Xian Franzinger Barrett is an experienced educator seeking a position as a middle or high school teacher. They have over 15 years of experience teaching a variety of subjects including Japanese, social studies, writing, and mathematics. They have a proven track record of helping students achieve academic growth and leading extracurricular clubs focused on social justice, service learning, and publishing student work. Barrett has received several awards for their teaching and leadership. They hold multiple teaching certifications and a master's degree in teaching.
Kate Lulinski seeks a position as an English instructor with over 3 years of experience teaching ESL. She has a Master's in TESOL and has taught ESL to students of various ages and backgrounds in the US, South Korea, and online. Her teaching emphasizes communicative, student-centered lessons and incorporating technology and culture.
The document summarizes the history and development of the ESL Standards for Pre-K–12 Students, which were created by TESOL (Teachers of English to Speakers of Other Languages) to advocate for and improve the education of English language learners. It describes how education reforms in the 1980s-1990s led TESOL to form task forces to develop standards. Experts wrote draft standards and classroom examples, which were revised and published in 1997. The standards establish three goals for English language learners and describe standards within each goal. An assessment team later developed a framework to measure student attainment of the standards.
Richelle Acosta is an experienced instructor with expertise in curriculum development and literacy. She has over 20 years of experience teaching K-12 and higher education courses in reading, literacy, and education. She is dedicated to adapting her teaching methods to various learning styles and promoting critical thinking and lifelong learning.
Maureen Kuhn-Rojas has over 20 years of experience in bilingual and dual language education. She currently works as a Dual Language Specialist for Chicago Public Schools, where she develops curriculum and provides professional development for dual language teachers. Previously, she taught dual language classes in both Illinois and Chile. Her objective is to ensure all students have access to an education that fosters multilingualism through advocacy and collaborative partnerships.
This document provides a curriculum vitae for Kelli Michelle Bippert, who is a doctoral candidate at the University of Texas at San Antonio studying interdisciplinary learning and teaching with focuses on reading, literacy, and instructional technology. It outlines her education background, research interests, teaching experience at the university level, K-12 teaching experience, publications, presentations, and awards.
Jeffrey B. Linn has over 30 years of experience in education, including roles as a principal, director of staff development, associate professor, and chair of educational administration. He holds a Ph.D. in Curriculum and Instruction from Penn State University and has taught at multiple universities. His professional experiences include administrative leadership, teaching, coaching, and conducting professional development workshops on topics such as differentiated instruction, data analysis, and assessment.
This document provides information on Rachel E. Derusha's education, certifications, teaching experience, and community involvement. She has a BA in Spanish from the University of Michigan with additional coursework in education and mathematics. She holds teaching certifications in Spanish and mathematics from Michigan and California. Her teaching experience includes positions at Leadership High School, El Camino High School, and Walled Lake Western High School. She was also involved in mentoring programs at the University of Michigan and volunteer recruitment with the University of Michigan Alumni Association.
Tracie Rezzelle has over 10 years of experience as an educator, specializing in ESL, reading, and language development. She holds multiple certifications and degrees in education. Rezzelle has a proven track record of implementing research-based strategies to improve student outcomes, including oral language development projects that significantly improved reading levels. She has extensive experience providing staff development and mentoring other teachers.
Kate Lulinski seeks a position as an English instructor with over 3 years of experience teaching ESL. She has a Master's in TESOL and has taught ESL to students of various ages and backgrounds in the US, South Korea, and online. Her teaching emphasizes communicative, student-centered lessons and incorporating technology and culture.
The document summarizes the history and development of the ESL Standards for Pre-K–12 Students, which were created by TESOL (Teachers of English to Speakers of Other Languages) to advocate for and improve the education of English language learners. It describes how education reforms in the 1980s-1990s led TESOL to form task forces to develop standards. Experts wrote draft standards and classroom examples, which were revised and published in 1997. The standards establish three goals for English language learners and describe standards within each goal. An assessment team later developed a framework to measure student attainment of the standards.
Richelle Acosta is an experienced instructor with expertise in curriculum development and literacy. She has over 20 years of experience teaching K-12 and higher education courses in reading, literacy, and education. She is dedicated to adapting her teaching methods to various learning styles and promoting critical thinking and lifelong learning.
Maureen Kuhn-Rojas has over 20 years of experience in bilingual and dual language education. She currently works as a Dual Language Specialist for Chicago Public Schools, where she develops curriculum and provides professional development for dual language teachers. Previously, she taught dual language classes in both Illinois and Chile. Her objective is to ensure all students have access to an education that fosters multilingualism through advocacy and collaborative partnerships.
This document provides a curriculum vitae for Kelli Michelle Bippert, who is a doctoral candidate at the University of Texas at San Antonio studying interdisciplinary learning and teaching with focuses on reading, literacy, and instructional technology. It outlines her education background, research interests, teaching experience at the university level, K-12 teaching experience, publications, presentations, and awards.
Jeffrey B. Linn has over 30 years of experience in education, including roles as a principal, director of staff development, associate professor, and chair of educational administration. He holds a Ph.D. in Curriculum and Instruction from Penn State University and has taught at multiple universities. His professional experiences include administrative leadership, teaching, coaching, and conducting professional development workshops on topics such as differentiated instruction, data analysis, and assessment.
