Tyrone Robinson, Jr.

San Pablo, CA | 510.333.7926

tyrone.rogers.robinson.jr@gmail.com

SUMMARY OF QUALIFICATIONS
Accomplished advisor, leader, mentor, and project manager with significant experience in education, administration and customer
service. Strengths include communication, leadership, planning and program development, mentorship, collaboration, project and
administrative management.

SKILLS
Mentoring Project Management Communication Excel
Leadership Program Development Counseling Power Point
Collaboration Administrative Management Case Management Word

EDUCATION
Contra Costa College, San Pablo, CA, Associate of Arts, Liberal Arts 2010
Holy Names University, Oakland, CA, Bachelor of Arts, History 2014
Brandman University, Walnut Creek, CA, MA, ​Counseling and PPS Credential May, 2019

HONORS
Dean’s List, all semesters of undergraduate study
Pi Gamma Mu, International Honors Society, Social Science

PROFESSIONAL EXPERIENCE

Encinal High School, Alameda, CA 2018 – Present

Counselor
▪ Serve as a liaison to the Men's Basketball program, as well as members of the Men’s Football teams
▪ Counsel specific "at-risk" student-athletes and assisted them with time management and study skills
▪ Evaluate transcripts and academic reports to determine student-athletes' initial and continuous eligibility
▪ Responsible for a case management panel of students identified as underachieving academically and socially
▪ Responsible for leading a team of twelve teachers to promote a school wide culture centered around positive behavior of
students and staff
▪ Collaborate with Intervention lead, Teachers and Peer Counselors on program development, student case management,
skills gaps, student learning and mentoring opportunities
▪ P​rovide individual counseling for students' academic, personal and social needs
▪ Manage parent, student, and teacher concerns and mediate parent-teacher-student conferences
▪ Responsible for a case management panel of students identified as underachieving academically and socially
▪ Case management responsibilities include collaborating with Teachers, Staff and Parents to help develop programs and
opportunities to nurture academic, social and personal growth
▪ C​onduct classroom guidance regarding career and course decisions and the development of student's four-year plans
▪ Provide intervention and assessment of at-risk students (followed school district suicide policy) and made referrals to
community and mental health resources as needed
▪ Create and currently lead an intervention group for high school students seeking strong male role models, social support
and a mentoring environment
▪ C​onsult, coordinate, and collaborate with parents, teachers, and outside agencies
▪ P​rovide crisis intervention to students when difficult situations occurred at school
▪ A​ssist students with the college admissions process
▪ Provide career and post-secondary counseling to assist students with the decision making
▪ F​amiliarize students with financial aid procedures
▪ A​ssist faculty in a variety of ways to deliver academic guidance and instruction to students
▪ P​rovide group counseling for students struggling with academics, as well as personal and social dilemmas

Tyrone Robinson, Jr., page 3 

Encinal High School, Alameda, CA 2018 – 2018
Intern Counselor
▪ A​ssist faculty in a variety of ways to deliver academic guidance and instruction to students
▪ P​rovide individual counseling for students' academic, personal and social needs
▪ Manage parent, student, and teacher concerns and mediate parent-teacher-student conferences
▪ Responsible for a case management panel of students identified as underachieving academically and socially
▪ Case management responsibilities include collaborating with Teachers, Staff and Parents to help develop programs and
opportunities to nurture academic, social and personal growth
▪ C​onduct classroom guidance regarding career and course decisions and the development of student's four-year plans
▪ Provide intervention and assessment of at-risk students (followed school district suicide policy) and made referrals to
community and mental health resources as needed
▪ Create and currently lead an intervention group for high school students seeking strong male role models, social support and a
mentoring environment
▪ C​onsult, coordinate, and collaborate with parents, teachers, and outside agencies
▪ P​rovide crisis intervention to students when difficult situations occurred at school
▪ P​rovide group counseling for students struggling with academics, as well as personal and social dilemmas
▪ P​rovide ​academic support through one on one meetings

