Jana Chan

Oversee the Educational Services Department at A Place Called Home, an established non-profit located in the underserved community of South Central, Los Angeles. APCH serves youths age eight through 22 and specializes in afterschool programming and wraparound services. Within my tenure at APCH I developed IEP processes with the Counseling Department and restructured the Ed Services model to support both programming and services.

Oversee all academic support, STEM and creative writing classes. Analyze student data and determine methods to improve instruction, academic performance and student achievement. Design and implement programming that understands the academic needs of children in underserved communities and finds creative ways to meet their needs. Implement instructional strategies, including supporting the needs of diverse learners, delivery methods, assessment, and staff development techniques for improvement of instruction. Build partnerships with local schools and organizations. Increase instructor effectiveness by hiring, placing, onboarding, and retaining staff. Train and supervise Ed Services staff, interns, and volunteers. Manage department budget. Plan and coordinate various educational enrichment activities. Prepare and submit reports.

Oversaw all aspects of academics at Futures Academy, Beverly Hills, a W.A.S.C. accredited preparatory school whose student body primarily consisted of students who needed flexible scheduling, ivy league bound students, students with learning differences, international and E.S.L. students, and students who needed a safe and nurturing environment. Hired, trained, supervised, and coached all teachers. Used observations and data to drive teacher training. Created academic plans through the evaluation of standardized test scores, interests, background, and learning differences to design programs that address the needs of each learner. Oversaw the implementation of academic plans through the completion of each course. Planned and implemented new procedures (including orientation, exam proctoring, homework completion, lesson delivery, communication to all stakeholders) to create a smoother transition to virtual education during Covid-19. Supervised Guided Study, orientation, events, clubs, seminars, workshops, standardized testing, proctored exams, and field trips. Transformed the school culture to include a more supportive, collaborative environment while holding staff and students accountable. Managed the caseload of all students with accommodations including those with 504s, I.E.P.s, and I.L.C.s. Worked closely with outside support team to strategize and plan. S.S.D. Coordinator for the A.C.T.s and the College Board exams. Redesigned and taught Guided Study to focus on executive functioning skills, goal setting, and Student Learner Outcomes.

Executed numerous programs tailored to the individual student at the K and M Center, a company where students receive one-to-one attention to assist with building executive functioning and underlying processing skills (auditory, visual, and memory) for a more independent learner. Students ranged from preschool through grade 12 and included those that are home schooled. Analyzed the needs of each student and assisted with creating a plan to address concerns. Met with members of the team to change curriculum based on student need. Communicated with parents on a per session basis in order to give an in depth description of the student’s progress and activities completed.

Assisted in opening, managing, and establishing George in its Montecito location. George is a small company that designs, wholesales, and retails upscale merchandise for dogs and cats. The company was established over 25 years ago and has four boutiques in California. The managers have freedom to make decisions that most benefit each shop. Continually increased revenue since the store’s inception. Generated and maintained lasting relationships with customers. Catered to the unique clientele of Montecito while aligning the owner’s vision of George. Streamlined procedures to improve operations to better serve the clientele. Researched, predicted, and purchased items based upon customer need.

Oversaw the E.S.L program at Jarrett Middle School by monitoring, testing, and reporting on current and former E.S.L. students. Jarrett is a Title I and III school located across from public housing. The school consists of 75 percent English as a second language students (E.S.L.). Consistently used data and research to drive pedagogy and increase student achievement. Closely collaborated with teachers of different grade levels and content areas to integrate appropriate strategies that addressed the varying needs of E.S.L. students. Worked in large and small groups, and one-to-one with students in order to teach English Language Arts standards while also targeting their individualized language needs. Created a curriculum around four literature units that integrated the concept of tolerance and addressed student need, interest, and ability. Instilled higher-learning thinking skills, and promoted character building through modeling, exercises, positive relationships and consistency. Used the A.V.I.D. program to enhance the curriculum, promote understanding, and provide a college going culture.