This document provides information on Rachel E. Derusha's education, certifications, teaching experience, and community involvement. She has a BA in Spanish from the University of Michigan with additional coursework in education and mathematics. She holds teaching certifications in Spanish and mathematics from Michigan and California. Her teaching experience includes positions at Leadership High School, El Camino High School, and Walled Lake Western High School. She was also involved in mentoring programs at the University of Michigan and volunteer recruitment with the University of Michigan Alumni Association.
Tracie Rezzelle has over 10 years of experience as an educator, specializing in ESL, reading, and language development. She holds multiple certifications and degrees in education. Rezzelle has a proven track record of implementing research-based strategies to improve student outcomes, including oral language development projects that significantly improved reading levels. She has extensive experience providing staff development and mentoring other teachers.
Olga G. Agosto has over 30 years of experience in bilingual and dual language education. She has a Bachelor's degree in Elementary Education, a Master's in Bilingual Education and TESOL, and a 6th Year Certificate in Educational Leadership. Currently, she is a Spanish Language Development teacher in New Britain, CT where she has also held other roles such as bilingual resource teacher and classroom teacher. She is fluent in English and Spanish.
Emily Alt is a nationally board certified English and history teacher with 12 years of classroom experience. She has served as an English and history teacher, department chair, and grade level leader at several schools. She developed Common Core aligned curriculum and promoted literacy. She has extensive experience developing curriculum and leading departments, as well as collaborating across subjects and supporting all students.
This document provides a summary of Esther Young's academic and professional experience. She has a Master of Arts in Teaching from Rockford College and a Bachelor of Arts in African American Studies from Northwestern University. Her experience includes teaching positions in both English and Spanish in Illinois school districts from 2006 to the present. She has taught at the elementary, middle, and high school levels. Her roles have included teaching ESL, bilingual education, Spanish, and serving as an instructional coach. She also has experience teaching college courses as an adjunct professor.
Shalanda Dexter is an experienced professor and historian with a Ph.D. in History and African American Studies from Princeton University. She has over 15 years of experience in teaching, research, and administration at the K-12 and university levels. Her areas of expertise include African American religion, urban history, and education.
This resume is for Mary Beth Hicks, an experienced certified teacher seeking a teaching position. She has over 20 years of experience teaching multiple subjects at the elementary and middle school levels. She is knowledgeable about current teaching trends and uses proven skills development methods. She is recognized for building positive relationships and organizing engaging classrooms. Her resume lists her qualifications and experience teaching a wide range of subjects. It provides details of her past teaching positions and accomplishments integrating technology, differentiated instruction, and more.
Laura E. Gambrell Jones has over 20 years of experience as a teacher and literacy coach. She has a Master's degree in Literacy and several teaching certifications. Her resume highlights her experience turning around low-performing schools and increasing student achievement in reading and writing. She has extensive experience providing professional development to teachers, analyzing student data, and developing curriculum. Her leadership roles include developing literacy programs, supervising teachers, and advising administrators on best practices.
This document discusses challenges facing English as a second language (ESL) students in U.S. public schools. It summarizes research showing that structured English immersion (SEI) programs, while popular, are ineffective long-term and can be damaging. ESL teachers often struggle with cultural biases when students' behaviors are interpreted through a Western lens. Additionally, policies like No Child Left Behind prioritize English proficiency over bilingual education, lack consistency, and do not adequately involve ESL communities. Anthropological approaches that consider students' cultural identities could help create more culturally sensitive and effective ESL programs.
Clayton Chiarelott has over 11 years of experience in higher education. He is currently a PhD candidate in Rhetoric and Writing at Bowling Green State University and has held various roles such as writing center coordinator, instructor, and tutor. His research interests include ESL acquisition, media and communication, community literacy programs, and language politics.
Brian Malone's CV provides information on his education, teaching experience, scholarly activities, professional development, awards, and languages. He has a MA in English and TESL from the University of Idaho and has taught various writing and linguistics courses as a teaching assistant. The CV details his qualifications for teaching positions in areas such as composition, rhetoric, professional writing, and linguistics.
This curriculum vitae summarizes Sherri Carattini's professional experience and education. She has over 15 years of experience in education, including serving as the K-12 Principal of Nenana City Public School in Alaska from 2013 to present. Prior to that, she held roles as an elementary school principal, high school assistant principal, and teacher in New Mexico and New York. She has advanced degrees in educational leadership, English education, and communications.
Megan Ahern is seeking a teaching position and has experience as a paraprofessional and student teacher. She has a Bachelor's degree in Elementary Education and endorsements in TESOL, middle school, and language arts. Her student teaching experience was in a 2nd grade classroom where she developed lesson plans and implemented differentiated instruction. She also has experience teaching ESL and facilitating activities at The Field Museum.
Benefits of culturally and linguistically diverse classroomsaekoehn
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
Highlights from Year Two of the ESL STEM Success Grantkristinlems
This document summarizes the activities and accomplishments of an ESL grant program in its second year. Key points:
- The grant supported 20 teachers to complete an ESL endorsement program, and enrolled 21 more teachers in courses. It also provided professional development to in-service teachers and administrators.
- The grant helped 10 community members become paraprofessionals and trained faculty in ESL. It offered courses for pre-service students and developed an evaluation plan for an ELL parent center.
- The grant sponsored public presentations, networking events, and research to assess the impact of the ESL training on students' performance. It also supported conference presentations on the program's work.
