About Phil

As a brother and son growing up in a low-income, first-generation American family, I am all too familiar with the challenges and struggles of access and opportunity that many San Franciscans face.

As a teacher, I led a department transition to new science standards and brought innovative technologies into my classroom, while working alongside an incredibly talented and dedicated staff serving our most vulnerable students in the Bay Area.

Now, as an educator working to support our teachers and school leaders, I have an opportunity to make a greater impact for the students and communities I serve.

 

Phil came into this work as a 7th grade Life Science teacher at KIPP Summit Academy, a public middle school in the East Bay. He built his curriculum from the ground up, creating lessons, units, and assessments from scratch. He also served as Science Department Chair, leading the school-wide transition towards the Next Generation Science Standards (NGSS). Along with a dedicated team of science educators, he worked to create the first interims made for science, and led professional development on science skills and the NGSS.

 

Phil has worked at both the local and state level, participating in the California NGSS Symposium for science teachers and leaders, and was an active member of the NGSS Science Stakeholder’s Meetings sponsored by the California Assessment of Student Performance and Progress. In these capacities, he was worked alongside organizations such as K-12 Alliance/WestED, California Science Project, California Science Teachers Association (CSTA), Curriculum and Instruction Steering Committee, and the California Department of Education (CDE). He has also participated in the Center for the Advancement and Student of International Education (CASIE) and Harvard Graduate School of Education’s Project Zero Perspectives: Making, Thinking, and Understanding.

 

While teaching, he led restorative justice circles and discussions, partnered with parents and families, supported the launch of student college savings programs, and served as Instructional Innovation Specialists. When Phil began teaching at KIPP Summit Academy, there were only a handful of Chromebooks available to students in the entire school. As the Instructional Innovation Specialist, he developed systems for implementing technology in the classroom, provided professional development for peer teachers to incorporate small-group instructional models in their own classrooms, and assisted in school-wide structures for lesson collaboration and data sharing. As a result of Phil’s work, KIPP Summit Academy was a one-to-one school in just two years, ensuring every teacher and student had access to a Chromebook and internet anytime.

 

Phil now serves at the regional support level, working with 11 schools across the Bay Area to support blended and personalized learning, new classroom and school models, and working closely with Data, Technology, and Operations to ensure schools have all the supports they need to best serve their students. He works directly with teachers, deans, assistant principals, and school leaders.

 

In addition to his work as Innovation Manager, Phil is charged with building out a vision and plan for supporting sciences across the region to more closely align with the NGSS. He works nationally with the KIPP Foundation as a member of the Science, Technology, Engineering, and Maker (STEM) Guiding Coalition. Phil was a member of the Advisory Council for the Computer History Museum in San Jose, CA. He has presented his work and experiences at various panels and events including Teach for America’s ED Summit on the Digital Divide and Schoolzilla’s Data Champion Summit on Blended and Personalized Learning Data Driven Instruction.

 

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Phil received his B.S. from Bucknell University where he majored in Neuroscience and minored in Legal Studies and Economics. As a Pell Grant recipient and work-study awardee, he worked multiple jobs on campus in the Financial Aid Office, Admissions Office, and Office of Student Life to support himself through college. While at Bucknell, he served as President of Bucknell Student Government. Additionally, he helped to lay the foundation for a community school in Cabón, a neighborhood in the outskirts of Santo Domingo, Dominican Republic. Frequently visiting and leading peers to the Dominican Republic every year, Phil and his team fundraised tens of thousands of dollars and dedicated countless hours to building up one of the only schools in the region. He was President of Advancing Communities by Educating and Serving (A.C.E.S.), the organizing body of the Cabón school for three years.

 

As President of Bucknell Student Government, Phil created the University’s first Committee on Student Engagement, chaired the Academic Affairs Committee, and represented the student body on the Business Process Review Taskforce.

 

Among a variety of other recognitions, Phil was a recipient of The Susan Hensinger Thomas Prize of the Kenneth G. Langone Scholarship, 2012 Bison Award for Excellence, Bucknell University Class of 2012 Award of Excellence, The Kari M. Conrad Award for Bucknell Student Government Member of the Year, and the Bucknell Student Government Class of 2012 Representative of the Year. He was an AmeriCorps Scholar in Service, and a recipient of the Bucknell Public Interest Program scholarship where he spent his summer working with NGOs in the Dominican Republic. He was selected to attend one of the first cohorts of the Frances Hesselbein Global Leadership Summit’s Global Academy for Student Leadership and Civic Engagement in Pittsburg, PA, joining 49 leaders from around the world to participate in a summit to address critical issues throughout the world.

 

He remains heavily involved in the Bucknell network, currently serving as President of the Bucknell Alumni Club of Northern California with a network of over 3,000 parents, friends, and alumni of the University.

 

He received his M.A. in Education Policy and Administration from Loyola Marymount University, Los Angeles, with his culminating research on “The Implications of Whole-School Restorative Practice Adoption on Student Academic Achievement and School Community.” Phil holds a cleared single subject teaching credential in biological sciences PreK – 12 (EBIC, License 150107769).