Ismael M. El-Tayuddin

As the Clinical Director of a specialized Psychological Center in Sudan, I oversee the development, management, and delivery of mental health services for children with behavior disorders and learning disabilities. My responsibilities include assessing, diagnosing, and implementing individualized intervention plans, with a focus on providing accessible care to refugee and displaced families through reduced or free services.

In addition, I serve as a licensed Clinical Psychologist practicing in Sudan, ensuring the highest standards of clinical practice, ethical conduct, and culturally sensitive care.

Complementing my work locally, I operate as a remote contractor, providing expertise to school districts in the United States in the capacities of a Board Certified Behavior Analyst (BCBA) and school psychologist. My role involves conducting remote assessments, developing behavioral intervention plans, and supporting students' educational and emotional needs through telepractice.

As a Behavior Technician, I provided targeted behavioral support and interventions to children with autism and other developmental disabilities. My role involved implementing individualized behavior plans based on Applied Behavior Analysis (ABA) principles under the supervision of Board Certified Behavior Analysts (BCBAs). I engaged children in structured activities designed to promote communication, social skills, and adaptive behaviors, while closely monitoring progress and behavior. I maintained detailed data collection to assess the effectiveness of interventions and ensure progress toward individual goals. Additionally, I collaborated with multidisciplinary team members, including therapists and educators, to reinforce learning across different settings.

As a Graduate Research Assistant at the Education and Psychology Lab, Pathways to Literacy UM-Ann Arbor, I was actively involved in investigating how young children develop cognitive, literacy, and social skills, particularly during their transition to school. My work centered on conducting behavioral assessments and neuroimaging studies, including functional Near-Infrared Spectroscopy (fNIRS), to explore the neural and behavioral factors that influence literacy development. I collaborated with a multidisciplinary team to design research protocols, collect data, and analyze complex datasets to understand how various factors such as school experiences, brain development, and individual differences shape a child's learning trajectory. Additionally, I contributed to the interpretation of research findings and supported the preparation of presentations, publications, and reports aimed at disseminating key insights within academic and educational communities. Throughout my role, I maintained high standards of ethical research and adherence to IRB protocols, ensuring the integrity and quality of the research process.

As a Graduate Teaching Assistant with Professor Dr. Latisha Bowie-Young for EDC 302/502 – Adolescent Development and Classroom Management, I supported the instruction of a graduate-level course focused on the physical, social, emotional, and cognitive development of adolescents. My responsibilities included assisting the lead instructor in preparing and delivering course content, facilitating classroom activities via simulations, case studies, and videos, and engaging students in discussions on adolescent growth and effective classroom management strategies.

I contributed to bridging current theories and research findings with practical approaches for managing middle and high school classrooms, emphasizing both educational and parenting practices. My role involved grading assignments, providing feedback, and supporting student understanding of developmental principles as they relate to classroom management challenges. This experience enhanced my ability to connect developmental theory with real-world educational practices, fostering professional growth in pedagogy, student engagement, and classroom leadership.

This position was part of the Rackham Graduate Teacher Certificate program, designed to develop advanced teaching skills and promote effective instructional techniques within a university setting.

As a Graduate Trainee at Michigan Leadership Education in Neurodevelopmental and Related Disabilities (MI-LEND), I participated in an interdisciplinary leadership training program designed to improve health outcomes for infants, children, and adolescents with or at risk for neurodevelopmental disabilities. Over the course of two semesters, I engaged in a variety of didactic activities including coursework, virtual and in-person training sessions, group work, and lectures that enhanced my understanding of family-centered and culturally competent care. I gained clinical experience by learning about the roles and interventions implemented by professionals across multiple disciplines such as Audiology, Psychology, Developmental Behavioral Pediatrics, and Social Work. This exposure allowed me to develop a comprehensive perspective on managing complex neurodevelopmental needs. Additionally, I actively participated in family and community engagement activities, sharing experiences and gaining insights from families of children with neurodevelopmental disabilities. Throughout the program, I interacted with peers from diverse fields and backgrounds, which enriched my understanding of collaborative, interdisciplinary approaches to care. As part of my training, I also worked at the Michigan Medicine University of Michigan Psych Clinic, fulfilling clinical requirements essential for my pursuit of board certification as a Behavior Analyst. This experience provided me with valuable practical skills in behavioral assessment and intervention within a clinical setting, complementing my leadership training and ensuring a well-rounded professional development.

As a Graduate Teaching Assistant for EDC 417/517 - Management of Classroom Behavior, I collaborated with Professor Dr. Killu to support the delivery of course focused on classroom management and behavior modification techniques. My responsibilities included assisting in the development and facilitation of instructional content, providing support to students, grading assignments, and fostering an engaging learning environment.

I contributed to the creation of course materials that examined theoretical foundations, research, and practical applications related to managing classroom behavior in early childhood and elementary settings. I also facilitated discussions, offered feedback to students, and supported self-management projects aligned with program goals. This role provided valuable experience in pedagogical practices, educational research, and professional development within a university setting.

The position was part of the Rackham Graduate Teacher Certificate program, emphasizing enhancement of teaching skills, professionalism, and instructional effectiveness.

Department Head – Mathematics:
Led the Mathematics Department, overseeing the planning, development, and implementation of mathematics curricula and instructional strategies to ensure academic excellence. Managed faculty staff, facilitated professional development, and coordinated curriculum assessments to align with educational standards. Monitored student progress, analyzed performance data, and implemented interventions to enhance learning outcomes. Fostered a collaborative environment to promote innovative teaching methods and curriculum enrichment.

Transition Counselor:
Provided guidance and support to students in their academic and career transition processes, helping them develop personalized educational and vocational plans. Assessed student needs, offered counseling on academic requirements, career options, and personal development, and coordinated with teachers, parents, and external organizations to facilitate successful transitions. Organized workshops and counseling sessions aimed at preparing students for higher education, vocational training, or workforce entry.

• Utilized assessments data to inform instructional decisions, tailoring lessons to address gaps in student knowledge or comprehension.
• Led extracurricular math clubs to promote further engagement with the subject outside of regular class time.
• Enhanced student understanding by incorporating real-world examples and hands-on activities into lesson plans.

• Contributed to school-wide initiatives aimed at improving overall academic performance within the mathematics department.
• Established positive relationships with parents, maintaining open communication about student progress and addressing any concerns proactively.
• Collaborated with colleagues to develop interdisciplinary projects, promoting a comprehensive learning environment.

• Participated in professional development workshops, staying current on best practices in teaching mathematics at the high school level.
• Managed classroom behavior effectively, fostering an inclusive and respectful learning atmosphere.
• Provided extra support for struggling students through after-school tutoring sessions and personalized instruction.