Top 10 Soft Skills Employers Love: 90+ Examples | Resume GeniusAlthough I’ve been in education for over decade, I’ve kept my web skills sharp by developing sites at three districts that promoted department communication and resource development.  These sites display my ability to use the industry-standard HTML frameworks WordPress and SharePoint, in addition to Adobe Creative Suite, HMTL and CSS in a variety of settings.

Bilingual TLI Intranet Site

Through performing a needs analysis of departmental processes, the executive director of Teaching Learning and Innovation (TLI) and I collaborated on constructing a bilingual intranet site for the entire TLI department at Daystar. The scale of this site is quite a bit more extensive than previous sites I’ve built, as it supported all teachers in three schools and in two languages. With such varied needs, we had to devise differing levels of access for such documents as Individualized Support Plans (ISPs) and student assessment data. We did so using the Office Sharepoint platform, and the resulting TLI intranet site has become the one-stop shop in our district for student data, curriculum resources, assessment resources, policies and internal documentation for students with special needs and language learners. Teachers have told us it saves them a lot of time and that they also feel more supported with the resources made easily available to them.
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Academic Proficiency (LEAP) Team Intranet Site
Adams 14 CLDE Department Site

In the day-to-day world of teaching, there’s hardly time to use the restroom, let alone keep up with the myriad of emails, messages, and requests that teachers receive. This consideration is what prompted me to create the Learning English for Academic Proficiency (LEAP) Team Intranet Site for my team at Daystar Academy and the Adams 14 CLDE Department Site. They became the one centralized place where team members from three schools can access all of our in-house language support resources, WIDA resources, log-ins, weekly and monthly goals, and more. It houses our internal processes, such as new student checklists, as well as student data and a monthly to-do page with hyperlinked action items. The site has saved everyone time by reducing the number of emails I have to write and that my team members have to sift through when looking for materials or information. Furthermore, by granting the whole team permission to add files, I encouraged them to contribute and collaborate as well. For example, they have created a shared resource library and built a teaching sample video library so that all members can watch each other teach and reflect upon instructional practices across different campuses.Screen Shot 2018-11-10 at 11.45.07 AM

Banaadir Academy Resource WIKI

In 2011, Banaadir Academy (Minneapolis) was a new charter school just getting off the ground. As is often the case, it was full of talented, passionate teachers coming with great ideas and a slew of useful resources. In fact, so many good materials were being shared back and forth that teachers were overwhelmed and, as a result, didn’t use them. There was also no clear place to find things like time off requests and incident reports. Identifying this need, I worked with the principal to develop the Banaadir Resource WIKI. Teachers were able to share apps and websites, supplementary resources and behavior notes with each other in one place. Admin was also able to post relevant forms and tech support documentation. The site grew as teachers used it and it became and remained one of the primary communication tools for the school.

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Design and Usability

In my previous career in commercial web development, I built front-end processes for successful large-scale e-commerce sites using Adobe Creative Suite, web analytics, and usability data for 10 years. The process of engaging in usability testing paired with analytic data and my educational acumen, has given me a unique perspective on user/learner experience in an online environment.  The following displays these elements conveyed in design and user interaction.

User Interface Design

During school closure during the pandemic, we needed to shift our professional development needed to shift format. In order for teachers to make the most of their time, we developed a series of e-workshops that could be undertaken asynchronously when time was available.  We also used strong and weak examples that teachers analyzed and modeled our resources via Google

Classroom. We got great feedback from the teachers on the format and content.

Guidance During Remote Learning:

Identification and Placement of Multilingual Learners


Norming Student Writing and Setting Goals 

Including Language  Information in IEPs

Module 1: Introduction to WIDA

Module 2: Present Levels

Module 3: Special Considerations

Tech Skills

In my previous career in commercial web development, I built front-end processes for successful large-scale e-commerce sites using Adobe Creative Suite, HTML, CSS, web analytics, and usability data for ten years. This foundation enabled me to go on to co-develop educational resource intranet sites for three different educational entities (MTCS, Daystar Academy and Adams 14 District), and to flourish in multiple learning management systems, including Black Board and Google Classroom.