Encinal High School, Alameda, CA 2017 – 2018

Student Support Provider
▪ Responsible for leading and managing a team of twenty two, including student aides, teachers, contractors, and BACR staff
▪ Collaborate with Principal, Teachers and Staff on program development, student case management, skills gaps, student
learning and mentoring opportunities
▪ Administrative program management involves staff recruiting, management, training, execution of human resources
procedures, budgeting, data gathering, and analysis of program metrics and assessments for continual improvement
▪ Foster and implement programs that ensure a positive learning environment and support the school site goals for student
development and academic achievement
▪ Responsible for a case management panel of students identified as underachieving academically and socially
▪ Case management responsibilities include collaborating with Teachers, Staff and Parents to help develop programs and
opportunities to nurture academic, social and personal growth
▪ Effectively manage student recruitment, enrollment, retention, scheduling and registration procedures to meet program
attendance goals
▪ Oversee and manage programs and initiatives to budget and grant allocations
▪ Created and currently lead an intervention group for high school students seeking strong male role models, social support
and a mentoring environment
▪ Event planning and management of field trips and explorations in alignment with after school programs, outings include
traditional and vocational college visits, culinary and trade events, as well as sports tournaments, dances and other age
appropriate enrichment activities
▪ Oversee student volunteer opportunities, such as, supporting the local community homeless population
▪ Develop and maintain communication and positive relationships with students and parents
▪ Assure safety and supervision of students and program participants

Bay Area Community Resources (BACR), Alameda, CA 2015 – 2017

Bay Area Community Resources (BACR) is a regional 501(c)(3) nonprofit agency headquartered in San Rafael, California that
provides a range of services in seven counties around the San Francisco Bay Area. Founded in 1976, BACR’s mission is to promote
the healthy development of individuals and families, encourage service and volunteerism, and help build community.
After School Program Coordinator
▪ Responsible for leading and managing a team of twenty two, including student aides, teachers, contractors, and BACR staff
▪ Collaborate with Principal, Teachers and Staff on program development, student case management, skills gaps, student
learning and mentoring opportunities
▪ Administrative program management involves staff recruiting, management, training, execution of human resources
procedures, budgeting, data gathering, and analysis of program metrics and assessments for continual improvement
▪ Foster and implement programs that ensure a positive learning environment and support the school site goals for student
development and academic achievement
▪ Responsible for a case management panel of students identified as underachieving academically and socially
▪ Case management responsibilities include collaborating with Teachers, Staff and Parents to help develop programs and
opportunities to nurture academic, social and personal growth

Tyrone Robinson, Jr., page 3 

 ▪ Effectively manage student recruitment, enrollment, retention, scheduling and registration procedures to meet program
attendance goals
▪ Oversee and manage programs and initiatives to budget and grant allocations
▪ Created and currently lead an intervention group for high school students seeking strong male role models, social support
and a mentoring environment
▪ Event planning and management of field trips and explorations in alignment with after school programs, outings include
traditional and vocational college visits, culinary and trade events, as well as sports tournaments, dances and other age
appropriate enrichment activities
▪ Oversee student volunteer opportunities, such as, supporting the local community homeless population
▪ Develop and maintain communication and positive relationships with students and parents
▪ Assure safety and supervision of students and program participants

Berkeley High School, Berkeley, CA 2014 – 2015

Intervention Advisor
▪ Managed a caseload of incoming freshman identified as needing specific academic and social support to thrive
▪ Worked directly with students as their advisor, providing continual feedback to parents, teachers, and staff regarding
academic and social progress, action plans, and ad hoc issues
▪ Created an individualized plan of action for each student that encouraged making the “right” choices regarding school
work, social concerns, and identified additional available academic and mentoring opportunities
▪ Program and work focus fostered a safe environment for the students to learn and thrive while teaching them to prioritize
tasks, be organized, risk opening up to counselors and teachers, close skills gaps, and learn life skills
▪ Developed and co-facilitated after school study hall for all intervention students
▪ Implemented Excel tool to log meetings, track notes and attendance

VOLUNTEER EXPERIENCE
Holy Names University, Oakland, CA 2013 – 2017
Assistant Director, Rome Prize
The Rome Prize is a 17 day Italian intensive immersion opportunity. It allows students to examine Rome and Florence through 3000
years of history. In Rome students study important sites, view artifacts and experience spaces spanning 500 BCE to 1700 CE.
Simultaneously students will participate directly in everyday life in “The Eternal City”, such as planning Roman meals, buying food in
open air markets, watching opera and observing and recording what Rome is today.
▪ Support the programs strategic alliances and fundraising activities by presenting to current and potential donors and
program sponsors including campus administration, alumni, and community groups
▪ Administrative, planning, and ad hoc support to academic Directors of the Rome Prize to sustain and grow the program
▪ Recruit, identify, nurture, assist, train, cajole and support the 13 students selected annually for the Rome Prize, including
chaperone duties in country
▪ Participate in all facets of the candidate selection process from application review and interviews, to final selection
▪ Assist in the development of strategic plans, special events, meetings, and fundraising activities
▪ Past recipient of the Rome Prize

Tyrone Robinson, Jr., page 3