francisco focused on youth development and college access.

In practice, this looked like:

• Continuously redesigned curriculum based on student feedback and engagement

• Creating interactive, culturally grounded learning experiences connected to students’ communities and identities

• Working alongside community partners to connect classroom learning to everyday life within and beyond school spaces

• Supporting students in developing leadership, communication, and social-emotional skills

I designed instructional experiences that supported educator learning and improved how the curriculum reflected student identity, representation, and engagement.

I redesigned a Digital Citizenship self-paced course for K–12 educator professional development within an education technology and curriculum design program (at Common Sense Media - Education) supporting multiple school districts.

In practice, this looked like:

• Collaborating with school districts to identify instructional gaps in educational technology use

• Incorporating media literacy and storytelling frameworks to center representation in curriculum design

• Co-leading professional development sessions for K–12 educators (40–65 participants per session)

• Improving accessibility and engagement through instructional design principles

I supported student development through mentorship systems that combined relational support, resource navigation, and program design.

I worked within a college persistence and student success program supporting first-generation and transfer students across academic and personal development pathways (at San Francisco State Universitie's EOP program)

In practice, this looked like:

• Coaching 4 incoming mentors supporting first-generation student caseloads

• Managing and guiding a caseload of 38 students through ongoing 1:1 support

• Building trust through consistent engagement and relational advising

• Developing a data-informed mentorship model with program leadership

I worked across school and community spaces to strengthen how education connected to the broader environments students moved through.

I led outreach and partnership-building within campus and community-based education programs in San Francisco focused on student engagement and access.

In practice, this looked like:

• Building relationships with local organizations to support student programming and events

• Coordinating workshops and events grounded in lived experience and community context

• Collecting student feedback to inform program design and improvement

• Strengthening alignment between school-based learning and community resources

I taught Ethnic Studies and Social Science courses in SFUSD classrooms using community-responsive pedagogy centered on student identity and lived experience.

In practice, this looked like:

• Designing curriculum and facilitating Ethnic Studies and Social Science instruction

• Leading students through Youth Participatory Action Research Projects (YPAR) to create site based transformative change projects at the school sites.

• Integrated students' lived experience into curriculum and discussions

• Applied pedagogy centered on critical consciousness and student agency

My earliest working experiences within the field have grounded my understanding of youth voice, facilitation, and community-based education within SFUSD and youth programs focused on community, equity, and racial justice.

In practice, this looked like:

• Supporting youth-led programming and events

• Engaging with campaigns to support ethnic studies in San Francisco Unified School District

• Assisting with recruitment and community engagement

• Helping create and shape spaces for youth voice in educational conversations

• Building foundational facilitation and youth engagement skills