Dylan's instruction is centered around her students' development of conceptual understanding in core content areas. She believes firmly that exciting, inquiry-based problems and tasks are not only the most enjoyable way to learn math, but also the most effective approach to long-term retention and deep understanding.
Dylan Alles has 4 years of experience teaching middle school mathematics and developing individualized, problem-based, joyful learning experiences for young mathematicians. My students have consistently outperformed projected growth goals as measured by adaptive assessment platforms and standardized state tests. A graduate of the Johns Hopkins University School of Education, her background in curriculum development, instructional leadership, and inquiry-based mathematics translates to her successes as a teacher and leader throughout her career.
Rates are open to negotiation based on travel, duration, and content development.
DYLAN C. ALLES
Two Rivers Public Charter School, Washington, D.C. August 2019 – June 2020
Middle School Math Teacher
• Created and implemented problem-based math curricula, trauma-informed socioemotional programming, and expeditionary learning principles in a diverse-by-design school
• Designed and implemented equitable data collection routines in partnership with families by supporting students in creating individualized goals, tracking their own progress, and sharing their results in student-led family conferences
• Planned and facilitated virtual family engagement sessions to build community and collect feedback around families’ experiences with remote learning; synthesized findings to inform next steps for teaching team
KIPP DC KEY Academy, Washington, D.C. August 2016 – June 2019
Sixth Grade Math Teacher, Grade Level Chair & Mentor Teacher
• Designed and delivered CCSS-aligned, inquiry-based lessons, complemented by highly effective use of adaptive education technology platforms, resulting in students outperforming DC proficiency average by 23% (PARCC) in SY 2018-19
• Collaborated with math coach to analyze assessment data and strategically create learning materials used network-wide
• Received KIPP DC’s spring 2018 Teacher to Teacher award for excellence in teaching, nominated by school-based staff
• As grade level chair, planned and led weekly meetings to review and respond to sixth grade academic and behavioral data; served as mentor and manager for new lead teachers; streamlined communication between teaching team and school leaders
Teach for America, Washington, D.C. June 2016 – June 2018
D.C. Region Corps Member
• Served as member of highly selective national service corps of college graduates who teach in low-income schools
• Participated in selective collaborative group focused on advanced instructional delivery and brain-targeted teaching
Teach for America – D.C. Region Staff, Washington, D.C. May 2018 – July 2020
Instructional Specialist (June 2020 – July 2020)
• Evaluated incoming corps members’ instructional portfolios from virtual teacher preparation programs; calibrated findings and assessed readiness levels to inform next steps in devising regional professional development
Content Specialist & Transition Team Coordinator (May 2018 – May 2020)
• Designed adaptive adult learning curriculum and facilitated biweekly professional development for first-year corps members centered around culturally responsive pedagogy and inquiry-based math instruction
• Managed cohort of 10 teacher leaders; coordinated communication between cohort and D.C. Region staff; managed $3,000 budget; planned and facilitated professional development to enact shared vision for leadership during regional induction
Leadership for Educational Equity, Alexandria, VA January 2019 – July 2019
Policy & Advocacy Fellow
• Provided research support to Alexandria School Board member by quickly developing comprehensive understanding of the city’s educational landscape and responding to time-sensitive requests for information and deliverables
• Produced literature review analyzing correlation between secondary school size and student achievement, highlighting outcomes for non-white and low-income populations and opportunities for career and technical education, to provide member with actionable recommendations regarding new high school options in the city
U.S. Department of Education, Washington, D.C. June 2015 – August 2015
Intern in the Office of Policy Evaluation, Planning and Development
• Conducted independent longitudinal research on state spending for early childhood education; analyzed impact of federal grant incentives on state matching funds and produced subsequent report for senior policy advisors
• Contributed to policy briefs, program development, expert interviews, and legislative tracking on a range of K-12 issues
Johns Hopkins University School of Education May 2018
Master of Science in Education, Concentration in Elementary Studies, GPA 3.71
Colby College May 2016
Bachelor of Arts in Government; minors in Education, Managerial Economics
Ralph J. Bunche Award for outstanding students of color
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|at her home||at your home||By webcam|
|1 hour||Not available||$55||$20|
|5 hours||Not available||$205||$100|
|10 hours||Not available||$425||$200|