Download PDF

Work History

English Instructor

Montgomery College, Adult ESOL & Literacy-GED Program

GED English Preparation Course: Spring 2014: Will teach GED English preparation course.

English Teacher

Dundalk Middle School
  • Taught English: Grade 7 Gifted & Talented, Standard, & Special Education: Taught literary appreciation & analysis, composition, grammar, research skills, speaking skills, and critical thinking. Utilized portfolios and group work. Backwards mapped assessments to align instruction with course outcomes. Modified instruction to meet needs of students with various learning disabilities.
  • Interim English & Reading Department Chair, 2002: Provided interim instructional support for English & Reading teachers in absence of Chair.
  • Advisor, Future Teachers of America, 2000 to 2002: Fostered students’ interest in the teaching profession, facilitating engaging and motivating after school enrichment activities.
  • Student Mentor, DMS Student Mentoring Program, 2000 to 2002: Mentored 2 at-risk girls, providing positive behavior reinforcement strategies, academic and emotional support. Served as liaison among teachers/staff, families, and mentees.
  • Judge, MD Council Teachers of English-Language Arts Writing EXPO 2001 & 2002
  • Curriculum Writer and Team Member, AP English Vertical Team, 2001 to 2002: Collaborative curricular design for Baltimore County Public Schools aligning English skills from grade 6 through grade 12 to maximize student skill attainment and AP enrollment
  • Curriculum Writer, Walters Art Callery interdisciplinary project, 2001: Collaborated with World Cultures and Art team members to create an interdisciplinary curricular unit focused on building critical thinking and communication skills utilizing the Walters Art Gallery collection to enrich Baltimore County Public Schools curriculum

English Teacher

Loch Raven Academy

  • Taught English: Grade 8 Gifted & Talented, Special Education & Standard: Instructed highly diverse students in literary appreciation & analysis, composition, grammar, research skills, speaking skills and critical thinking. Utilized portfolios and group work. Backwards mapped assessments to align instruction with course outcomes and to provide scaffolding where needed. Modified instruction to meet needs of students with various learning disabilities.
  • Taught Reading: Voyager Time Warp Reading Remediation, Summer 2004: Taught a middle school class using interdisciplinary curriculum focused on Ancient China and addressing phonemic awareness, phonics, reading fluency, vocabulary development, and reading comprehension strategies
  • Taught Reading: Kansas Institute Reading Program, Summer 2003: Taught a middle school class using highly structured & scaffolded curriculum, progressing from modeling, levels of practice, individualized instruction, to integration & generalization.
  • English & Reading Department Chair: Supervised and provided instructional feedback and resources for English and Reading teachers.
  • Leadership & School Improvement Team: Utilized data analysis to set and assess attainment of improvement measures.
  • School Improvement Plan Coauthor, 2004: Utilized data and Baltimore County Public Schools requirements to compose annual plan.
  • Teacher Mentor, AFS International Teacher Exchange Program, 2004: Mentored an English language teacher from Schezhuan Province, China, providing opportunities for observation, participation, and cross-cultural learning.
  • Curriculum Writer, MD Public Television & Johns Hopkins University EnviroHealth Connections interdisciplinary project, 2003: Collaborated with a Biology teacher to create an Honors-level curricular unit focused on health and nutrition, using excerpts of Fast Food Nation to foster discussion, critical thinking, and research skills

English Teacher

Patapsco High School
  • Taught Reading: Grade 9 Language! Remediation Program (2006-2007): Accelerated Reading curriculum designed for at-risk, special needs, and ESL students to improve oral reading rate & accuracy, reading comprehension, spelling, and word identification.
  • Taught English: Grade 9 Honors (2004-2005), Special Education (2004-2006), &Standard (2004-2006): Instructed diverse students in literary appreciation & analysis, composition, grammar, research skills, and speaking skills. Utilized portfolios, peer writing groups, and group work. Backwards mapped assessments to align instruction with course outcomes and provide scaffolding where needed. Modified instruction to meet needs of students with various learning disabilities.
  • Taught SAT Verbal Prep (2004-2006): Essay writing, vocabulary development (roots, prefixes, suffixes, and classical languages), critical reading, and writing evaluation/revision. Utilized metacognitive techniques and self-assessments to maintain motivation and set goals for success on the SAT.
  • Taught Level V Special Education, Ridge Ruxton School, Summer 2006 & Summer 2005: Planned and implemented a range of individualized experiences to address students’ needs
  • Student Teacher Mentor, Towson University Professional Development, 2006: Mentored an undergraduate English teacher candidate, providing opportunities for observation, participation, and feedback
  • Student Mentor, PHS Student Mentoring Program, 2005: Mentored 3 at-risk girls, providing positive reinforcement strategies, academic and emotional support. Served as liaison among teachers/staff, families, and mentees.
Aug 2010Present

