Goodwin College

 Adapts work to students' learning styles and strengths, approachable and flexible for diverse student population, focuses on collaborative learning, prompts with spontaneous and natural language learning strategies, encourages students’ independent thought processes and communication ease  Effectively utilizing Smartboard technology, creates stimulating atmosphere that "doesn’t feel like a class" according to ASL students, employs interactive activities with music, games, role playing, theatrics, conversation; immerses students with Deaf Culture, invites Deaf guests to class  Fosters the love of ASL, validates understanding through questions and or natural assessments, supportive classroom environment, students' are actively engaged with hands on participation and laughter.

DEPARTMENT OF MENTAL HEALTH AND ADDICTION SERVICES WESTERN CONNECTICUT MENTAL HEALTH NETWORK

 Competent and versed in mental health interpreting demands, performing client communication assessments, adapting interpretation for clients' idiosyncratic and dysfluent language needs.  Collaborative and integral member of mental health teams, educating staff, encompassing cultural mediation, advocating for client access to information, presenting strong neutrality allowing client/mental health staff relationship building  Encouraging deaf friendly relations using creative skills in art and video for statewide campaign.  Coordinating interpreting services for network facilities

A Good Sign (Owner)

Instructed and developed youth and adult classes for several institutions and settings including, Home Depot, Boy Scouts, religious, choral, community, infant, primary aged, elementary, middle school, high school, and secondary education. Engaged students with custom curriculum and personalized instruction, Emphasizing natural language acquisition through immersion activities. Fostering students’ ability to comfortably communicate in American Sign Language and Manually Coded English Sign Language.

LifeBridge

 Skillfully meeting the student’s language needs (k-12 and higher education) and partnering with classroom teachers interpreting all communication in the academic setting, encompassing a broad array of subjects including English, math, science, social studies, music, art, vocational training, assemblies, extracurricular activities.  Encompassing cultural mediation, advocating for visual access to information and encouraging student’s interpreting consumer skills  Professional and attentive field interpretation includes a large variety of university, on-call medical, corporate, legal, professional, theatre work.

WESTERN CONNECTICUT ACADEMY FOR INTERNATIONAL STUDIES MAGNET SCHOOL

 Conceived and implemented school-wide, sustainable ecology program augmenting CT curriculum goals that included field instruction, customized lessons, interdisciplinary, hands-on, solution-oriented education rooted in actual conservation issues which promoted students’ independent thought processes and problem solving aptitude  Effectively led project in conjunction with numerous government agencies, environmental and educational institutions, school staff, students, parents and volunteers  Obtained and managed a $3,000 ecological grant from the DEEP

Capital Region Educational Council

 Skillfully met high school student’s language needs while partnering with classroom teachers, interpreting all communication in the academic setting, encompassing a broad array of subjects including English, math, science, social studies, music, art, vocational training, assemblies, extracurricular activities.  Encompassing cultural mediation, advocating for visual access to information and encouraging student’s interpreting consumer skills

Yale University

Reputable interpreting of all content discussion and lecture for university students and staff, thorough preparation and command of course material

Sorenson Video relay Service

 Enjoying the demands of the VRS industry possessing the ability to work effectively in a fast paced, dynamic, highly regulated environment.  Fluent utilization of VRI technology and procedure, adept at learning and implementing new and changing technologies  Flexible and supportive with interpreting teams, ability to work effectively in an environment with oversight including call monitoring, mentoring and evaluations, received support from and provided support to colleagues.  Reliable high standard of interpretation and conduct, capable and thoughtful interaction with callers, embracing the diversity of call content and callers.  Demonstrated full compliance with Sorenson standards and policies, FCC regulations and the RID Code of Professional Conduct, customer service guidelines, attendance policy, accurately and promptly completed assigned tasks/duties, projects and paperwork

Bridgeport School System

 Managed the school’s TESOL program, creating imaginative lesson plans that stimulated the students’ interest in learning  Augmented TESOL standards and goals with a comprehensive language project involving a local radio station. Students created “The Inspiration Radio Show” activities incorporated the use of songs, poetry, sign language, music and writing, graded by a series of rubrics.  Enabled students to improve their language skills and daily practice by creating several science related activities employing the inquiry method  Integrated coursework for English Language Learners (ELL) into the general curriculum thereby engaging the entire group, introduced sign language to student population  Modified teaching methods to align with student needs, provided individual language instruction  Cultivated amicable relationships with staff and students, creative and positive environment allowed students to flourish, engaged in extensive parent interaction and student advocacy

Danbury School System

 Observed and assisted permanent teachers, including special education classes, and ELL class.  Provided long-term substitution, reviewed commentary regarding instructive approach  Collaborated with teachers to establish and enhance lesson plans that effectively engaged student’s curiosity while supporting district curriculum goals, structured teaching method in accordance with students’ learning style, acquainted students with sign language  Enthusiastic student advocate, enjoyed excellent camaraderie with both students and staff

Region 14 School District

 Assessed student with Autism for level of interest in communicating with manual, spoken and written language along with physical, emotional, and intellectual capacity and willingness  Created customized program for student focusing on interaction complying with student’s interests, successes and emotional needs  Developed numerous innovative campaigns that succeeded in creating rapport utilizing sign language multimedia instruction and practice, filmed activities and produced personalized interactive language video utilizing the written word, color, texture, context, images and sounds, featuring the student, support staff and consultant, provided interactive home activities and community/vocational support  Developed testing procedure monitoring student’s progress sharing with family and staff on a regular basis, expanded student’s working sign vocabulary exponentially, facilitated student’s ability to memorize, read, comprehend written and signed words

University of Bridgeport

Western Connecticut State University

Northwestern Connecticut Community College

Gallaudet University

Fluent / Native Proficiency

Fluent / Native Proficiency

State of Connecticut

the Original Baby signs Program for Babies

National Registry of Interpreters for the Deaf

Western Connecticut State University