Tech Skills

  • Learning Management Systems (LMS)
  • CSS / HTML
  • Graphic Design
  • Adobe Creative Suite
  • Web Analytics | User Experience
  • Google Suite | Microsoft Office


English Language Development PROCEDURES and PROTOCOLS

Adams 14 Culturally and Linguistically Diverse Education (CLDE) Department Procedures and Protocols

As the Culturally and Linguistically Diverse Eduction Coordinator for Adams 14, I co-designed the multilingual learner (ML) service model for our K-12 district, established ELD planning protocols, and developed and refined procedures for identifying, placing, monitoring and redesignating MLs.  Below is a sample of the procedures and protocols that I co-developed:

Guidance During Remote Learning:

Unit-level Planning with Considerations for Multilingual Learners:

Adams 14 has the largest percentage of language learners in the state of Colorado.  In order to best support our multilingual learners, it is important to plan for their unique needs at the unit level. With this in mind our I co-developed language look-fors and support for the district-level curriculum maps.  Further, our team worked with English Language Development (ELD) coaches to facilitate the development of language scope and sequence curriculum maps for our dedicated ELD teachers.  Both teachers and admin alike appreciated the supports and the intentional backwards design planning for language

Backwards Planning for ELD Teachers

Examples of Model Student Responses with Sentence Frames

Learning English for Academic Proficiency (LEAP) Department Policies and Procedures


As the Language Support Services Coordinator for Daystar Academy, I designed the ELL service model for our entire K-12 private district, established and continually manage the baseline data for ELLs.  Below is a sample of the policies and procedures that I developed:


Below are links to my educational credentials.

Teaching Licenses:




Using Data to Inform

My experience has taught me that while teacher instinct is invaluable, it is only bolstered when pairing it with data from the individual students as it relates to program-level goals. As such, my guiding question with data is always, “How does this inform instruction?”  Below are samples of using data to inform decisions at various levels:


Looking at Data


Gathering Data in One Place

Research is clear that using a combination of formative and summative assessment data to inform instruction yields the best student results. As such, it is important to have access both kinds of data. As a small district, my current program did not have access to centralized student data.  The director of Teaching Learning and Innovation and I co-created student data sheets that housed formative and summative assessment along with WIDA-inspired ELL learner profile data.

Click to see a sample of the Data Sheets

Protocol for Looking at Data

The Teaching Learning and Innovation department led a series of PDs for teachers using SRI’s ATLAS-Looking at Data or Data-Driven Dialogue Protocol. With all the data in one place and a protocol with prioritized standards to follow, teachers have been able to participate in PLCs and respond effectively to the following questions:

  • What do we expect our students to learn?
  • How will we know they are learning?
  • How will we respond when they don’t learn?
  • How will we respond if they already know it?


Program-level Data Analysis

It goes without saying that in order to communicate effectively with stakeholders and make decisions about things like staffing and service model adjustments, it’s important be able to look at program-level data and analyze below for patterns. It is only through understanding the WHAT and WHY, that we can take ownership of the HOW and make informed, impactful decisions.

During remote learning during COVID 19, our department investigated reading data and to determine next steps in supporting our district’s 3,500 language learners.  Our analysis uncovered gaps in Kindergarten instruction and also unearthed grade-level and building level instructional assets, which allowed us to both address the instructional concerns and build off the great things being done in individual classrooms.  The analysis led to changes in district support that facilitated growth in ACCESS scores and an increase in student engagement measured by surveys and classroom walkthroughs.

Reading and Math Data Multilingual Learners Mid Year 2021


Below is a two-year analysis of Daystar Academy’s ELLs in terms of baseline proficiency, growth and exits.  This analysis enabled me to shift our service model from a largely stand-alone streaming model to co-teaching and targeted pull-outs.  It also allowed me to staff effectively and shift programming to more reading and writing instruction.

Daystar Academy Language Learner Summary 2016-18


Informing Instruction

To modify my own instruction, I use formative and summative data from student data sheets, ELL learner profile data and prioritized standards and learning targets.  Specially, analyze prioritized standards and content using WIDA Performance Definitions to determine linguistic complexity. I then analyze student data and WIDA level, along with WIDA Can Do Descriptors and to design WIDA MPIs and equitable and effective instruction that is a best-fit for student language proficiency.

Lexical Load Example

In one example that comes to mind, using WIDA Performance Definitions I was able to determine that my WIDA level 2s were struggling with a lexical load that was too high for them.  To remedy this, I was able to find reading material that used the same Tier 2 vocabulary as the language arts anchor text, but with a much lower lexical load.  Thus, these students were exposed to grade level concepts and vocabulary that was within their Zone of Proximal Development. Students developed the same comprehension sub-skills as their peers (determining main idea and detail) using supports from the MPIs (leveled text, sentence frames, and word banks with the support of a peer). In this manner, I kept the rigor high as well as the accessibility.