Elizabeth Mohs is seeking a position as an English teacher where she can develop her students' language and literature skills while incorporating social justice themes. She has a Bachelor's degree in English Education from Loyola University Chicago. Currently, she works as an English III RTI teacher assistant where she creates supplemental lessons, differentiates instruction, and assists struggling students. Previously, she has taught English at the high school and middle school levels, worked as a special education assistant, and completed student teaching placements focusing on ESL instruction. Her goal is to make a difference in the school community through collaborative and diverse teaching approaches.
James Otani McKinney has extensive experience in education. He received his B.S. in Elementary Education from Brigham Young University with minors in TESOL K-12 and Japanese. He has worked as a substitute teacher in Maryland and has teaching practicum experience. McKinney also has experience tutoring, volunteering, and working as a teacher's aide. He is fluent in Japanese and Spanish.
The document provides a resume for Douglas J. Fiore, including his contact information, education history, relevant professional experience, specialized credentials, publications, and presentations. Some key details:
- Fiore has a Ph.D. in Educational Administration from Indiana State University and experience working in various education roles including as a principal, professor, and director.
- His current role is as an Associate Professor and Director of the Ed.D. Program at Virginia State University, where he also serves as a faculty senator.
- Fiore has authored several books on education leadership and administration and presented on topics such as dealing with difficult parents and collaborating with stakeholders.
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
This document provides a summary of Marcy Cohen Turner's education and professional experience. She has over 15 years of experience teaching Spanish and other subjects at the elementary and middle school levels. She holds a B.S. in Elementary Education and Spanish and a J.D. from Loyola University Chicago School of Law. She is licensed to teach in Illinois and maintains an inactive law license from the Supreme Court of Illinois.
Highlights from the ESL STEM Success Grant, Year 3 (2013-2014)kristinlems
Enjoy this powerpoint highlighting activities performed in Year 3 of our ESL STEM Success Grant at National Louis University, a national professional development grant of the Office of English Language Acquisition, U.S. Dept. of Education. Professors Kristin Lems and Jason Stegemoller co-direct the grant.
Meeting the needs of English Language learners with interruptions in their sc...Andrea DeCapua
This document summarizes Ranya Khan's comparative case study of two Intensive Newcomer Support classrooms in Manitoba that serve English language learners with interruptions in their formal schooling.
The study examines the classrooms from the perspectives of their envisioned design, enacted implementation, and experiences of participants. It finds that while both classrooms aim to support students' academic and socio-emotional needs, they differ in their approaches and level of integration within the school. The study provides insights into best practices for serving this student population and implications for how their needs can be met.
The document contains a resume for Yutian Li, a master's student studying computer science at the University of Southern California, who is seeking a software development position and has experience with languages like Java, JavaScript, C++, and frameworks such as React and AWS. The resume lists Li's education history, skills, projects including a search engine and weather app, and includes details on programming experience with topics like genetic algorithms, robotics, and chat applications.
Terry Liu is a graduate student at USC seeking a Master's degree in Global Supply Chain Management. He has work experience as a teaching assistant and grader at USC and interned at Wahaha Co. Ltd in logistics and inventory. His project experience includes designing a milk run distribution system for an East African community and optimizing a sourcing plan for an auto parts manufacturer in China to reduce costs. He is proficient in Microsoft Office, SAP, and analytics software and is fluent in English and Mandarin.
Olga G. Agosto has over 30 years of experience in bilingual and dual language education. She has a Bachelor's degree in Elementary Education, a Master's in Bilingual Education and TESOL, and a 6th Year Certificate in Educational Leadership. Currently, she is a Spanish Language Development teacher in New Britain, CT where she has also held other roles such as bilingual resource teacher and classroom teacher. She is fluent in English and Spanish.
Emily Alt is a nationally board certified English and history teacher with 12 years of classroom experience. She has served as an English and history teacher, department chair, and grade level leader at several schools. She developed Common Core aligned curriculum and promoted literacy. She has extensive experience developing curriculum and leading departments, as well as collaborating across subjects and supporting all students.
This document provides a summary of Esther Young's academic and professional experience. She has a Master of Arts in Teaching from Rockford College and a Bachelor of Arts in African American Studies from Northwestern University. Her experience includes teaching positions in both English and Spanish in Illinois school districts from 2006 to the present. She has taught at the elementary, middle, and high school levels. Her roles have included teaching ESL, bilingual education, Spanish, and serving as an instructional coach. She also has experience teaching college courses as an adjunct professor.
Shalanda Dexter is an experienced professor and historian with a Ph.D. in History and African American Studies from Princeton University. She has over 15 years of experience in teaching, research, and administration at the K-12 and university levels. Her areas of expertise include African American religion, urban history, and education.
This resume is for Mary Beth Hicks, an experienced certified teacher seeking a teaching position. She has over 20 years of experience teaching multiple subjects at the elementary and middle school levels. She is knowledgeable about current teaching trends and uses proven skills development methods. She is recognized for building positive relationships and organizing engaging classrooms. Her resume lists her qualifications and experience teaching a wide range of subjects. It provides details of her past teaching positions and accomplishments integrating technology, differentiated instruction, and more.
Laura E. Gambrell Jones has over 20 years of experience as a teacher and literacy coach. She has a Master's degree in Literacy and several teaching certifications. Her resume highlights her experience turning around low-performing schools and increasing student achievement in reading and writing. She has extensive experience providing professional development to teachers, analyzing student data, and developing curriculum. Her leadership roles include developing literacy programs, supervising teachers, and advising administrators on best practices.
