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Education

Work History

Aug 2003Aug 2012

Social Studies Educator

Mount Carmel Area School District

      Duties

  • Curriculum Development for newly offered 21st Century Project-Based Global Studies course
  • Currently teach 21st Century Principles of Democracy - Grade 12 and Contemporary Events - Grades 10-12
  • Additional courses taught include Criminal Justice - Grade 12, Pennsylvania History - Grade 9 and American Civics - Grade 9
  • Conduct faculty technology training and professional development opportunities on a variety of web 2.0 tools, particularly wikis
  • Participated in Learning Focused Social Studies Curriculum Development
  • Utilize and implement APL teaching strategies on a daily basis

      Additional Duties Include

  • High School HomeBound Instruction Coordinator & Instructor
  • Bloomsburg University Cooperating Teacher & Student Teacher Mentor
  • High School PSSA Data Analysis Team responsible for helping to drive data-driven curricular changes to improve test scores
  • Student Assistance Team (SAP) certification and participant
  • Student Council advisor
  • Junior Varsity Football and Basketball cheerleading coach 
  • Senior Class and Prom Advisor
  • nrg School Advisor/liaison 
Nov 2001Jul 2003

Child Protective Services Caseworker II

Northumberland County Children & Youth Services
  • Investigated reports of abuse and neglect of children
  • Interviewed families and children
  • Assessed family home environment
  • Compiled and formulated socioeconomic histories of families
  • Provided crisis intervention therapy to families in need
  • Maintained effective working relationships with law enforcement officials, judicial officials, medical professionals and school administrators
Jun 1996Jun 2001

Senior Information Technology Recruiting Consultant

Impact Innovations Group
  • Responsible for third-party recruiting and hiring information technology consultants an computer programmers for big six consulting firms and web development companies
  • Participated in one of the most aggressive, high-profile hiring campaigns for this pre-IPO Cisco Strategic Business Partner to double the size of its sales force. 
  • Sourced, interviewed, qualified and closed seasoned Sales Professionals and Regional Sales Managers on a national basis.
  • As a Team Lead, responsible for maintaining high standards in personal production and supervising a team of three recruiters. 
  • Established weekly, monthly and yearly production and quota goals and incentive plans for the team. 
  • Evaluated team members' individual performance and wrote performance reviews on a monthly, biannual and annual basis. 
  • Participated in the interviewing, hiring and firing of recruiting associates. 
  • Planned and conducted classes and workshops designed to enhance the recruiting skill sets of all levels of associates within the organization.

Educational Career & Leadership Highlights

  • ED Leadership Field Experience Highlights to date

    • School Wide Positive Behavior Support System development & implementation
    • Common Core Curriculum Mapping
    • Progress Monitoring & Assessment in Special Education
  • Project Manager - Flat Classroom Project - Managed fourteen teachers, over 350 students, from 6 different states and 9 different countries (including some from our school) and multiple pages online, for this collaborative student project.
  • Co-Founder & Organizer - EdCamp Social Studies, the first ever, nationally based, teacher-led professional development conference exclusively for Social Studies teachers, March 24, 2012 at the Science Leadership Academy in Philadelphia, PA.  Raised over $8,000.00, nationwide from educational and software vendors to develop and hold this type of PD, free of charge to teachers.
  • Presenter - ISTE 2012 - Collaborative Writing & the Common Core, San Diego, CA
  • Presenter- ISTE 2011& 2012 - Bookmarks, PLN’s & More:  Supercharge Your Learning, Teaching & Research with Diigo Co-Founder, Maggie Tsai, Philadelphia PA & San Diego, CA
  • Co-Presenter - ISTE 2011 - Wonderful World of Wikis with Wikispaces co-founder, Adam Frey & Flat Classroom co-founder, Julie Lindsay
  • Participant - Featured by EdCamp Philly, an 'unconference' professional development model for educators (2011 & 2012)
  • Flat Classroom Certified Educator specializing in global, collaborative projects for students
  • Recently featured by University of South Carolina, Master of Arts in Teaching Program for successful development and use of a PLN ~ Twitter
  • Interviewed and featured by Microsoft for teaching digital safety through responsible citizenship online on their safety and security website
  • Awarded scholarships through the Flat Classroom Project (TM) for several students to travel to the International School of Bombay in Mumbai, India to participate and compete in this global, award-winning, collaborative project
  • Awarded Pennsylvania's Keystones Technology Integrator in 2009
  • Classrooms For the Future (CFF) certified teacher
  • Flat Classroom (TM) Project & Digiteen Educator
  • Class Website

Philosophy of Education

Students, not only Subjects

            Education is about teaching students, not subjects.  Education is about learning by doing.  Each and every child has the potential to bring something unique to the world and every child, regardless of social, economic and political factors can learn provided they are engaged with the right opportunities and environment. I am committed to helping students actualize the many things of which they are capable.  Education is about the ability to look beyond the intellect in order to see the whole child.  In my classroom, students learn to think for themselves and discover who they are and where there place is in this ever-changing, globalized world.  I have a vision of a world where people learn to respect, accept, and embrace the differences between us as the core of what makes life so fascinating.