Adjunct Professor of English

Montgomery College: Takoma Park and Rockville
  • English 002/Basic English II: Fall 2013: Developmental writing course focused on paragraph and essay writing. Integrated study skills into course content to maximize student success.
  • English 102: Fall 2010 to present: Provide engaging and differentiated instruction to diverse students, including native and non-native speakers of English, modifying course as needed to meet needs of underprepared students. Utilize student-centered methods, educational technology, and collaborative learning experiences. Use portfolios and peer writing workshops to guide writing process and maximize quality of writing. Regular use of Bb supplemental site, MC Library Course site, and multimedia in instruction. Created a jigsaw Ethical Eating Web Quest and extended with a field trip to a local farm.
  • English 101 fully online common course: Fall 2012 to Spring 2013: Use Bb to facilitate online discussions and provide feedback for revision and focus for improvement of reading, critical thinking, written expression and grammatical skills. Provide remediation or enrichment if necessary and modify course as needed to meet needs of students with learning disabilities.
  • English 002 Text Selection Committee Co-Chair: Spring 2014
  • Participant, English 002 Portfolio Exchange Pilot, Fall 2013
  • Member, Peace & Justice Studies online Pax Forum
  • English 102 fully online common course: Fall 2011 & Spring 2012: Use Bb to facilitate online discussions and provide feedback for writing. Provide remediation/enrichment if necessary and modify course as needed to meet needs of students with disabilities.
  • English 102 Text Selection Committee Member: Spring 2012: Communicated with publisher representatives and committee chair about digital offerings for texts.
  • English 101 Common Course Distance Learning Pedagogy Training, Summer 2012
  • English 102 Common Course Distance Learning Pedagogy Training, Summer 2011            
Aug 2012Present

Center for Teaching & Learning Faculty Associate, TPSS Campus

Montgomery College Center for Teaching & Learning
  • Faculty Associate: Collaborate with CTL staff and TPSS faculty to design, develop, and deliver relevant and innovative face-to-face and online workshops and courses for MC faculty in best practices. Conduct needs assessment to determine areas of focus. Spearheaded inter-campus outreach effort to part-time faculty. Collaborated to create effective marketing of CTL offerings and maximize faculty participation. Assist with project cycle of workshops at the TPSS campus.
  • Search Committee Member, Instructional Designer, TPSS: Summer 2012.
  • CTL TPSS Workgroup Member, Part-Time Faculty Representative: Spring 2012.
Aug 2013Present

Adjunct Professor of English

Frederick Community College
  • English 50A/Writing Skills II: Fall 2013: Developmental writing course focused on paragraph and essay writing. Integrated study skills into course content to maximize student success.
  • English 101-Honors LINK/English Composition:  Fall 2013: Fundamentals of academic essay, rhetoric, and research course, co-taught with Honors Speech Fundamentals course. 
  • Writing Center: Fall 2013: Tutor students using student-centered, unobtrusive model to empower better 
  • Participant, English 101 Assessment Project, Fall 2013

Education

Associate of Arts

Frederick Community College

English courses taken:

oEnglish Composition and Literature

oCreative Writing II: Fiction and Poetry

oThe Poem

oBritish Literature

oShakespeare and his Contemporaries

Private writing tutor for ESL student at Frederick Community College

Summer Course

University of Iceland

Medieval Icelandic Literature International Summer Course

  • Intensive program incorporating lectures, field trips, and cultural immersion
  • Examined the Sagas and Eddas, in particular the work of Snorri Sturluson

Bachelor of Science

Towson University

Graduate course: Enhancing Reading through an Appreciation of the Arts

  • Methods of effective Reading instruction incorporating the fine arts
  • Project on examining connections among jazz, American democracy, & African American writers

