Reggio Children Srl
Reggio Emilia, Italy

2022-Present

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• Board of Directors 

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Cultivate Learning at University of Washington 
National Center on Early Childhood Development, Teaching, and Learning
United States

2022-Present

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• Senior Content Specialist

 

 

United Nations Educational, Scientific, and Cultural Organization UNESCO- International Bureau of Education

International 

2020-2022

 

• Senior Consultant​, Early Childhood Development ​

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University of Massachusetts Boston

Boston, MA

2015-Present

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• Faculty, Department of Curriculum and Instruction

  • EDCU 406 Sociocultural Perspectives in Education: Building School, Family & Community Relationships

  • ECHD 290 Internship in Early Education and Care I

  • ECHD 422 Observing, Documenting & Assessing in Early Childhood

  • ECHD 430 Technology for Young Children

  • ECHD 435 Family Systems, Support, and Engagement

  • ECHD 493 Internship in Early Education and Care II

  • ECHD 601 (Graduate Level Course) Foundational Understandings of Early Childhood/Early Intervention and Special Education

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University of California Santa Barbara

Santa Barbara, CA

2019-2022​

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• Family Support Coordinator & Grant Manager ​​

  • Management and administration of US Department of Education Grant, CCAMPIS (Child Care Access Means Parents in School), providing ongoing and targeted support to low-income student families​

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• Documentation Specialist 

  • Lead and support school in documentation of teaching practice and
    children’s work to promote:

    • authentic assessment process to ensure holistic view of children's development

    • emergent curriculum, project approach, and a deeper understanding of learning processes and how to best support healthy development 

    • communication, engagement, understanding and collaboration throughout
      the school, university, and the larger community 

    • collaboration with international early childhood educators  

  • Lead, organize, and support school-wide NAEYC reaccreditation process​

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Lesley University
Cambridge, MA

2016-2019

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• Faculty, Department of Psychology

  • ​CPSYC 2402 Child Homelessness

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Eliot-Pearson Children’s School

Tufts University Department of Child Study and Human Development

Medford, MA

2013-2019

 

• Documentation Specialist 

  • Lead and support school in documentation of teaching practice and children’s work to promote:

    • authentic assessment process to ensure holistic view of children's development

    • emergent curriculum, project approach, and a deeper understanding of learning processes and how to best support healthy development 

    • communication, engagement, understanding and collaboration throughout the school, university, and the larger community 

    • collaboration with international early childhood educators  

  • Creation and administration of Eliot Pearson Children’s School Documentation Website

  • Lead, organize, and support school-wide NAEYC reaccreditation process
     

• Teacher Coach & Professional Development Specialist

  • Coaching mentor teachers and student teachers 

  • Support teachers in curriculum development & documentation

  • Plans and implements developmentally appropriate curriculum through observing and documenting children’s emergent interests as part of development process

  • Coaching around intentional planning of environment and curriculum 

  • Plans and implements professional development for all school staff 

  • Identify and provide necessary resources and research for all school staff

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Aspire Institute
Wheelock College

Boston, MA

2012 – 2013

 

• Early Childhood Education Fellow

  • Curriculum Development Specialist

  • QRIS, CLASS, ECERS, Teaching Strategies GOLD, ASQ, Work Sampling System

  • Professional Development Teacher Trainer

  • Assessment Coordinator

  • Visual Communication Specialist

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Orfalea Children’s Center

University of California, Santa Barbara

Santa Barbara, CA

2007 - 2010

    

• Early Childhood Educator 

  • Planned and implemented developmentally appropriate curriculum through observing and documenting children's emergent interests as part of development process.

  • Planned the learning environment to encourage exploratory behavior appropriate to each child’s developmental level

  • Conducted parent conferences and advised parents as first point of contact on issues 

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