This document discusses challenges facing English as a second language (ESL) students in U.S. public schools. It summarizes research showing that structured English immersion (SEI) programs, while popular, are ineffective long-term and can be damaging. ESL teachers often struggle with cultural biases when students' behaviors are interpreted through a Western lens. Additionally, policies like No Child Left Behind prioritize English proficiency over bilingual education, lack consistency, and do not adequately involve ESL communities. Anthropological approaches that consider students' cultural identities could help create more culturally sensitive and effective ESL programs.
Clayton Chiarelott has over 11 years of experience in higher education. He is currently a PhD candidate in Rhetoric and Writing at Bowling Green State University and has held various roles such as writing center coordinator, instructor, and tutor. His research interests include ESL acquisition, media and communication, community literacy programs, and language politics.
Brian Malone's CV provides information on his education, teaching experience, scholarly activities, professional development, awards, and languages. He has a MA in English and TESL from the University of Idaho and has taught various writing and linguistics courses as a teaching assistant. The CV details his qualifications for teaching positions in areas such as composition, rhetoric, professional writing, and linguistics.
This curriculum vitae summarizes Sherri Carattini's professional experience and education. She has over 15 years of experience in education, including serving as the K-12 Principal of Nenana City Public School in Alaska from 2013 to present. Prior to that, she held roles as an elementary school principal, high school assistant principal, and teacher in New Mexico and New York. She has advanced degrees in educational leadership, English education, and communications.
Megan Ahern is seeking a teaching position and has experience as a paraprofessional and student teacher. She has a Bachelor's degree in Elementary Education and endorsements in TESOL, middle school, and language arts. Her student teaching experience was in a 2nd grade classroom where she developed lesson plans and implemented differentiated instruction. She also has experience teaching ESL and facilitating activities at The Field Museum.
Benefits of culturally and linguistically diverse classroomsaekoehn
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
Highlights from Year Two of the ESL STEM Success Grantkristinlems
This document summarizes the activities and accomplishments of an ESL grant program in its second year. Key points:
- The grant supported 20 teachers to complete an ESL endorsement program, and enrolled 21 more teachers in courses. It also provided professional development to in-service teachers and administrators.
- The grant helped 10 community members become paraprofessionals and trained faculty in ESL. It offered courses for pre-service students and developed an evaluation plan for an ELL parent center.
- The grant sponsored public presentations, networking events, and research to assess the impact of the ESL training on students' performance. It also supported conference presentations on the program's work.
Elizabeth Mohs is seeking a position as an English teacher where she can develop her students' language and literature skills while incorporating social justice themes. She has a Bachelor's degree in English Education from Loyola University Chicago. Currently, she works as an English III RTI teacher assistant where she creates supplemental lessons, differentiates instruction, and assists struggling students. Previously, she has taught English at the high school and middle school levels, worked as a special education assistant, and completed student teaching placements focusing on ESL instruction. Her goal is to make a difference in the school community through collaborative and diverse teaching approaches.
James Otani McKinney has extensive experience in education. He received his B.S. in Elementary Education from Brigham Young University with minors in TESOL K-12 and Japanese. He has worked as a substitute teacher in Maryland and has teaching practicum experience. McKinney also has experience tutoring, volunteering, and working as a teacher's aide. He is fluent in Japanese and Spanish.
The document provides a resume for Douglas J. Fiore, including his contact information, education history, relevant professional experience, specialized credentials, publications, and presentations. Some key details:
- Fiore has a Ph.D. in Educational Administration from Indiana State University and experience working in various education roles including as a principal, professor, and director.
- His current role is as an Associate Professor and Director of the Ed.D. Program at Virginia State University, where he also serves as a faculty senator.
- Fiore has authored several books on education leadership and administration and presented on topics such as dealing with difficult parents and collaborating with stakeholders.
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
This document provides a summary of Marcy Cohen Turner's education and professional experience. She has over 15 years of experience teaching Spanish and other subjects at the elementary and middle school levels. She holds a B.S. in Elementary Education and Spanish and a J.D. from Loyola University Chicago School of Law. She is licensed to teach in Illinois and maintains an inactive law license from the Supreme Court of Illinois.
Highlights from the ESL STEM Success Grant, Year 3 (2013-2014)kristinlems
Enjoy this powerpoint highlighting activities performed in Year 3 of our ESL STEM Success Grant at National Louis University, a national professional development grant of the Office of English Language Acquisition, U.S. Dept. of Education. Professors Kristin Lems and Jason Stegemoller co-direct the grant.
Meeting the needs of English Language learners with interruptions in their sc...Andrea DeCapua
This document summarizes Ranya Khan's comparative case study of two Intensive Newcomer Support classrooms in Manitoba that serve English language learners with interruptions in their formal schooling.
The study examines the classrooms from the perspectives of their envisioned design, enacted implementation, and experiences of participants. It finds that while both classrooms aim to support students' academic and socio-emotional needs, they differ in their approaches and level of integration within the school. The study provides insights into best practices for serving this student population and implications for how their needs can be met.
The document contains a resume for Yutian Li, a master's student studying computer science at the University of Southern California, who is seeking a software development position and has experience with languages like Java, JavaScript, C++, and frameworks such as React and AWS. The resume lists Li's education history, skills, projects including a search engine and weather app, and includes details on programming experience with topics like genetic algorithms, robotics, and chat applications.
