Summary

Work experience

• Math & Science Instructor

  Victor Valley Union High School District (VVUHSD)

  2016.09-Current

  (9 years)

  Delivered engaging math and science instruction in both in-person and virtual formats using Zoom and other digital platforms. Designed and implemented standards-aligned lessons driven by CAASPP assessment data to target learning gaps and raise performance. Created and monitored digital instructional materials, including interactive quizzes and formative assessments, to track student progress. Integrated SBAC Focused IABs, Interim, and Comprehensive Assessments into instruction to enhance student readiness for statewide testing. Provided differentiated instruction in a virtual environment, ensuring alignment with Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) to meet diverse learner needs.
• Resource Specialist

  Hanh Phan Tilley Elementary

  2014.08-2015.08

  (a year)

  Designed and delivered differentiated instruction across Pre-K–8 settings, aligning with students’ IEP goals and California Common Core State Standards (CCSS), using small-group instruction, SDAIE strategies, and multisensory supports. Conducted formal and informal assessments (e.g., Woodcock-Johnson, district benchmarks) to determine eligibility, present levels, and instructional needs; used data to drive IEP development and classroom interventions. Developed compliant and measurable IEPs, including academic, behavioral, and social-emotional goals; ensured alignment with student needs, Least Restrictive Environment (LRE), and state timelines. Led and facilitated IEP team meetings, collaborating with general education teachers, administrators, families, and service providers to ensure full participation and understanding of supports. Monitored student progress toward IEP goals, maintained accurate records, and reported results quarterly in compliance with IDEA and district policies. Implemented Positive Behavioral Interventions and Supports (PBIS) and behavior intervention plans (BIPs) to support students with emotional and behavioral challenges. Utilized technology platforms (e.g., SEIS, Google Classroom, Acellus) to manage IEPs, deliver instruction, and provide accommodations during remote or hybrid learning environments. Provided consultative support and co-teaching in general education classrooms, modeling UDL practices and helping to ensure access to the core curriculum for students with disabilities. Established strong home-school partnerships, conducting parent conferences, creating at-home reinforcement plans, and supporting access to community-based services (e.g., mental health, tutoring). Ensured compliance with IDEA, Section 504, and CDE timelines, including timely assessment plans, triennials, annuals, and transition plans for middle school students. Created transition-focused IEPs that prepared students for high school, vocational training, or postsecondary education—incorporating career interests, self-advocacy, and independent living goals. Mentored and trained paraeducators and support staff to deliver accommodations, implement behavior plans, and maintain consistent instructional support aligned with IEPs. Conducted Functional Behavior Assessments (FBA) and contributed to the development of Behavior Intervention Plans (BIPs) for students demonstrating persistent behavioral needs. Used Multi-Tiered Systems of Support (MTSS) to coordinate early interventions, behavior supports, and academic remediation before SPED referral. Provided extended school year (ESY) services, supporting students with significant learning loss or regression during summer programming. Acted as case manager for up to 30+ students, managing all documentation, compliance records, and team communication while delivering high-quality instruction. Integrated culturally responsive teaching practices to meet the needs of students from diverse linguistic and socio-economic backgrounds, particularly English Learners and foster youth. Participated in SST, 504, and manifestation determination meetings, providing input and legal guidance on SPED eligibility, services, and discipline.
• Special Education Specialist - k-12 instruction & Intervention - Math & Science/STEM

  Various California School Districts

  2006.01-2015.01

  (9 years)

  Various California School Districts| 2006–2014 Special Education Teacher – Mild/Moderate Disabilities (Grades K–12) * Taught core academic subjects to students with disabilities, including those with Emotional Disturbance (ED), Specific Learning Disabilities (SLD), and Intellectual Disabilities (ID). * Administered formal assessments (e.g., Woodcock-Johnson), developed measurable IEP goals, and delivered individualized instruction tailored to students' unique needs. * Supervised paraeducators and ensured consistent implementation of IEP accommodations, behavioral plans, and academic supports. * Led IEP meetings and case management duties, ensuring full legal compliance with IDEA and monitoring student progress toward annual goals. * Collaborated with multidisciplinary teams—including school psychologists, counselors, speech therapists, child advocates, and foster care liaisons—to support whole-child development. * Established trauma-informed classroom systems grounded in PBIS, SEL, and restorative practices to create a safe and supportive learning environment. * Facilitated inclusive practices, co-teaching, and transitional supports to help students access and succeed in general education settings. Various California Public Schools| 2006–Present STEM & Core Content Instructor (Grades 3–11) * Delivered 7th–8th grade science instruction aligned with NGSS Performance Expectations using three-dimensional learning models (DCIs, SEPs, CCCs). * Designed and implemented NGSS Storyline-based units connecting real-world phenomena to cross-disciplinary science and math concepts. * Integrated math, science, and technology through critical thinking strategies including modeling, data analysis, and problem-solving applications. * Used NGSS-aligned rubrics and digital progress monitoring tools to assess mastery and adjust instruction accordingly. * Delivered standards-based digital instruction using platforms such as Amplify, Acellus, Apex Learning, and Google Classroom. * Facilitated project-based learning experiences with real-world relevance across STEM content areas to build engagement and problem-solving competencies.

