This resume summarizes the professional experience of C.W. Moore as a seasoned project manager and educator with over 15 years of experience in education, training, and program management. Moore has extensive experience managing extended learning programs, developing training curricula, and leading diverse teams. Recent experience includes providing leadership consultancy and technical assistance to extended learning programs at the Training Services Institute.

1. C.W. Moore Resume
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Project ManagementSummary:
Expertprogrammanagerwithextensive experience withcoordinationandadministrationof extendedlearningprograms
encompassingprojectdesign, planningactivities,leadership,organization,budgeting,andstaffing. Significantexperience
managing collaborative team building, outreach, and technical assistance. Hands-onexperience in service deliveryand
fiscal management ($1.5-3M). In-depth understanding of management processes, strategic planning, and quality
assurance. Successfulrecordof leadingavarietyof teamsinthe developmentandimplementationof businessstrategies.
Teaching & Training Summary:
Seasonededucatorandtrainerwithprofessional experiences implementingextendedlearningprograms, earlyeducation,
K-12 education, child development, public health education, and promotion. Secondary and post-secondary educator.
Results-oriented instructional designer, technical trainer, and curriculum developer. Served as a trainer for national
training programs and instructor for the National Child Development Associate credential program. Served as board
member to several national associations and non-profit organizations.
SeasonedProfessional WorkExperience:
Training Services Institute, Senior Education Consultant (April, 2015-Current)
Providing leadership consultancy and technical assistance to extended learning programs. Direct team production of
custom training curricula using the ADDIE Model and Action Mapping. Developing instructional/training materials.
Problem diagnosis and brining resolution by employing theory of change and logic models. Assessing optimal service
deliverymethodstoafterschool andsummercampprograms. Assessingextendedlearningprograms inthe alignmentof
goals,objectives,andactivitiesinaccordance withState CommonCore Standardsand 21st CenturyCommunityLearning
Centers (CCLC) purposes. Serves as an early education training facilitator.
Early Stages Learning Centers,LLC. (ESLC),Owner/Partner (2010-2014)
Asa foundingpartnerandadministrator,ESLCprovidedextendedlearningprogrammingforearlyeducation,elementary,
and middle school students enrolled in public and charter schools. Served as lead in the design, implementation,
coordination, and evaluationof before and afterschool programming, summer and holiday camps. Ensured programs
alignedwithCommonCore State Standardsand21st
CCLC goals and metstate childcare regulations. Directlysupervised
21 team members. Managed day-to-day operations focusing on several areas:
Program Planning& Strategy – Devisedthe corporate marketentry,share,andsustainabilityplan. Usingacontextualized
learningplatform, builtorganizational capacitytoprovide STEAMbased,recreational,andwellnessafterschoolandcamp
activities(i.e.,robotics,digital art, AmericanSignLanguage, martial arts, organizedsports).Executedall extendedlearning
programming. Closely monitored each program to ensure timelines and deliverableswere met or exceeded. Wrote all
proposals and facilitated presentations.
 End Result: Met all government requirements for market entry to include vetting, receipt of state contracted
subsidies,andlicensure;morphedone smallsummercampintoinnovativeprogrammingand delivered productsthat
accommodated the extended learning programming needs throughout the year. Expanded programs through
partnerships with local and national organizations (i.e., First Tee, Girl Scouts, Living Classroom). Offered students
opportunities to socially engage forging positive peer relationships in safe and nurturing environments. Provided
C.W. MOORE, MS
chonda@chondamoore.com
www.chondamoore.com
(202) 321.7473
https://w w w.linkedin.com/in/chondamoore
Intrinsicallymotivatedleaderwithentrepreneurial mindset