Terry Liu is a graduate student at USC seeking a Master's degree in Global Supply Chain Management. He has work experience as a teaching assistant and grader at USC and interned at Wahaha Co. Ltd in logistics and inventory. His project experience includes designing a milk run distribution system for an East African community and optimizing a sourcing plan for an auto parts manufacturer in China to reduce costs. He is proficient in Microsoft Office, SAP, and analytics software and is fluent in English and Mandarin.
Jia Shi is seeking an internship in software development. They have a Master's degree in Computer Science from USC and a Bachelor's degree in Software Engineering and Finance from Shandong University in China. They have experience developing both mobile and PC applications and have worked as an intern doing software development and testing. They also have research experience in computer vision and gait recognition and have published a journal article.
This document is a resume for Yilin (Deron) Wang. It summarizes his professional experience working in management roles in hotels in China and Australia, including as a Guest Service Manager and Front Desk Supervisor. It also lists his education, including a Master's Degree in Tourism and Hospitality from Griffith University. The resume highlights his customer service skills and achievements in upselling programs and training hotel staff.
La razón teórica se refiere al conocimiento y la razón práctica a la acción moral. La ética pertenece a la razón práctica porque se ocupa de indicar cómo debemos actuar y cuáles son los principios que regulan nuestra conducta. Las éticas materiales determinan la bondad de los actos por su consecuencias o por agradar a una deidad. Kant critica que no son universales ni dejan al hombre actuar autónomamente.
Marco Visco is an architect from Italy with over six years of experience in architectural design, project management, and construction management. He holds a Master's Degree in European Projects and university certifications in energy auditing and sustainable design. His skills include AutoCAD, SketchUp, Adobe Creative Suite, and construction project management software. He is proficient in English and seeks opportunities where he can apply his expertise in sustainable design and green building solutions.
This curriculum vitae outlines the education and work experience of Naderox. He holds a BCS Level 2 Certificate in IT User Skills as well as a Certificate of Higher Education in Computer Information Systems from the University of Lincoln. His work experience includes roles as an office administrator, QA tester, customer assistant, and clerk. He has strong written and verbal communication skills and is fluent in English, French, and Arabic with intermediate Spanish skills.
The document discusses various metrics that can be used to measure product quality and testing effectiveness. It describes 12 categories of metrics including customer satisfaction, defect quantities, responsiveness, product volatility, defect ratios, defect removal efficiency, complexity, test coverage, costs of defects, costs of quality activities, re-work, and reliability. It also provides examples of specific metrics that can be measured within each category such as number of defects found, test coverage percentage, costs of testing, and reliability metrics like mean time between failures.
The document provides a summary of Mark C. Clayton's qualifications and experience as an Oracle Database Administrator with over 20 years of experience. It outlines his technical skills and certifications in Oracle databases, along with his professional experience in various Oracle DBA roles. It also lists his education and interests outside of work.
The document is a curriculum vitae for Christos Tsokos, an architect based in Agrinio, Greece. It summarizes his education, including a Master's degree in architectural engineering and an MSc in environmental planning. It also lists over 33 years of professional experience as an architect, project manager, and director of infrastructure projects for the Municipality of Agrinio. Key qualifications and skills are provided, along with details of numerous architectural and infrastructure projects in Greece.
Noemi P. Tavel is seeking a supply chain management position. She has over 20 years of experience in aviation procurement and operations management. Her experience includes strategic sourcing, supplier relationship management, inventory management, contract negotiation, and process improvement. She has a proven track record of cost reduction through initiatives like standardization, process optimization, and strategic sourcing.
This document is a resume for Norman Penner that provides information about his education, work history, and skills. It summarizes that Norman received a BA in Fine Art with an emphasis on Commercial Art and Graphic Design. He has over 20 years of experience as a freelance graphic designer and over 15 years of experience as an advertising layout designer for Demco Printing. His skills include expertise in Adobe design software like Photoshop, Illustrator, and InDesign as well as Quark Express for layout.
Marwan Farrag is an Egyptian architect with 6 years of experience working in Egypt and Saudi Arabia. He has a Bachelor's degree in architecture and is registered with the Saudi Council of Engineers and Egyptian Syndicate of Engineers. Currently located in Riyadh, Saudi Arabia, his experience includes architectural design, 3D modeling, construction supervision, and working on projects such as hotels, factories, utilities and roads. He is seeking opportunities to work for a large multinational corporation in architecture and construction.
The document provides a summary of the applicant's work experience from 2005-2010 including four different roles. The applicant worked first as an Office Assistant for the County of San Diego from 2005-2010 in various departments performing general and specialized clerical duties like customer service, data entry, and organizing processes. Next, the applicant worked as an Office Assistant for the Health and Human Services Agency focusing on patient services. Then, the applicant was re-hired as an Office Assistant for the Planning and Land Use department where duties included permit processing, customer service, and special projects. The applicant started as a Student Worker/Clerk for the same department.
The document outlines the creative experience and skills of an individual with over a decade of experience producing digital media content for brands. They have created social media content, video shoots, promotional videos, copywriting and designs for over a dozen international and national brands. Their experience also includes running an art gallery, strategizing projects, and collaborating with local artists. Their education includes a BFA in Film and New Media and certification in music production.
