Berlin, Berlin, Germany
I have spent the last eight years doing two jobs simultaneously: leading the IT operations and digitalisation of a 1,200-person Berlin secondary school, and teaching its physics and computer science. The IT side covered the full stack of a real organisation: infrastructure, networks, end-user devices, cloud services, identity management, the school management system, ITSM responsibility for 1,000 students and 200 staff. I led a multi-year digitalisation programme from chalkboards-and-vintage-PCs to a fully remotely-managed estate, where attendance, scheduling and other former paper work now mostly runs itself. An iterative delivery, adapted constantly to whatever the conditions and the ministry of education allowed. The teaching side was its own form of stakeholder management: six 45-minute presentations a day, 5-10 different classes per week, translating the same difficult ideas for a 7th-grader, a 14-year-old know-it-all, and a future Marie Curie, then aligning all of them with their parents, school leadership, and the ministry. Project work has not surprised me much since. Before all of that, a physics degree at Jacobs University Bremen and a Master of Education in physics and computer science at the Freie Universität Berlin. - And around all of it: I'm a certified wilderness awareness coach, bass player and recreational painter. I also tinker with tech, both, hard- and software. Recently I've been deep-diving into AI (surprise surprise). Four principles, I apply to my work: LISTEN - go in as a blank slate; the real problem is almost always hiding behind the solution you arrived with. ALIGN - half is listening; the rest is translating between domain languages and getting the forces to point roughly the same way. RESOLVE - once the problem is specified, the work is often disciplined recipe-following. Frameworks help; doctrine does not. SHAPE - deliver iteratively. Working software over comprehensive plans; adapt continuously; the destination often changes in transit. The school's digitalisation programme ran on this principle for years; the alternative would have been a grand plan that never started. I am now looking for the right next role: project, product, business analysis, business process work, EdTech or something at the intersection. If your team is staring at a tangle and wondering how to start pulling on the threads, that is roughly where I am at my best. Berlin for work in the Berlin area and EU remote.
I innovate and develop small scale AI tools and AI workflows. Currently I am focusing on Specification Driven Development and automating repetitve tasks for private users.
• Directed implementation of a new school management system and consolidated scheduling, classroom management, library, messaging, documentation and IT services into a harmonized digital process landscape. • Led end-to-end stabilization and optimization of the organization-wide scheduling process (100+ staff, 1000+ students). • Accelerated annual planning cycles by over three months and reduced in-year schedule revisions from near-monthly adjustments to two structured updates annually. • Optimized resource utilization, minimizing idle supervision periods and reducing necessary overtime by up to 50%. • Managed annual IT budget allocation (ca. €10 000) and coordinated external vendors for network infrastructure, servers, end-user hardware and other IT equipment. • Provided data-driven advisory support to executive leadership for long-term capacity planning and infrastructure expansion, allowing them to exceed limits of ministry guidelines. • Acted as primary interface to state IT services and district authorities, ensuring compliance and alignment with regulatory requirements. • Led CS department of up to three teachers, overseeing quality assurance, onboarding and structured professional development. • Offered courses in Physics and Computer Science.
• Led AP Physics and taught a diverse portfolio of physics and computer science courses across middle and high school levels. • Onboarded and advised new colleagues
- Designed and produced engaging online educational video content
- Organized events - Supported college residents - Maintained college facilities - Led the college multimedia team, organizing movie screenings and managing audio-visual content