2. C.W. Moore Resume
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extended learning services to over 1,0 students. Sustained high caliber programming throughout the market
regardless of the community’s socio-economic climate.
Fiscal Management – Developed and analyzed all budgets for operations and programming. Employed cost-benefit
analysis, explored alternative funding sources, allocated financial resources and ensured adequate funds for programs
and operations estimatingfuturecorporate financial needs/forecastswhileconsistentlyevaluatingprogramperformance
and adjusting funding as necessary. Provided accounting oversight.
 End Result: Acquired funding for corporate and program operations and properly allocated financial resources.
Reasonable future fiscal projections were made based on observing current fiscal needs and re viewing previous
budget constraints.
DevelopingPolicy& Procedures - Wrote allcorporate andemployeepoliciesandprocedurespursuantto local andfederal
government regulations, corporate values, goals/objectives, industry standards, and code of conduct. Ensured all state
policies and regulations were adhered to throughout programming.
 End Result:Establishedandmaintainedgovernance andaccountabilitywithinoperations.The corporationsucceeded
in employee retention, few internal and team conflicts, virtually no malfeasance.
Evaluation – Utilized the mixed evaluationtechnique to measure programming goals, service delivery, user experience,
determineprogram impact, andreceivestakeholderfeedback. Employedevaluative techniquesthroughoutthe academic
school year and during the summer months.
 End Result: Evaluative assessment tools resulted in program improvements and diversified program offerings thus
directing program modifications and highlighted necessary leadership and logistical shifts.
Product Diversification – Transitioned theESLC service delivery model toascalablemodelcustomizedwithstakeholderinput.
 End Result:Removedthe one-size-fits-all paradigmandincreasedthe demandforextendedlearningprogramming by
forty percent.Parentsandschool administrators hadautonomy inselectingandpurchasingone or a combinationof
services and offerings specific to stakeholder requirements.
Team Building - Invested in the requirements to hire, assemble, and manage highly productive leadership and service
delivery teams. Teams were constructed to best serve each school’s academic and cultural needs. Facilitated and
contracted with industry leaders to provide continuous professional development.
 End Result: Establishedsolidschool andorganizational partnerships,consistentandopen communication, and
smoothand seamlessteamfunctionality. Staff were proficientin emergingindustrytrendsandtechnology.
Training & Coaching– Mentored staff inareasrelatedtothe academiccurriculum,relationship building, andeffective
classroommanagement. Supervised programstaff while deliveringworld-classservice toall students.Provided
guidance andoversightto programmanagersand teachersonthe developmentof studentgoalsandweeklyactivity
plans.
 End Result: Solidefficacy inprogramand consistentservice deliveryregardlessof demographicsand socio-economic
environment. Programs were well organized and equipped with appropriate resources.

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University of the District of Columbia, School of Business & Public Administration, Paving Access Trails for Higher
Security (PATHS) Program and the Institute for Human Service Delivery, (2004 - 2010)
Assistant Director (2007-2010) - Collaborated with program director to increase capacity to provide a robust job skills
training curriculum. Led day-to-day program management of two Temporary Assistance for Needy Families (TANF)
workforce-developmentprograms($2.5M) andthe InstituteforHumanServiceDelivery.Managedprogramteamensuring
timely contractual deliverables were achieved. Led team in development of new course/training offerings pursuant to
employment trends, licensures, and certifications. Case management oversight (n=800). Administered the Institute’s
grant request for proposals (RFP) and awards processes. Managed coordination and delivery of two city-wide annual
conferences. Provided site monitoring and technical assistance to grant awardees. Secured the Institute’s training
credential and served as a certified early education professional development trainer. Created project work-plans.
Providedmanagerial directiontocontractedvendors.Developedandimplementedcommunicationplans. Institutedthe
staff review process and coordinated staff development seminars/workshops. Wrote program’s policy and procedure
manual. Conducted program evaluationand implementation processes for improvements. Representedthe University
at conferences, meetings and seminars. Supervised 11 team members and vendors.
 End Result: Exceededprogramdeliverablesby300%.Receivedadditional $1Mto annual budget. Awarded
certificationcredentialfromthe Districtof ColumbiaOffice of the State Superintendentof Education(OSSE).
Expandedprogramcapacityto assistclientsinsecuringemploymentincareer-basedpositions.Thiswas
accomplishedby:
o Implementingnew employmentskillstrainingtoinclude,forexample, childcare assistantcertification,
medical billingandcoding.
o Establishinganinternshipprogramwithinternalandexternal partners.
o Improvedjobplacementsby120% through buildingcollaborativerelationshipswithlocal businesses.
Senior Project Specialist (2006 - 2007) – Provided successful coordination of multiple contractual specifications and
deliverables. FormalizedgrantRFPgrantsolicitationprocesses,policies,andprocedures.ManagedgrantRFPsolicitations,
vetted applications, and notified award/non-award panel decisions to all applicants. Served as grantee program site
monitorandtechnical assistance consult. Designedandfacilitatedprofessionaldevelopment workshopsandseminars for
case workers,fraudinvestigators,programmanagersanddivisionchiefs. Developednewbusinesspartnerstrategiesand
relationshipsforemploymentnetworks. Developedevaluative toolsfordataanalysisandprogram improvements (focus
groups, surveys, customer feedback). Coordinated two annual conferences. Conducted home visits to state welfare
recipients. Served on several welfare-to-work committees and work groups.
Early Education Instructor (2004-2006) - Primaryresponsibilitiesincludeddesigning,implementing,andfacilitating early
education and child development curriculum and courses. Established networks for, and assisted students in, securing
employment in early education.
The J.O.S.H.U.A.Foundation,Washington,DC, Deputy Director (2002-2008) – A non-profit501(c)(3) organization witha
mission to assist in the elimination of health and education disparities domestically and abroad. Collaborated with the
executive director to develop and implement strategic plans, long-term goals and objectives to achieve successful
organization outcomes. Planned, managed, and coordinated domestic and international food security and health
education project activities. Responsible for program budgets, operating plans, resources. Developed evaluation
framework, monitored program activities, and ensured quality of project outcomes vis-a-vis contractual and grant
commitments. Worked with team members to produce trainings and organizational reports. Led team in successfully
establishing a 60-acre sustainable farm, a village based micro loan program, and providing a local medical clinic with
supplies in Zamuzinda, Uganda. Planned two U.S. based performance tours for the Pearl of Africa Children's Choir
which raised more than $100K each. Created the Manna for Many Food Program which, on a monthly basis, provided