Wamp & LAMP - Installation and ConfigurationChetan Soni
This document provides instructions for installing and configuring WAMP (Windows, Apache, MySQL, PHP) and LAMP (Linux, Apache, MySQL, PHP) servers on Windows and Linux respectively. For the WAMP installation, it describes downloading and installing Apache, PHP, MySQL, and configuring them to work together. It then tests the installation with sample PHP files. For the LAMP installation, it describes initial steps like installing gcc and logging in as root before explaining how to install Apache, PHP and MySQL from source code.
Hilary Tombleson is an experienced executive assistant and senior administrative professional seeking a new role. She has over 20 years of experience managing complex administrative operations for organizations in various industries. Her skills include scheduling, financial management, project coordination, and team leadership. She is proficient in all aspects of administrative support and seeks to apply her skills and experience to contribute value.
Jeri Keck has over 20 years of experience in real estate property management, leasing, and mortgage lending. She is proficient in property management software MRI and office software like Word, Excel, and Outlook. Her work history includes positions as an Assistant Property Manager, Administrative Assistant to a Leasing/Property Manager, Loan Processor, and Loan Coordinator where she performed tasks like processing rent payments, handling tenant issues, accounting, and processing and clearing loan documents. She is skilled in accounts receivable/payable, leasing, customer service, and other areas relevant to both real estate and mortgage lending.
John Thoman is seeking a management position in international logistics and customs compliance with over 15 years of experience. He currently works as a Classification Specialist at Joann Fabrics, where he classifies imports and ensures compliance. Previously, he was the Import-Export Manager at Moen for 19 years where he managed a staff, negotiated transportation contracts saving $1 million annually, and led various initiatives resulting in duty refunds and annual savings. He has a bachelor's degree in economics and is a licensed customhouse broker.
Justin Altay is seeking a position in public service focused on social justice. He has a Master's in Public Administration and teaches 7th/8th grade history and social studies at Chicago Public Schools. Previously he taught at Perspectives Charter School and did student teaching at Ravenswood Elementary. He also has experience as a camp counselor and youth program director. His references include two former supervisors and two professors.
This document is a resume for Jill L. Katz summarizing her education and experience. She received a Bachelor of Arts degree in Interdisciplinary Studies in Social Science from Michigan State University with a focus on international development and Latin American studies. Her experience includes internships in Spain assisting immigrants and researching foreign policy as well as experience in community service, study abroad, mock trial, and leadership roles. She is fluent in Spanish and proficient in Microsoft Office applications.
Lindsay J. Lewis has over 10 years of experience as a special education teacher and case manager in Chicago. She holds an Illinois teaching certificate and a Master's degree in special education from DePaul University. Her experience includes teaching self-contained special education classes, co-teaching inclusive classes, developing IEPs, administering assessments, and providing case management support. She has participated in ongoing professional development related to special education law, transition planning, and effective co-teaching strategies.
This document provides a summary of Terri Nadine Thomas's education, experiences, and involvement. She has a Master of Science in Higher Education from Florida State University and a Bachelor of Arts in Strategic Communication from the University of the Ozarks. Her experiences include serving as a graduate assistant at Florida State University coordinating social justice programs and as a teaching assistant. She has also held internships in student government, residential life, and disability services. Thomas has been involved in several professional associations related to higher education and student affairs.
This document is a curriculum vitae for Brittney J Merritt that outlines her education, accomplishments, leadership experience, student affairs experience, customer service experience, and technology skills. She holds a Master's degree in Educational Administration and a Bachelor's degree in Anthropology. Her experience includes roles in student activities, orientation, admissions, residence life, and as a student affairs intern. She also has customer service experience in parking, games, and theaters. Her technology skills include various social media platforms and Google, Microsoft, and school software applications.
Claudia Braman has over 20 years of experience in education, including K-12 policy and administration, higher education partnerships and programming, and financial aid administration. She has held leadership roles developing academic support programs and recruiting students. Her background includes positions as a consultant, program director, executive director of state financial aid and proprietary education, and director of academic resources and first generation student programs.
Chelsea Stenvig seeks a position with a nonprofit organization. She has a bachelor's degree in secondary education and English from Concordia University Wisconsin and a master's degree in leadership and innovation from Wisconsin Lutheran College. She has several years of experience teaching middle and high school English and serving in administrative roles at charter schools in Milwaukee.
Samantha Schenk has over 10 years of experience in higher education including roles in student affairs, research, and teaching. She holds a Master's degree in Higher Education from Grand Valley State University and a Bachelor's degree in Psychology from the same institution. Currently, she works as a Research Assistant at College of Lake County where her responsibilities include conducting institutional research, survey development, and data analysis. Previously, she has held positions as a Residence Director at DePaul University and New Mexico State University, where she oversaw residential communities and staff supervision.
Merissa Bunton Brown has over 15 years of experience in teaching, instructional design, and research. She holds a Doctorate in Educational Leadership and Technology from the University of Phoenix and has taught both online and traditional courses in English, communication, and research writing at several universities. Her areas of expertise include online course design and development, as well as supporting faculty professional development related to online teaching.
Jennifer Figiel is seeking a position as a Spanish teacher with opportunities to lead extracurricular activities. She has a Bachelor's degree in Teaching Spanish and over 5 years of experience teaching Spanish at the middle and high school levels. She is endorsed in psychology and has studied abroad in Spain.