Bachelor of Science, English Literature & Composition, Secondary Education focus, Cum Laude

Full scope of English scholarship:

oTopics in Black American Literature: Black Women Writers

oResearch and Applied Criticism

oCreative Writing

oApplied Grammar

oComparative Grammar

oAcademic Essay

oImaginative Writing

oIdeas in Literature

oFolklore and Literature

oTradition and Form in Western Poetry

oModern American Poetry

oBritish Literature to 1798

oBritish Literature Since 1798

oBritish Romantic Period

oChaucer

oRenaissance Literature

Grounded in pedagogy:

oTechnology & Education

oIntroduction to Special Education: K-12

oTeaching English in the Secondary School

oUsing Reading & Writing in the Secondary Classroom

oDifferentiated Strategies for Teaching in the Secondary Classroom

Peer Tutor, Towson University Writing Lab, 1997 to 1999

Completed directed study project: Elements of Icelandic folklore present in Halldor Laxness’ Independent People

Master of Arts

Loyola College of Maryland

Humanities-based course of study with English focus:

  • Science & Poetry
  • Absurd in Life & Literature
  • Feature Writing for Newspapers, Magazines, & Organizations
  • Living Theater
  • Art of the Modern Essay
  • We Are What We Eat: Food & American Identity

Observations & Evaluations

Video Clips

Certifications

Advanced Professional Teaching Certificate

Maryland State Department of Education

Student Accolades

Presentations

  • FCC CTL Professional Development Active Learning & Student Engagement, Fall 2013
  • MC CTL Professional Development: Engage your Students with a Dynamic Blackboard Supplement, Fall 2013 Professional Day: Facilitated workshop in which participants discover the instructional benefits of a compelling Blackboard supplement and gain ideas to apply to their own courses.
  • MC CTL Professional Development: Engaging our Students with Active Learning, Spring 2013: Facilitated a workshop in which participants examined why AL is a strong instructional practice, benefits of student-centered learning, and selected AL techniques appropriate to their discipline and courses.
  • MC CTL Professional Development: Student Engagement: Strategies for Active Learning, Spring 2012: Facilitated fully online semester-long discussion series in which participants explored, practiced applying, and reflected upon 4 areas of active learning: Transitioning to Active Learning, Active Learning Techniques for General Classroom Use, Active Learning Strategies for Collaboration, and Overcoming Obstacles to Active Learning.
  • AFACCT Conference and MC CTL Professional Development: Diverse Universe: How Universal Design Can Benefit All Your Students, Spring 2012: Facilitated workshops in which participants examined the research supporting and need for UD, its 9 principles, its process for application, and practical strategies for face to face and online courses.
  • MC CTL Professional Development: Differentiating your Course to Maximize Student Motivation & Success, Spring 2012: Facilitated workshops in which participants explored and practiced applying differentiation strategies and design a differentiation plan for one of their courses.
  • MC CTL Professional Development: Differentiating Instruction to Maximize Student Engagement & Achievement, Fall 2012 Professional Week: Co-facilitated 2 workshop sessions on differentiation methods in which participants designed their own differentiated assessment for a course in their discipline.
  • MC CTL Professional Development: Differentiating your Course to Maximize Student Motivation & Success, Fall 2012: Facilitated fully online workshop using Blackboard in which participants practiced planning & applying differentiation methods and designed a differentiation plan for one of their courses.
  • MC DELT Professional Development: Dropbox.com: A Free & Easy Solution for You and Your Students: 2 sessions, Spring 2012: Presented aspects of Dropbox to improve instruction and enhance student achievement; assisted participants with creating accounts and practicing various site functions.
  • MC TP/SS English Department Adjunct Meeting: Creating Classroom Communities (adapted version), Spring 2012: Shared 6 dimensions of fostering a sense of community and the instructional benefits.
  • AFACCT Conference: Creating Classroom Communities, January 2011: Presented on 6 dimensions of fostering a sense of community, followed by a collaborative session.
  • MC DELT Faculty Technology Showcase: Dropbox.com, Fall 2011: Presented on Dropbox as a valuable classroom tool. Shared own uses of Dropbox features.

