Tonya Valdez-Menard

Student Development & Behavioral Support (Grades 6–12) Program Design, Educational Experience Development & Engagement Communication, Counseling-Style Support & Family Outreach Assessment, Record Management & Data-Driven Support Community Outreach, Recruitment & Psychoeducational Presentation Technical & Administrative Skills Supporting Student Development

• Provided direct and indirect support to students to help them reach academic and personal-development goals, applying principles of motivation, goal setting, and behavioral reinforcement.
• Delivered Social Emotional Learning (SEL) support, including emotional awareness, stress coping skills, self-regulation strategies, and confidence-building practices.
• Observed student behavior and engagement to identify barriers, track progress, and adjust support strategies—mirroring applied performance psychology interventions.
• Collaborated with a multidisciplinary team to design performance-enhancing educational experiences, integrating elements of motivation, resilience, focus, and self-efficacy.
• Organized educational camps and workshops that incorporated skills training, experiential learning, and mindset development.
• Created presentations and promotional materials that communicated program goals, opportunities, and psychological benefits to students and families.
• Applied active listening, empathy, and culturally responsive communication when supporting students and communicating with families.
• Used customer-service communication skills to maintain rapport, provide updates, address concerns, and reinforce student progress—similar to consultation communication practices in performance psychology.
• Gathered, organized, and updated detailed student data to monitor performance trends, adapt interventions, and document developmental progress.
• Used Microsoft Office (Excel, Word, PowerPoint) to create tracking sheets, progress charts, and behavioral progress logs supporting data-driven decision making.
• Maintained structured filing systems, ensuring quick access to academic and behavioral documentation for ongoing support planning.
• Designed flyers, visuals, and community-facing presentations for program recruitment, emphasizing student development and psychological growth opportunities.
• Facilitated outreach efforts that communicated the program's value in motivation, academic resilience, and goal achievement.
• Conducted data entry, maintained student records, and utilized student information platforms to track progress and inform interventions.
• Troubleshot basic technology issues to ensure continuous access to student resources and training materials.
• Supported students and families in navigating financial aid processes, reducing stress and improving self-efficacy related to educational planning.
• Coordinated academic support services, ensuring accessibility for diverse student populations.

Developmental, Behavioral, and Emotional Support Program Planning, Structure, and Behavior-Based Scheduling Parent Communication & Psychoeducational Support Leadership, Staff Training, and Mentorship Documentation, Assessment, and Data Management Environmental and Safety Management Continuous Learning and Professional Growth Technical & Administrative Support

• Led a classroom of infants to toddlers (6 weeks–3 years), applying developmental psychology principles to support emotional regulation, early cognitive development, attachment needs, and emerging social skills.
• Observed and documented children’s behavioral cues, stress indicators, and developmental milestones to adapt care strategies—mirroring behavioral assessment techniques used in psychology.
• Adjusted daily structure and individualized routines based on each child’s emotional, behavioral, and developmental needs, demonstrating flexible intervention planning.
• Maintained a supportive, stable environment promoting early self-regulation, confidence, and secure attachment, foundational constructs in developmental and applied psychology.
• Designed and implemented developmentally appropriate daily schedules rooted in behavioral consistency, reinforcement, and security, supporting predictability and emotional well-being.
• Applied principles of behavior management, such as positive reinforcement, redirection, and structured transitions, to maintain classroom flow and reduce stress for young children.
• Provided daily and quarterly conferences with parents to discuss developmental progress, emotional patterns, behavioral changes, and individualized strategies for home carryover.
• Used counseling-style communication skills—active listening, empathy, conflict de-escalation, and problem-solving—when addressing parent concerns or mediating misunderstandings.
• Created psychologically informed strategies to help parents understand their children's needs, temperament, and developmental stages.
• Mentored new staff in child development principles, classroom management, emotional safety, and program procedures—similar to supervisory roles in applied psychology settings.
• Delegated roles and responsibilities using an understanding of team dynamics and individual strengths to optimize classroom functioning.
• Mediated staff-parent concerns, applying conflict resolution and interpersonal communication skills consistent with consultation practices in psychology.
• Logged daily developmental observations, behavior notes, and care reports in digital tracking systems to support continuous assessment.
• Maintained organized, confidential records consistent with ethical documentation standards in psychological practice.
• Utilized Microsoft Office tools and digital platforms for monitoring progress, behavioral trends, and classroom needs.
• Ensured a safe, emotionally supportive learning environment by managing routines, sensory needs, and classroom expectations—skills essential in environments requiring well-being monitoring and situational awareness.
• Conducted ongoing research and continuing education to stay updated with evolving early-childhood developmental practices, aligning with psychology’s emphasis on lifelong learning and evidence-based practice.
• Adapted program methods in response to emerging developmental science and behavioral research.
• Facilitated classroom activities to enhance student engagement and learning outcomes.
• Troubleshot computers, printers, and digital tools used for data recording and classroom communication.
• Maintained organized filing systems for student information, developmental assessments, and parent communication records

• Provided daily care for children ages 6 weeks–5 years using developmental psychology principles to support emotional regulation, early cognitive development, social skills, and secure attachment.
• Observed behavioral patterns, stress responses, temperament traits, and developmental cues to adjust strategies—reflecting behavioral assessment and individualized intervention planning.
• Assisted children in managing frustration, conflict, or emotional outbursts by using minor counseling strategies, including emotion labeling, calming techniques, problem solving, and coping skill introduction.
• Utilized redirection, positive reinforcement, and structured routines to guide behavior and help children shift from negative experiences to adaptive responses.

• Ensured the care and safety of children of Holloman AFB personnel through continuous monitoring, hazard prevention, and quick, psychology-informed decision-making during high-stress or dangerous situations.
• Used de-escalation strategies grounded in behavioral regulation and situational awareness to reduce conflict and maintain a stable environment.
• Performed essential safety tasks including equipment checks, environment scans, and troubleshooting small electronic or environmental hazards.

• Conducted daily communication with military families, offering psychoeducational updates about their child’s emotional, behavioral, and developmental progress.
• Held scheduled conferences to discuss developmental milestones, concerns, and individualized goals—using active listening, empathy, and strengths-based communication.
• Collaborated with parents to develop achievable goals for their child, reflecting skills similar to psychological coaching and developmental intervention planning.

• Served in an active supervisor/teammate role, delegating tasks, guiding team dynamics, and maintaining high-quality care using leadership, communication, and interpersonal psychology skills.
• Ensured strict adherence to military standards by maintaining a clear background, completing OPSEC training, and demonstrating continuous professionalism in a high-trust environment.

• Logged, maintained, and updated sensitive information using both paper-based and digital systems, ensuring accuracy and confidentiality consistent with psychological documentation and ethical standards.
• Verified and double-checked daily data logs to ensure compliance with program expectations and safety regulations.
• Used Microsoft Office tools (Word, Excel, PowerPoint) to create and maintain lesson plans, developmental tracking sheets, progress charts, and behavioral documentation.

• Reported and troubleshot minor electronic issues to ensure safe classroom operations.
• Supported efficient classroom functioning through organization, structured planning, and task delegation aligned with behavioral and cognitive-development principles.

• Completed and maintained OPSEC training, supporting responsible handling of sensitive information within a military context.