This document provides a summary of Zahra Ahmed's qualifications and experience. Over 20 years, she has worked in higher education administration, university teaching, and community organizing. She has 10 years of university teaching experience in various disciplines and 20 years of experience creating and implementing civic engagement initiatives. Currently, she is the Director of Civic and Community Engagement at the University of California Irvine, where she oversees engagement programs and a $100,000 budget.
Joshua Hibbs is a social studies teacher seeking a teaching position. He has over 5 years of teaching experience in New York City middle schools. He holds a Master's in Teaching from Iona College and New York State teaching certification. Hibbs has a proven record of effectiveness as demonstrated through student data and achievement of tenure. He has experience collaborating with colleagues to develop curriculum and using data to improve instruction. In addition to teaching, Hibbs has served as a volunteer coach and mentor for student athletes at Iona College.
This document contains Saba Joy Costello's resume, including her education, certification, teaching experience, and awards. She has a MAT from the University of Chicago, an MA in TESOL from NYU, and a BA in German Studies from the University of Minnesota. Her teaching experience includes positions at Spencer Technology Academy, William F. Finkl Elementary Academy, and Kozminski Elementary School in Chicago working with grades 1-3. She is certified to teach ESL, language arts, and social science for grades K-8 in Illinois.
Janet C. Woodward is an educator with over 30 years of experience as a teacher and librarian. She currently works as a field supervisor observing teacher candidates and mentoring student teachers. She has also worked as a consultant, editor, librarian at Garfield High School, instructor at several universities, and independent grant writer. She has a Master of Library Science degree and two Master's degrees in Education.
Leigh Ann Orr has over 30 years of experience in K-12 education as a teacher, administrator, and curriculum specialist in Los Angeles. She holds a Ph.D. in Education from Claremont Graduate University and has worked at Boyle Heights High School since 2015, where she currently serves as Principal. Her research interests include teacher professional development, evaluation, and curriculum and instruction approaches to support underrepresented students.
Brittney Merritt has extensive experience in student affairs including roles as a night life coordinator, orientation counselor, and currently as an associate director of student activities. She holds a Master's degree in educational administration from the University of Nebraska-Lincoln and a Bachelor's degree in anthropology from Humboldt State University. Her thesis focused on the role of social media in student involvement and engagement. She is a member of several professional associations related to student affairs and higher education.
Innovating the FYE Proposal: Moving Beyond “Library Week” TheILC
This document discusses developing a First Year Experience (FYE) course focused on the history of Mississippi State University through the university libraries. It provides background on FYE programs, describes the existing FYE program at MSU, and outlines the process used to develop and propose a new library-focused FYE course. This included partnering with library stakeholders, submitting a proposal, and preparing the course syllabus. The proposed course would use information literacy activities and a capstone project to introduce students to the culture and history of MSU through library resources and special collections.
After school programs that focus on oral language practice can help improve English proficiency for English learners. Students who participate more frequently in after school programs in LAUSD score higher on English tests and are more likely to be reclassified as fully proficient in English compared to their peers. Recommendations for effective after school programs include ensuring high levels of participation, aligning the curriculum with regular school subjects, adapting instruction to meet individual student needs, using assessments to improve the program, and providing engaging learning experiences.
The West Virginia GoGlobal Program is a collaborative partnership between the West Virginia Department of Education and the West Virginia Center for Professional Development to promote global learning in K-12 schools. The program provides professional development opportunities, mentor support, and funding to help schools internationalize their curriculum and build students' global competencies over a two-year period. In the first year, schools focus on developing professional learning communities and incorporating global themes into teaching. In the second year, schools work to strengthen student skills in four domains: investigating the world, recognizing perspectives, communicating ideas, and taking action.
This document is a curriculum vitae for Brittney J Merritt that outlines her education and experience in student affairs. She received a Master's degree in Educational Administration from the University of Nebraska Lincoln in 2015 and a Bachelor's degree in Anthropology from Humboldt State University in 2013. Her experience includes roles as an Associate Director of Student Activities at Penn State and graduate assistantships focused on student programming at the University of Nebraska Lincoln. Her career has centered around student involvement, leadership development, and campus activities.
1. Xian Franzinger Barrett
2245 S. Marshall Blvd. Unit 1
Chicago, IL 60623
Cell/Home: (217) 721-8858
Email: xianbchi@gmail.com
Objective: To build a freer, more equitable society by educating each student in my care into their greatest future. To do
so on a strong middle grades or high school team that is recognized nationally for its accomplishments.
Certification: Standard 09 Secondary Teaching Certification through July 2020 with endorsements in middle school and high
school Foreign Language – Japanese and Social Science. Sexual Education Certification. Middle school mathematics
certification in August 2016.