Awards & Achievements

  • Faculty Member Evaluation, Fall 2012: Received scores of 100 from my students in the following areas: Instructor explains the course material clearly, Instructor presents material in an organized manner, Instructor is prepared, Instructor encourages students to participate and ask questions, Instructor treats students with respect, Instructor returns work promptly, I am satisfied with the overall quality of the course
  • Created Ethics of Food WebQuest, Summer 2012. Click the hyperlink to view: http://zunal.com/webquest.php?w=161213
  • SOS Support Award for Fostering Creativity and Innovation, MC, Spring 2012
  • Video Clinical Supervision Project with MC CTL Instructional Designer Dr. Joseph Nwoye: Fall 2011
  • Faculty Member Evaluation, Spring 2011: Received scores of 100 from my students in the following areas: Uses good examples to illustrate course content, Is prepared, and Treats students with respect.

Community Involvement

  • Poolesville Elementary School Volunteer Weekend, Landscaping manager, Spring 2013. Solicited and managed donations needed for rain garden project. Collaborated with project designer and labor. Managed volunteers to complete task in allotted time.
  • Mixed Greens Market and Community Kitchen, Board member, Winter 2012 to present. Community non-profit market with locally sourced organic products. Focus on print and digital marketing and community outreach.
  • Poolesville Green, Advisory Board member, 2011 to present. Community environmental awareness non-profit.

Professional Development

  • Ethiopian & Eritrean Culture: Implications for the Classroom, Fall 2013, MC
  • Helping Millennials Transition Successfully to College, Fall 2013, FCC
  • Engaging Students Through Active Learning & Technology, Fall 2013, FCC
  • Class, Take Out Your Cell Phones Technology Panel, Fall 2013 Professional Day, MC
  • Online Teaching, Summer 2012: 75 hrs.: Created fully online professional development course for MC CTL: Differentiating your Course to Maximize Student Motivation & Success
  • FERPA 2012 online student record privacy training: Summer 2012
  • At Risk online student mental health crisis training (MC Behavioral Intervention Team)
  • SafeAssign by BlackBoard, Summer 2012:1.5hrs.
  • Explore with Prezi: Your Alternative to PowerPoint, Summer 2012: 2 hrs.
  • Website Management with CMS, Summer 2012: 2 hrs.
  • Search Committee Protocol, Summer 2012: 2 hrs.
  • Helping Underprepared Students Develop Critical Thinking Skills, Spring 2012: 6 hrs.
  • Writing in the Disciplines Online Forum, Spring 2011 & 2012: 10 hrs.
  • How to Apply for a Full Time Faculty Position, Fall 2012: 2 hrs.
  • DELT Faculty Technology Showcase, Fall 2011: 2 hrs.
  • New Faculty Online Forum, Fall 2011: 5 hrs.
  • Blackboard Open Lab, Summer 2011: 1.5 hrs.
  • Blackboard Grade Center, Summer 2011: 2 hrs.
  • Blackboard Communication Tools, Summer 2011: 2hrs.
  • Blackboard Assessments, Summer 2011: 2 hrs.
  • Blackboard Essentials, Summer 2011: 3.25 hrs.
  • Jing: Easy Screen Capture & Narration, Spring 2011: 1hr.
  • Banner Online, Spring 2011: 3 hrs.
  • Films on Demand Online, Spring 2011: 1.5 hrs.
  • Elluminate Training for Faculty & Staff, Fall 2010: 2.5 hrs.
  • WebCT Basics Online, Fall 2010: 3.5 hrs.
  • Train the Trainer: Transferring Knowledge Into Impact, FOCUS, Inc., Capitol Heights, MD, September 2009: 6 hrs.

  • Language! Reading Remediation Program Training, Baltimore County Public Schools, 2006
  • Autism Training Workshop, Baltimore County Public Schools, 2005
  • College Board Building Success Workshop, 2002
  • Teaching Reading in the Content Areas II: IEP Students course, MD State Dept. Ed. 2002

Web Links

Interest

  • Organic gardening
  • Travel
  • Cooking
  • Sustainable local food systems

Summary of Qualifications

  • 10 years of English & Reading teaching experience, 4 years at college level
  • Skilled with using educational technology, incorporating multimedia, and teaching online
  • Focused on student engagement & success through differentiation, active learning, & student-centered instruction
  • Experienced with teaching a diverse student body, including students with special learning needs