As a GS-13 biologist with deployments across the NIH, CDC, DOD, and EPA, I bring demonstrable, 21st-century Science, Technology, and Engineering (STE) practices directly into the classroom. My instruction is anchored by over 168 university credits in the natural and health sciences, translating complex translational research into highly accessible, standards-aligned pedagogy.
"Not everyone comes equipped with every skill for the classroom. As a young learner who utilized an IEP, I understand that learning can be daunting. I am a steadfast, patient, and sympathetic coach dedicated to equitable outcomes."
My mission is to close the achievement gap through rigorous, inquiry-based learning, meticulous data tracking, and English Language Development (ELD) integration, ensuring students from all backgrounds master DESE/NGSS frameworks and develop lasting self-determination.
Instructional & Mentorship Experience
7th Grade Science Teacher
Emily G. Wetherbee School / Southbridge Public Schools
Designed and delivered NGSS/DESE standards-aligned science curriculum (e.g., 7.MS-ESS1-2, 8.MS-LS4-4).
Utilized the 5-step KnowAtom Framework (Engage, Explore, Explain, Engineer, Evaluate) to scaffold complex scientific discourse.
Integrated explicit language/content scaffolds for multilingual learners and students with IEPs/504s to ensure equitable access to rigorous materials.
Orchestrated routine data protocols to track student growth within the 1st-40th NWEA percentiles.
Microbiology Laboratory Instructor
Bouve College of Health Sciences, Northeastern University
Taught rigorous, clinical-grade microbiology laboratory procedures to nursing and public health students.
Bridged the gap between theoretical bacteriology and practical, clinical execution.
Speaker's Bureau Member & Mentor
American College for Microbiology
Served pro bono publico to guide and mentor young graduate scientists (M.S. and Ph.D. candidates).
Advised on career trajectories, translational research, and professional development in the biological sciences.
Curriculum Design & Execution
Demonstrating the translation of state standards into scaffolded, DOK-scaled instruction using the "I Do, We Do, You Do" gradual release model.
Case Study A: 8th Grade Natural Selection (8.MS-LS4-4)
The Narrative Hook
Students analyze historic Peppered Moth population data via a highly accessible "Survival Game" framework (Variation → Selective Pressure → Differential Survival → Population Shift).
Assessment Strategy
Continuous progress checks moving from DOK 1 (recall terms) to DOK 3 (predicting population shifts) culminating in MCAS-aligned Exit Tickets.
DOK 4 Extension: Applying the moth framework to an entirely new biological system—hospital antibiotic resistance—to connect classroom science to real-world public health.
Case Study B: 6th Grade Ecosystem Dynamics (6.MS-LS2-3)
System Modeling
Introducing the "Energy Highway," visualizing how thermodynamic energy flows directionally from producers to consumers while biological matter cycles.
Language Integration
Heavy utilization of causal sentence frames (If/Then/Because) for ELL students to articulate complex systemic disturbances.
Synthesizing Equilibrium: Instructing students to predict cascading population effects caused by apex predator removal or toxic disturbances (e.g., The Toad Scenario).
Classroom Management Innovation
To combat behavioral challenges and academic disengagement, I developed the System Navigator Game (SNG). This framework gamifies existing school policy to foster self-responsibility, active participation, and pro-social behaviors.
Point Economy: Students earn points through compliance, academic risk-taking, and side-quests (e.g., showing kindness to peers).
The Merch Shop: Points are exchanged for serialized vouchers, used to purchase items on specific open-bank dates (requires parental permission).
Secret Roles: Selected students act as 'Auditors' or 'Generators' to anonymously monitor compliance, building a self-regulating peer ecosystem.
Show Respect (listening, kindness)
Take Responsibility (owning actions and choices)
Reach for Excellence (academic perseverance)
Own Your Actions
Navigate Systems (learning how to thrive within institutional rules)
Grow Together (collaborative success)
Pro-Social Development: Gamification neutralized confrontational dynamics, turning compliance into an engaging team objective.
Self-Determination: Allowed underperforming and historically disruptive students to build agency and tangibly track their behavioral turnarounds.
Community Engagement: Encouraged students to pool vouchers to gift items to peers or teachers, drastically improving classroom culture.
Academic Credentials
M.S. in Health Science — Regulatory Affairs, George Washington University
Ph.D. Candidate (ABD) — Molecular Biology / Bacteriology, Northeastern University