Projects

• Strategic Framework & Curriculum Innovation / Research & Framework development

  Lead Coordinator

  2020.08-2023.06

  (3 years)

  Spearheaded WASC (Western Association of Schools and Colleges) accreditation review (2016–2022), leading to a 6-year approval through strategic curriculum alignment and schoolwide improvement planning. Directed implementation of PBIS (Positive Behavioral Interventions and Supports) and SEL (Social-Emotional Learning) initiatives, resulting in a PBIS Gold Medal award for school climate excellence. Facilitated professional development (2017–2022) on curriculum integration, formative assessment, SEL, and strategic communication for staff and instructional leaders. Founded and operated a 501(c)(3) nonprofit (2010–2016) supporting human trafficking prevention and survivor rescue, collaborating with the FBI and local law enforcement agencies. Recognized in Valley Press (2013) for leadership in a high-profile rescue case. Authored Hidden Truth (2016) under the pen name Allyn D. Pryse, raising awareness around trafficking through narrative nonfiction. Currently supports Filipino families (2023–Present) through targeted microbusiness funding, job placement referrals, and educational navigation services.

Educational experience

• Azusa Pacific University

  Preliminary Administrative Services Credential

  2018.06-2020.08

  (2 years)

  Completed a comprehensive graduate degree program designed to prepare educators for K–12 leadership roles in schools, districts, and international education systems. The program emphasized research-based leadership practices, ethical decision-making, and strategic planning aligned with student achievement and schoolwide improvement. Key Areas of Study and Application: Leadership Methodologies: Explored transformational, instructional, and distributed leadership models; practiced team-building, conflict resolution, and organizational change strategies. Curriculum Development & Implementation: Applied experimental design principles and backward planning models to create and assess standards-based curriculum. Quantitative & Qualitative Research Methods: Conducted field research using surveys, observations, interviews, and school climate instruments to inform practice and policy. Data Collection & Analysis: Used student achievement data, school climate metrics, and teacher observation tools to drive instructional decisions and targeted interventions. Technology Integration: Leveraged educational technologies for classroom learning, administrative efficiency, and data visualization (e.g., Google Workspace, formative assessment tools). School Improvement Planning: Designed and evaluated strategic schoolwide plans including goal-setting, resource allocation, and outcome-based metrics. Budgeting & Resource Management: Studied fiscal planning, budgeting processes, and effective deployment of staffing and material resources. Ethnographic Perspectives in Education: Examined cultural dynamics, community engagement practices, and equity-focused leadership for diverse school settings. Instructional Supervision: Conducted formal teacher evaluations, coached educators in best practices, and supported ongoing professional growth. This degree prepares candidates to lead schools with integrity, vision, and a deep understanding of both theory and practice—qualified to serve as principals, instructional coaches, department chairs, or school improvement leaders in both domestic and international settings.
• California State University, Bakersfield

  Graduate-Level Teaching Credential Program (Multiple Subject)

  2006.08-2008.08

  (2 years)

