Role-aligned review

Instructional Design

Learning becomes useful when people can see why it matters, practice it in realistic situations, receive specific feedback, and transfer it into the work.

Priority evidence

Start with these three stories.

Together, they show the work from problem framing and design through implementation, artifacts, and bounded results.

Learning Design & Facilitation

iTeach and TLCIS Systems Training and Workflow Adoption

I trained six instructors mostly one-to-one on iTeach and prepared an incoming admissions replacement and incoming site director for TLCIS and SEVIS workflows, using live demonstration, authentic cases, observed practice, tailored notes, work review, and follow-up.

Context: International education & admissions · Adult learning & ESL

Instructional DesignSystems EnablementLearning Operations

Reconstructed confidential workRepresentative portfolio demonstration

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Learning Design & Facilitation

Professional English Learning and Assessment Toolkit

I built a three-part learning system: a realistic roleplay lesson, the exact weighted speaking rubric I used with coaching students, and a progress-planning model that turns feedback into the next practice cycle.

Context: Professional communication coaching · Adult learning & ESL

Instructional DesignLearning Operations

Original workRepresentative portfolio demonstration

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Systems, Documentation & Process Improvement

Salesforce Case-Note Standardization and Team Enablement

I turned recurring documentation breakdowns into a shared case-note standard for cross-functional handoffs. I authored a copy-and-paste guide, published it in SharePoint, and supported adoption through practical examples, training, and reinforcement.

Context: Refugee & immigrant services · Adult learning & ESL

Systems EnablementInstructional DesignProgram Coordination

Reconstructed confidential workRepresentative portfolio demonstration

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Validation

What supports this path

The portfolio combines implemented systems training for six instructors and two incoming staff roles, an original weighted speaking rubric, and signed AEON and TLC recommendations corroborating lesson planning, multi-level instruction, role progression, and practical knowledge transfer.

How evidence is labeled