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fooditemsforthe Districtof Columbia's (DC) senioranddisabledresidents. Co-authoredthe FinancialLiteracy:Paving to
Financial Success Training. Facilitated large and small meetings.
 End Result: Approximately 100 local villagers received instruction on farming mechanics. The J.O.S.H.U.A. Farm
provided village families with fresh seasonal produce. The J.O.S.H.U.A. Farm’s produce was also sold to local
restaurantshavingapositive impactonthe localeconomy. Nearly 300children livinginalocal orphanage received
contextualized agricultural learning experiences via the J.O.S.H.U.A. Farm. The micro-loan program assisted
womeninestablishingtheirownagriculture basedbusinesses(n=19mothers).Sixty-five DCelderlyanddisabled
DC residents received healthy food items monthly.
Teaching Experience
George Washington University, Washington, DC, Visiting Instructor (2004-2005) - Instructed the undergraduate health
promotion course, Body Image and supervised student health promotion projects.
Departmentof Physical Education, Health,and Sport Studies,Miami University,Oxford,Ohio,VisitingInstructor (2002-
2003) - Taught four undergraduate courses: AIDS: Etiology, Prevalence,and Prevention, Women’s Health Problemsand
Practices, Personal Health, and Critical Reflections on Practices. Supervised capstone internships and provided
undergraduate academic advising.
United Cerebral Palsy/Council for Professional Recognition, Washington, DC, Early Education Child Development
Associate (CDA) Instructor (2003-2004) – Instructed the required earlyeducationandchilddevelopment course foradult
learners pursing the CDA credential.
Associatesfor Renewal in Education PublicCharter School, Washington,DC. Teacher (2002-2003) - Servedasa teacher
and counselorto disenfranchised youtheligible for high school. Class taught: personal health and social responsibility.
Consultancy
National Association forEqual Opportunity in HigherEducation, SilverSpring,MD - FacilitatedHIV/AIDSpreventionand
intervention peer health educator training for Historically Black Colleges and Universities.
Family Planning Council of Southeastern Pennsylvania, Philadelphia, PA, Technical Assistant Consultant - Designed
adolescent sexuality and family planning training curricula; facilitated training to Council’s grantees.
KRA Corporation, Silver Spring, MD - Provided technical assistance for the Center for Substance Abuse and Prevention,
U.S. Department of Health and Human Service’s grantees in the following areas: community health education program
planning and development; training; resource development and allocation; community outreach; and research and
evaluation.
Association for the Advancement of Health Education, VA - Facilitated HIV teacher training to health educators and
special education secondary school teachers throughout the country.
Peer Grant Reviews
AdministrationonChildren,Youth,andFamilies.The HeadStartBureau,U.S.Departmentof Health and Human Services
Family Service, the Head Start Bureau, U.S. Department of Health and Human Services
HIV Education/Prevention/Risk Reduction Programs for Minority Populations. Ohio Department of Health

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Publications
Financial Literacy: PATHS to Financial Success, The JOSHUA Foundation, 2010.
J. Katounas,C.Walden,M.Goldsmith, (2006). PeerHealthEducationProgramCoordinatorsManual. AmericanAlliance of
Health, Physical Education, Recreation and Dance.
Walden, C., The Health Status of African American College Students: A Literature Review. Journal of American College
Health, v42, n5 (March, 1994)
Walden, C., & Fennell, R., Using Focus Groups to Assess the Sexual Health Needs of College Women. Journal of College
Student Development, v36, n2 (March-April, 1995)
Fennell,R.,Walden,C.,“Three forFree”EncouragesResponsibleSexual Health.Journal of College StudentDevelopment,
v32, (August, 1991).
Education
MS, Exercise Science and Health Studies (1991). Miami University, Oxford, Ohio
BS, Community Health Education (1987). North Carolina Central University, Durham, North Carolina
References upon request