Thank you for taking the time to interview me for the IT Project Coordinator position. This portfolio is a closer look at how my experience, skills, and certifications connect to the role. I hope it gives you a clearer picture of what I'd bring to the team.
IEM's mission and vision are personal to me. I was homeschooled and didn't attend a traditional school until my sophomore year of high school. I know firsthand what it means for a family to choose a different path, and I've seen how much that freedom can matter. IEM's commitment to honoring individual education choices and giving parents as much decision-making power as possible is exactly the kind of model I wish to support.
Years in the classroom have also shown me the frustration that builds when school staff and IT can't communicate clearly with each other. Staff have needs they can't articulate technically, and IT teams have solutions they can't explain in plain language. I've lived on the teacher side of that gap, and I want to be the person who bridges it.
I recently completed my M.S. in IT Management, I genuinely love technology, and I'm ready for a role where I can contribute to something bigger than a single classroom. IEM is the right fit, an organization I can learn from and grow with for a long time.
My Background
Formal credentials across project management, IT infrastructure, cloud, education, and design.
Project Management
IT & Infrastructure
Design
Teaching Credentials
Degrees
My Background
Tools and platforms I have hands-on experience with.
Project Management
Productivity & Collaboration
Data & Reporting
Operating Systems
AI & Automation
Creativity
My Background
Over ten years working across education, technology, and design.
How my experience relates to
Supporting the planning and execution of IT initiatives by keeping timelines on track, communication clear, and stakeholders aligned.
I built the esports program at Beaumont from the ground up. No existing structure or playbook. That meant setting up the lab, establishing a schedule, and coordinating with administration, parents, and students simultaneously. Keeping everything moving while teaching full time came down to staying organized and communicating consistently with everyone involved.
At CRY-ROP I coordinated between working professionals and teaching staff to keep our curriculum aligned with industry. That meant scheduling and facilitating meetings, documenting outcomes, and making sure those conversations translated into real changes to what students were learning.
At Gorman I was brought on to deliver a virtual course with little ramp-up time. I developed the materials, structured the delivery across synchronous and asynchronous formats, and kept students on track.
Running a classroom lab is an ongoing coordination effort. Tracking hardware issues, communicating with IT, and making sure systems are ready when students walk in. It reinforced the habit of documenting consistently and surfacing problems before they become disruptions.
I was handling both graphic design and IT support, which meant managing a varied workload and communicating clearly with colleagues who had very different needs and priorities.
How my experience relates to
Gathering feedback from staff and end users, facilitating focus groups, and translating what people actually need into something a technical team can act on.
A big part of teaching CTE is figuring out what's actually landing and what isn't. I checked in with students regularly and used that to adjust pacing, projects, and tools.
At CRY-ROP, the feedback loop with industry partners wasn't just about keeping curriculum current, it also surfaced gaps students were showing up with. I'd take those observations back and use them to adjust what and how we were teaching.
Standing up the esports program meant fielding a lot of questions from parents and administrators who didn't know what to expect. I made a point of communicating proactively so concerns came to me early rather than becoming problems later.
At Urban Surfaces I helped develop email campaigns and product catalogs. Part of that work was understanding what customers responded to and using that to inform what we produced next.
Whether it was a student saying something "wasn't working" or a teacher asking how to use a new tool, I got comfortable asking the right follow-up questions to understand what was actually going on and communicate it clearly to whoever could fix it.
How my experience relates to
Developing training materials, documentation, and support resources that help people get up to speed and stay there.
Developing CTE curriculum is essentially building training materials from scratch. I had to take subjects like animation, coding, and game design and make them accessible to students with no prior experience. That work is directly transferable to creating documentation and guides for end users.
I created the Digital Media pathway for CRY-ROP's Career Express Online program from scratch. Every lesson, resource, and instruction had to stand on its own with no teacher present. That constraint is the same one you face writing good user documentation, and it made me a much more deliberate writer.
I maintain a class website that serves as the central hub for my students; assignments, tutorials, FAQs, and resources all in one place. I update it weekly to keep it current, so students always have somewhere to go before they ask me a question.
I built a custom LLM chatbot trained on my classroom content so students have a reliable, always-available resource. It's scoped to course material and has appropriate guardrails in place, so students get the benefits of AI assistance without the risks that come with handing them an unfiltered tool.
At Urban Surfaces I was the person colleagues came to when something wasn't working. I handled installs, resolved network issues, and walked people through problems, which meant explaining technical things clearly to people who just needed it fixed.
Thank You
Thank you for taking the time to review this portfolio. Please do not hesitate to reach out if you have any questions, I'd love to continue the conversation.