Beatriz Barros

Encouraging manager and analytical problem-solver with talents for team building, leading and motivating, as well as excellent customer relations aptitude and relationship-building skills. Proficient in using independent decision-making skills and sound judgment to positively impact company success. Dedicated to applying training, monitoring and morale-building abilities to enhance employee engagement and boost performance.

• Office of the State Superintendent (OSSE) Certified Trainer
• Director's Credential from National Headstart Association (12/01/22)

• After-School Program Aide, 10/01/12, 06/01/13, Whittier Elementary School, Washington, DC, Aid Cluster Coordinator transformed the existing after-school program to become one primarily focused on reform and significantly increasing student outcomes
• Site Coordinator, 10/01/12, 06/01/13, Everybody Wins! DC - Brent Elementary, Washington, DC, Foster the love of reading in students within the District of Columbia school system, in order, to encourage excellence in reading. Work as a site coordinator to provide seamless programming within the school day, Coordinate with members of Congress and their staff to schedule reading sessions with students
• Student Teacher, 01/01/08, 05/01/08, Washington School for Girls, Washington, DC, Completed Master's practicum at middle school. Served as the Language Arts teacher focusing on the 6th-grade class. Provided students with lessons focusing on reading, vocabulary development, and comprehension
• 2nd Grade English Co-Teacher, 08/01/05, 08/01/06, DC Bilingual Charter School, Washington, DC, Developed curriculum in reading/writing for students on the English track while creating lessons for all students in math, science, and social studies. Created a positive classroom environment by using a Responsive Classroom
• 2nd Grade Teacher, 10/01/03, 08/01/05, Plummer Elementary, Washington, DC, Provided students with grade-level instruction that appealed to their learning style by working in cooperative groups. Used guided reading for literacy intervention

• National Association for the Education of Young Children (NAEYC)
• The District of Columbia Association of the Education of Young Children (DCAEYC)
• Capital Quality Community of Practice
• Head Start

• Deputy Chief, Education and Youth Programs, 04/01/23, Present, Martha's Table, Washington, DC, Oversee and support Early Childhood Education Programs across two sites, Build and implement older youth programming, Expand the Global Passport initiative to support 100 students traveling domestically and internationally, Create and implement systems to support program effectiveness and alignment with OSSE, Head Start, and NAEYC, Develop and implement recruitment plan for teachers and children; increased teacher retention and maintained a 97% enrollment rate for students, Analyzed student data to create five-year school readiness goals to support student success, Oversaw the creation and implementation of a budget of $4 million, Managed grants and reporting; held monthly meetings with parents and board members to share our progress against goals, Created improvement plans to support the growth of individual staff members and the program as a whole
• Director, 03/01/19, 04/01/23, Martha's Table, Washington, DC, Creation and implementation of Professional Learning Communities to help establish a voice in the implementation of practices within the program, Maintained a 0% attrition rate among teaching staff, Led program in High-Quality Designation for three years as determined by the Office of the State Superintendent (OSSE), Strategic planning with the leadership team to transition them from one to two new locations increasing the program by 40%, Leading by example to promote a culture of support, teamwork, compassion, respect, and accountability, Exemplify white glove service to provide parents, staff, and community members with great customer service, Established ways to support teacher growth and retention through weekly team sessions, Team Tuesdays, and professional developments (both individual and whole group); Retained 100% of staff, Served on the Education Leadership team to drive program improvement plans, provide guidance in enrollment and recruitment efforts, and cross-site collaborations, Supported the community-led strategic planning process, Leading by example to promote a culture of support, teamwork, compassion, respect, and accountability
• Assistant Director, 08/01/16, 03/01/19, Martha's Table, Washington, DC, Implemented a Practice-Based Coaching model to support staff professional growth, Supported and coordinated the transition from one program to two separate locations, Serve as operations manager for dual programs serving students from 3 months to 13 years of age for 120 students and 40 staff members, Supervision of staff includes annual goal setting, mid-year and annual reviews along with one-on-one meetings which provide performance feedback and support, Successfully assisted with the NAEYC Re-Accreditation Process, Established and maintained external partnerships (JumpStart, Open Book, Reset); Supported established partnerships (FitKids, Claire's Music), Compile and present student data to Senior Leadership that informs future programming
• Program Coordinator, 01/01/14, 08/01/16, Martha's Table, Washington, DC, Initiate, design, and implement Family Literacy Night, Guide program to the successful completion of the Reaccreditation Process with the Council of Accreditation without receiving any out-of-compliance ratings in any of the fundamental practice or core standards
• Educational Group Leader, 06/01/12, 01/01/14, Martha's Table, Washington, DC, Implement guided reading curriculum in the after-school program through observations and feedback sessions with teachers; 59% of students showed growth in their Fountas and Pinnell Scores in the 2016-2017 Academic Year
• Director of Supplemental Educational Services, 08/01/11, 06/01/11, BearPaw Tutors, LLC, Springfield, VA, Hired and trained tutors on principles of teaching students with different learning styles, how to implement Responsive Classroom techniques in tutoring sessions, and how to effectively communicate with students, parents, and school staff, Students in the program showed an average of two years of gain in mathematics due to the one-on-one approach, Increased student enrollment from 100 to 200 students due to vigorous research and development of the reading program within the DC/VA area in year one, Managed programs in various states (DC, VA, NC, MA, RI)
• Program Coordinator, 08/01/09, 04/01/10, Communities in Schools of the Nation's Capital, Washington, DC, Supported in-school program by teaching students during the Academic Power Hour by providing lessons based on after-school units and enrichment activities during non-Power Hour time such as art projects, holiday/historical activities, and competitive games, Managed day-to-day operations of the programs' reading tutoring program, Brown Bag food program, after-school programming, coordination of the Living Classroom programs (science organization), social studies program including field trip coordination, and management of various partner community organizations, Established a program for students with Learning and Developmental Disabilities that served 10 students. The pilot program addressed bullying, building up self-esteem, communicating with others, expressing emotions, and art therapy
• Supplemental Educational Services Program Coordinator/Camp Director, 08/01/06, 12/01/08, Latin American Youth Center, Washington, DC, Directed day-to-day operations of the Supplemental Educational Services program while doubling recruitment numbers, Implemented a new research-based effective curriculum focused on student growth and development (Everyday Math and Achieve 3000/Reading Program), Created an 8-week summer program for students in Middle School that connected community partnerships and exposed low-income students to new experiences (music making, chess, tennis, etc.), Executed 'Exceeds Expectations' program in DC Public Schools due to our dependability/attendance, increase in student performance, and ability to complete reports promptly, Increased recruitment efforts in DC Public Schools/Charter Schools and doubled student enrollment in one year