Authenticity, not only Assessment

Assessment can tell us where a child falls on a learning spectrum, no doubt.  Attempting to control student learning and assessment, however, within the confines of a specific space, time and method is ineffectual.  One only needs to consider that equality and standardization among students severely limits their potential in a multitude of areas.  Integrated, thematic units, project-based learning, constructivism and collaborative work that foster curiosity amongst students are evident in my classroom.  In order to accommodate for this, there are a variety of assessments and instructional styles utilized, knowing that not all good students are good at all things.  Curriculum and assessment in our classroom is authentic in nature in that it involves individual student interest and makes learning relevant to real life.  Students not only learn whom their congressional representatives are, they write letters to them to take their own personal stand on socio-political issues. 

Technology, not only Tools

Technology is not merely an add-on within a curriculum, but rather a new means of literacy for the 21st Century learner and an excellent way to foster higher levels of student engagement, which in turn, renders higher levels of student achievement.  Learning how to operate within a highly-technological world calls upon students to learn to ubiquitously utilize technology just as the air they breathe in order to actualize the notion that learning happens anywhere, anytime. 

            Because there is a broad focus within my classroom regarding the need for students to become fully participatory citizens, technology integration is crucial, as well, in authenticating learning.  While technology tools are quite a buzz throughout the education industry, we need instead be focusing more on the way it is used in order to facilitate learning for students.  We need to continually question how each tool can make learning more authentic.  In our classroom, students exercise reflective writing practices through blogging.  They authenticate reading when they are able to hold a Skype session with the author and engage in conversation about the content.  Students also authenticate their learning by using wikis to constructively create platforms for multimedia creation, while collaborating globally with students in other classrooms around the world. 

Leading, not only Learning

In order to not only learn, but to lead, students need to operate in a space that provides opportunities for social interaction.  Social constructivism argues that motivation is not intrinsic to the student; rather, it is manifested in social relationships.   Because classroom communities are built on social relationships, and students are highly influenced by their peers, the classroom community should also foster positive personal experiences for all students.

        Teachers today are preparing students for experiences and workplace conditions that do not yet exist.  It is imperative that we teach them how to take the lead in learning versus simply being good students and a social environment is necessary to accomplish this.  I make every attempt for my classroom to be a caring, safe, and equitable environment where each student has a voice and opportunities to lead the way in new learning initiatives. 

            Teaching is really a lifelong learning process.  I learn new things daily from my established personal learning network of colleagues, parents, community members, administrators, and especially my students.  Some of my greatest life lessons have come from my students in some of the toughest moments of teaching.  My students have taught me to open my mind and heart to the joys, the innocence, and the diversity of ideas in the world not merely by accumulating knowledge, but sharing it.  They have lead the way in teaching me how learning is more social than anything.  As a teacher, the willingness to shape young minds must be accompanied by the willingness to be a lifelong learner.

Portfolio Highlights

Portfolio

Objective

To excel in a progressive educational leadership position that allows me to empower teachers and students.  As an educational leader, it is imperative to collaborate with all stakeholders and create an environment that is flexible and gives all students the opportunity and support to achieve excellence.  Grounded in a strong belief that all things are possible and all people can achieve, it is imperative to foster an environment where students are proud of their community and culture and can achieve equitable academic excellence. 

Skills

PDE - PVAAS Data System
Google Apps for Education
Performance Tracker
Ning Social Networking Platform for Education
Wikis & Blogs
Macintosh Apple Platform
Applications used and taught regularly include iMovie, GarageBand, and  iPhoto.
Windows Platform
Applications used and taught regularly include MS Word, MS Excel and MS Publisher

Certifications

Jul 2007Present

Instructional I Certification

Pennsylvania Department of Education
Aug 2012Present

Administrative Provisional I K-12 Principal Certification

Pennsylvania Department of Education
Apr 2003Present

PA Child Abuse Clearance

PA Childline
Apr 2003Present

PA Criminal Background Clearance

PA State Police
Jul 2010

Instructional II Certification

Pennsylvania Department of Education
Aug 2004Jul 2007

Intern Certificate

Pennsylvania Department of Education & Susquehanna University