  Completed a rigorous, state-accredited teacher preparation program designed to develop instructional excellence across K–12 grade levels, with a focus on California’s high academic standards and the Common Core State Standards (CCSS). The program emphasized mastery of instructional design, educational theory, and classroom leadership, preparing teachers to foster critical thinking, academic achievement, and student engagement in diverse classroom settings. Core areas of study included: Standards-Aligned Instruction: Developed and implemented lessons grounded in CCSS, emphasizing depth of knowledge, real-world application, and cross-disciplinary literacy. Educational Theory & Methodology: Applied research-based frameworks in child development, learning theory, and culturally responsive pedagogy to support inclusive and equitable instruction. Classroom Management & Culture: Trained in proactive, restorative, and PBIS-aligned classroom systems to create safe, structured, and engaging learning environments. Differentiation & Academic Equity: Designed strategies to meet the needs of multilingual learners, students with special needs, and gifted students through differentiated instruction and formative assessment. Curriculum Design & Assessment: Integrated performance-based assessments and progress monitoring tools to drive instructional decision-making and student growth. Clinical Experience: Completed supervised fieldwork in California K–8 public schools, applying theory to practice under experienced mentor teachers. This credential program reflects the academic rigor and student-centered philosophy foundational to California public education, preparing educators for excellence in both domestic and international classrooms.
• Willamette University-Atkinson Graduate School of Management

  MBA

  2002.08-2004.06

  (2 years)

  Completed 45 out of approximately 60 required credits toward an AACSB-accredited MBA at Willamette University. Left the program near completion due to extenuating personal circumstances. The curriculum emphasized analytical decision-making, strategic leadership, and global business operations. Training combined theoretical frameworks with applied learning through simulations, case studies, and enterprise development planning. Core Coursework Included: Enterprise Development (GSM 628): Designed and presented strategic business plans for real-world startups and community-based organizations, emphasizing market analysis, value creation, and sustainable growth. Managerial Economics & Forecasting (GSM 616): Applied microeconomic principles and quantitative models to managerial decision-making. Covered regression analysis, demand estimation, and financial forecasting. Global Business Perspectives (GSM 560): Explored international markets, cross-border operations, and cultural considerations in global commerce. Analyzed trade policies, foreign investment, and global supply chains. Service Operations Management (GSM 661): Focused on operations planning, resource allocation, and service quality improvement in customer-facing industries. Covered queuing theory, process design, and capacity management. Data & Decision Analysis (GSM 510): Introduced data interpretation, probability, and decision modeling for uncertain environments. Included risk analysis and optimization techniques. Financial Reporting & Analysis (GSM 511): Examined accounting principles, financial statements, and performance metrics to evaluate firm profitability and risk. Marketing & Competitive Strategy (GSM 550): Developed skills in market research, customer segmentation, branding, and strategic positioning. Emphasized data-driven marketing decisions. Management Control Systems (GSM 564): Covered budgeting, performance evaluation, incentive systems, and cost control methods within organizations. (Note: course was withdrawn on 3/31/03) Organizational Management & Leadership (GSM 540): Investigated leadership theories, organizational behavior, team dynamics, and change management strategies in corporate settings. Technology & Information Systems in Business (GSM 552): Examined the role of enterprise technology, databases, and decision-support systems in driving organizational efficiency and innovation. This MBA coursework equipped me with high-level skills in leadership, data analysis, financial planning, and strategic execution—directly applicable to administrative roles in education, nonprofit management, and global leadership contexts.
• Wheaton College, Wheaton, IL

  Arts (B.A.)

  1986.08-1990.08

  (4 years)

  Completed a comprehensive 4-year liberal arts degree focused on historical texts, ethics, cultural theory, and philosophical inquiry. The program combined deep academic study of classical literature, moral reasoning, and ancient languages with broad interdisciplinary training in the sciences, arts, and humanities. Academic Emphases and Core Coursework: Textual Analysis and Critical Methodology: Courses in Old and New Testament Criticism, Classical Literature, Prophetic Writings, and Historical Interpretive Thought developed skills in close reading, argumentation, and literary analysis. Ethical and Philosophical Inquiry: Explored major works and theories in Historical Ethics, Moral Foundations, and Social Thought, including coursework in Theological Ethics, Historical Thought, and the Foundations of Worldviews. Classical Languages: Completed advanced coursework in Ancient Greek (Elementary & Intermediate) to strengthen linguistic, grammatical, and analytical skills for interpreting historical documents. Cultural and Interdisciplinary Studies: Courses such as Theology of Culture, Biculturalism, and Historical Archaeology examined human behavior, social structures, and cultural exchange across time and societies. General Liberal Arts Education: Core studies included College Algebra, Biology, Psychology, Environmental Science, Western Literature, Music Appreciation, Art Survey, and Science & Worldviews. This degree developed strong competencies in critical thinking, ethical reasoning, academic writing, and intercultural understanding, preparing graduates for careers in education, global leadership, communication, and research-intensive fields.

Languages