This Reflective Journal highlights key milestones from my career, which includes seven years of charter school leadership, seven years in public education, and seven years in supplemental education and tutoring management. Across these experiences, I have consistently exceeded assessment, operational, business, and school accountability metrics. These professional accomplishments are complemented by my entrepreneurial ventures, community engagement, and prior experience as a post-secondary adjunct professor. I completed the University of Houston’s principalship program and earned a Doctor of Education in Leadership and Management from St. Thomas University (Miami, FL), further strengthening my foundation in instructional and organizational leadership.

As Principal of RMA Pasadena, I lead a nontraditional public charter high school serving overage and at-risk students in a flexible, accelerated learning environment. My leadership centers on restoring credit attainment, increasing attendance compliance, strengthening instructional rigor, and building a culture of accountability and belonging.

I oversee campus operations, instructional leadership, compliance, safety, and staff development while aligning systems to Texas Education Agency standards and the 90% attendance rule. I have implemented structured attendance intervention systems, data-driven PLC cycles, and targeted EOC preparation strategies to improve student persistence and academic performance.

Through consistent monitoring of real-time academic data, individualized graduation planning, and strong family communication systems, I have strengthened credit recovery completion rates and improved student engagement. I also lead campus initiatives tied to PBIS, dual credit readiness, CTE certification pathways, and workforce alignment.

My leadership approach at RMA Pasadena blends operational precision with restorative practices—ensuring that students who have previously struggled in traditional settings are supported with structure, high expectations, and clear pathways toward graduation and postsecondary success.

I previously served as an Assistant Principal at Hastings High School in Alief ISD, where I led efforts to strengthen instructional quality, teacher development, and student achievement. My leadership focused on building strong relationships, providing actionable feedback, and promoting consistent lesson internalization across core content areas. I supported PLC facilitation, oversaw academic recovery systems, and implemented targeted interventions through “Lunch & Learn” and advisory period initiatives. My work contributed to a 25% increase in Biology STAAR EOC outcomes and an 18% increase in Algebra I EOC scores (December 2025), while fostering a collaborative, data-driven culture across departments. As reflected in my T-PESS and T-TESS evaluations, I consistently earned high marks for cultivating equity, excellence, and professional growth.

In 2020, I began as a Mathematics Instructor at Spring ISD’s Virtual Learning Program, later Momentum High School, delivering rigorous instruction in a nontraditional setting. Within six months, I was selected as Lead Teacher and Safety Officer, coaching teachers on virtual best practices, lesson internalization, and data-driven interventions while ensuring campus safety compliance. In 2021, I became Learning Specialist, leading professional development focused on EOC readiness, assessment analysis, and targeted instructional strategies to improve student outcomes.

In 2019, I served as Assistant Regional Director for Tutoring Club’s Pearland and Katy locations, where I supported academic programming, staff development, and regional operations. In this role, I collaborated with center directors to implement individualized learning plans across K–12 subjects, ensured instructional quality through targeted coaching, and monitored student progress using performance data and parent feedback. I also played a key role in scheduling, enrollment outreach, and family engagement efforts that improved retention and strengthened community partnerships. This experience deepened my capacity to manage multi-site operations while advancing student achievement in supplemental education settings.

In 2012, I joined Somerset Academy Schools as a mathematics instructor and later became Dean of Discipline and secondary department head for math and science. In 2015, I transitioned into instructional leadership as a coach and curriculum specialist. I was recognized three times by the State of Florida for math achievement and learning gains, including leading Somerset Academy Hollywood Middle to rank 1 of 565 middle schools (99th percentile) in math improvement. I also served on school turnaround committees and oversaw athletics, facilities, safety, and operations.

In 2011, I became a Regional Director and franchisee with Club Z! In-Home Tutoring, operating as ABZ Learning in the Miami and Ft. Lauderdale markets. I led enrollment, managed instructional staff, and delivered Supplemental Education Services to K–12 students. As a business owner with limited resources, I built community partnerships to secure facilities, recruited certified teachers, and oversaw daily operations, budgeting, and compliance. This experience strengthened my skills in entrepreneurship, strategic planning, and community-based educational leadership.

In 2002, I began with Sylvan Learning’s National Learning Centers as a part-time instructor and center-level instructional leader. I advanced to Director of Education, where my center earned a national award for student academic performance. After 18 months, I became District Education Manager, training instructors and directors in academic programs and instructional best practices. During corporate restructuring, I transitioned to Center Director and Head of School, earning another national recognition for exceeding key academic and business performance metrics.

In 2002, I began at Blanche Ely High School as a mathematics teacher and assistant track coach. Teaching Intensive Math, I led low-performing students to measurable gains and Algebra I EOC proficiency. I later became head coach of the girls’ track team, guiding them to consecutive FHSAA State Finalist appearances while maintaining GPAs between 3.2 and 3.8. I also taught Honors and AP math in magnet programs and coordinated SAT preparation with The College Board and Upward Bound, leading to my first student earning a perfect 2400 SAT score.

In 2001, I began my career as a substitute teacher, leveraging strong math and science content knowledge and instructional strategies such as scaffolding and activating prior knowledge. I quickly earned a reputation for maintaining high expectations and instructional continuity. With strong recommendations, I was hired as a temporary mathematics instructor at Hialeah-Miami Lakes Senior High School, my alma mater. This experience led me to transition from engineering to education and pursue full certification. I also served as an assistant track coach in jumping events.

In 2000, while pursuing a master’s degree in Computer and Electrical Engineering—and before abandoning my pursuit to work as an engineer—I began as a part-time tutor with Educational Development Associates (Acaletics). I developed assessment-driven instructional practices, preparing students for college admissions, placement exams, K–12 state tests, and professional certifications, including the ACT, SAT, GRE, GMAT, and FCAT. I also created practice assessment items, supported product promotion, and concluded my tenure as an educational consultant.