anjali rodrigues

Designed and implemented curriculum for twelve 12th grade boys in a sub-separate classroom around the theme of perspective and identity, using photography, visual art and poetry. Collaborated with two twelfth grade teachers (ELA and Social Studies) to make sure curriculum aligned with their course objectives and met the various levels of special needs in the classroom.

Researching early childhood development policy in Sub-Saharan Africa under Dr. Pia Britto

Taught first and second grade writing and reading comprehension during Summer Academy; business assistant

Taught third grade writing and reading comprehension during Summer Academy

Used Project Zero research findings to design, implement, and document arts-based work with high school students Worked with Project Zero researchers on the Out of Eden Learn project to refine curriculum and adjust online platform to meet needs of local partners Collaborated weekly with Project Zero researchers to track the progress of and refine my research plan as needed Presented findings and student work in a final show with fellow Project Zero Artists-in-Residence and researchers

Designed and implemented curriculum for “Phoenix Rysing Summer Anthology”, a community health project focusing on empowering youth voices and experiences in Richmond through poetry and visual art Worked with a group of youth artists to explore the experiences of Richmond teens and community members through ethnographic interviews, poetry and photography Curated a gallery and final performance, showcasing the participants’ poetry, photography, and exploration of Richmond and the experiences of teens in the city

Designed and implemented curriculum for “Time Capsule”, a course that seeks to share the stories of youth in Boston through portrait photography and interviews Worked with a group of teens from Boston Public Schools to explore Urbano’s theme of “Land of the Free” through photography and writing Collaborated with other teaching artists and local arts organizations to develop curriculum and design projects for the “Time Capsule” course

Awarded “Accomplished Teacher” designation through an intensive review process by Leadership Public Schools in August 2013 Developed and implemented Common Core-aligned curriculum for the Academic Leadership course, focusing on arts- based and project-based learning Taught an additional reading course for students reading four to six years below grade level, and design and implement differentiated literacy instruction for this course Implemented the American Teenager Project’s It’s Complicated workshop as the inaugural classroom-based execution of this project (a photojournalism-based project centered on student voice and community experiences) and designed supplemental curriculum in collaboration with ATP staff Lead as a member of the School Culture Leadership Team, a group of administrators, students and teachers at LPS who maintain and improve school culture through evaluation, goal-setting, and implementation of action plans

Implemented California standards-based Mathematics, English Language Arts, Science, and History curriculum in a self- contained fifth grade classroom Created differentiated instruction for students who are English Language Learners, students with special needs, and students performing 2-3 years below grade level Used a community-based approach and arts-infused instruction to create a classroom that is culturally relevant, engaging, and empowering for all students Student reading levels increased by an average of 2.2 years in both the 2010-2011 and 2011-2012 school years Engaged in Sharroky Hollie culturally responsive pedagogy trainings and implemented strategies and approaches in daily instruction

Developed and differentiated ELA and Social Studies curriculum for ninth and tenth grade Humanities courses to meet the diverse needs of students (student who are English Language learners, students with special needs, students reading below grade level, students struggling with behavioral or social-emotional challenges, etc.) Integrated the arts into curriculum and ensure curriculum is engaging, culturally responsive, and aligned with the mission and vision of BAA

Designed and implemented Common Core-aligned lessons that integrate the arts and core literacy skills for a classroom of twenty-three third graders at the Tobin School in Roxbury, MA

* Public Narrative: Self Us Now * Public Narrative: Continuity, Conflict and Change * Organizing: People, Power and Change courses with Marshall Ganz

Activities and Societies: UCLA Community Programs Office, Writing Success Program

Activities and Societies: Harvard Youth Leadership Conference, Project Zero Artist-in-Residence