View a sample of MPI strand used.

View a sample of leveled reading.


Early Literacy Example

Another example that comes to mind is an early literacy example in grades 1-3.  Our students’ MAP  reading scores for grades 1-3 weren’t progressing as much as we had expected after adopting a new curriculum. Digging into the MAP learning continuum data showed us a trend of a large group of students struggling at the phonics level.  Responding to this, we gave this group of students individualized phonics assessments and were able to determine gaps in decoding skills.  From there, we were able to dynamically group students and further target their phonics instruction to fit the needs of those gaps during our guided reading times and literacy centers.  For students who still needed more help, we were able to set up short-term literacy interventions managed by ELL teachers and para-educators.  This increased targeting of specific decoding skills to specific students led to much more efficient progression of decoding proficiency for our ELLs.

Example of early phonics data 


Action Plan

Using the PLC question format (above), educators are often are faced with determining what to do when students aren’t hitting the learning targets we are setting. When making revisions to our instruction isn’t enough, we sometimes need to do interventions or make action plans for individual students.  In this example, this student was scoring far below his peers in reading, he wasn’t producing much writing and the literacy instruction in the classroom just wasn’t working.  To approach this, the teacher and I assembled reading data and five writing samples.  After analyzing the writing samples using the WIDA Writing Rubric, we were able determine that this student was struggling at the vocabulary level.  We were also able to identify specific gaps in decoding skills.  Reaching out his parents and using a combination of resources, we were able to put together an action plan that addressed vocabulary-building, specific decoding gaps, and moving from sentence-level to phrase-level writing.  The plan helped this student find purchase and he made significant leaps in all three areas.  We were then able to revisit the plan, make adjustments to the goals based on his work and roll out a second round. After two cycles, I’m happy to report that he is no long on an action plan!

Action plan example


Action Research Example

Untitled-1A district I worked for in the U.S. encountered a huge influx of low-level English Language Learners (ELLs), the majority of which were  WIDA level 1s and 2s (newcomers). The district was at a loss as to how to proceed.  Continue the current model (co-teaching and push-in)?  Shift to pull-outs? How much?

As there is not a lot of research regarding newcomers or SLIFE and service models, I performed an 8-week action research study comparing two service models: co-teaching and push-in; targeted pull-out with push-in support.  I was able to determine that targeted pull-out with a sheltered instruction model was a better fit for these students as they made larger strides in decoding, comprehension and writing development.  As a result, we were able to shift to this model until the students were able to pass beginning of the year benchmarks.  At that point, we were able to shift back to co-teaching and a push-in more effectively.



Letters of Recommendation

See what principals, directors and peers have said about my teaching and professionalism.

Also, feel free to peruse my latest performance evaluations.

Master’s Thesis

I invite you to read my master’s thesis on SLIFE writing, which has been downloaded and read over 300 times all over the world.


Fossenbell, B.  Visual Support in Discourse Writing for Students With Limited or Interrupted Formal Education (2016)

The research question addressed in this project was: for Students with Limited or Interrupted Formal Education (SLIFE), how can a series of integrated graphic organizers, implemented in an environment informed by the Mutually Adaptive Learning Paradigm (MALP), improve students’ use of result and exemplification discourse connectors in developing written arguments? The motivating factor for this capstone was the researcher’s observations of the struggles SLIFE encounter in moving from sentence-level to discourse-level writing proficiency.  The action research integrated qualities of MALP, based on the work of DeCapua and Marshall, with an interrelated series of graphic organizers, influenced by Gibbons, in an attempt to help SLIFE improve their use of result and exemplification discourse connectors in argument essays. The study found that the combination helped students organize their thoughts, align their reasons and examples, and increase their use of the target language.

Student Work Samples

At the end of the day, our work as educators is to advance student success.  I invite you to view a sampling of student work supported by tools and strategies implemented by myself or my ELL team.




Middle School

WIDA Level 1
Over the years, I have worked with many Students with Limited or Interrupted Formal Education (SLIFE).  When I met this particular student, he had only received a year of formal instruction as a twelve year-old.  This is a sample of his writing in the beginning of the year.
Through creating class-constucted models, the use of sentence frames and feedback, this student’s work started to blossom even though his lexicon was still quite low.  This a sample of his writing mid-year.


WIDA level 2




WIDA level 3

Elementary School


WIDA level 1
WIDA level 2


WIDA level 3


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