CURRENT EMPLOYMENT
Brighton Park Elementary School, Chicago Public Schools Chicago, Illinois
Teacher, Club Sponsor September 2014-Current
● Instructional:
o Supported 8th grade students to post consecutive years of 80th percentile growth on the NWEA and led>50% of them to
read at the 10th grade level or higher
o Planned and taught multiple sections of 7th and 8th grade Writing and Language Arts
o Planned and taught multiple sections of Social Studies, including Constitution
● Co-curricular:
o Led ten 8th grade students to be publishedin national orcitywide publications
o Faculty Sponsor of Social Justice, Service Learning, and JapaneseAfter School Clubs
o Coordinator for Restorative Justicefor 7th and 8th grades
o Led an average of 20 in-school or after school field trips to educational destinations each year
● Peer Leadership:
o Mentored 4 student teachers to complete theirprogram, pass EdTPA and lead theirown classrooms
o Co-founded EduColor, a nationally recognizedcollective foreducators of color devoted to social justice education
o Created after school professionallearning communities for peer writing circles and curriculum development
o Keynoted at multiple professional development conferences nationally
o Was the only classroom teacher selected to theAFT’s task force on professionalism and was selected as the model for teaching
professionalism nationally
OTHER TEACHING EXPERIENCE
Gage Park High School, Chicago Public Schools Chicago, Illinois
Teacher, Club Sponsor August 2011-July 2013
● Instructional:
o Planned and taught Law in American Society and Chicago History to a diverse population of high need junior and senior
students.
o Planned and taught World Studies course and its curriculum to the five lowest scoring incoming cohorts among the 2011-2012 9th
grade class
o Posted highest net reading gains in the last decade at the school among freshman which facilitated the schools improved rating
● Co-curricular:
o Faculty Sponsor of Social Justice, Youth Summit, Chicago History Fair, Mock Trial Team, Chi-NOLA and Voices of Youth in
Chicago Education (VOYCE) student organizations
o Faculty Coordinator of a restorative justice program that led to a 60% drop in freshmen suspensions and an increase of 61% in
the freshman on-track rate as compared to the previous cohort
o Coordinated 30 separate student field trips including a student social justice trip to Mexico City through the Illuminated Cities
Project
o Facilitated students’ writing for publication in Education Week, theChicago Sun-Times and other media outlets
o Led students on more than a dozen service learning projects
o Supported students in direct conversations with U.S. Secretary of Education Arne Duncan and other Department of Education
and White Housepersonnel
● Peer Leadership:
o Served on the VIVA teacher policy writing committee that made recommendations around extended school day policy to the
CEO of Chicago Public Schools and the President of the Chicago Teachers Union, and theSchool Calendar Joint Committee
o Presented at over a dozen conferences, including the feature panel at the Coalition for Essential Schools and keynoteat the
Massachusetts Educators for a Democratic Union conference
Percy L. Julian High School, Chicago Public Schools Chicago, Illinois
Teacher, Faculty Service Learning Coordinator August 2006-August 2010
● Instructional:
o Coordinated all Japanese instruction for 150 students—theonly public high school program of its typein our region. Showed
gains in math and reading scores among Japanesestudents due to cross-curricular unit design.
o Developed Japanese program as a recruitment tool for attracting students to theschool
o Procured and led students in securing over $35,000 in grants and outside funding for academic and co-curricular programs
● Co-curricular:
2. o Faculty Sponsor of Social Justice and Japan Clubs
o Coordinated 95 separate student field trips including a Social Justice service learning trip to New Orleans, Louisiana
o Facilitated students’ writing for publication in the Chicago Tribune and the Chicago Reader
o Founding member of the City-widesocial justice organization, Chicago Youth Initiating Change which hosts an annual all-city
student-led and operated social justice conference
o Led students on more than fifty service learning projects
o Coordinated student collaborations with the JET Programme Alumni Association and the JapaneseConsulate
o Led students in successful lobbying on a stateand local level regarding education bills of their choice.
● Peer Leadership:
o Served on the Senior Staff Teacher Advisory Council to the Chief Executive Officer of Chicago Public Schools
o Accumulated over 200 hours of professional development including presenting to peers at conferences
Lakeview High School Chicago, Illinois
Student Teacherof U.S. History; Japanese Language March 2005-May 2005
● Developed lesson plans and new curricula for two classes of Japanese Language and three classes ofU.S. History
● Taught five periods of 9-12th graders from diverse backgrounds for ten weeks
● Assisted English instructors and students in the creation of an “expression session” for student poems and spoken word
Japanese Exchange and Teaching Programme (JET), Namino Board of Education Namino, Kumamoto, Japan
Assistant Language Teacher/County Representative July 2000-June 2002
● Taught elementary and middle schoolEnglish and Human Rights Education classes.Taught English conversation classes to
local adults through the board of education
● Developed English and Human Rights curricula that significantly improved students’interest in internationalism and
triggered improvements in average high schoolentrance exam scores from 15.43 to 30.10 (out of a possible 50 points)
● Translated legal documents and government announcements for other JETs and coordinated JET meetings and community
outreach in my capacity as state appointed JET representative for Aso county
● Delivered papers on educational issues ofcultural diversity at JET instructional conferences
● Participated and gave workshops at a grassroots curriculum development seminar at Kumamoto University
RELATED WORK EXPERIENCE
New Voice Strategies Chicago, Illinois
National Program Director July 2013-Present
● Managed programming team to successfully complete multiple simultaneous mass market Idea Exchange™ Projects across national, state
and municipal communities
● Supported Grant writing and fiscal management of $3 million of foundation grants
● Coordinated with Social and Traditional Media Departments to be an industry leader in social media work
Chicago Teachers Union Chicago, IL
Political Director July 2010-June 2011
● Engaged members, community activists and students in lobbying trips to Springfield
● Served on six stateand municipal task forces and committees
● Led the30,000 member Chicago Teachers Union’s endorsement process in the 2010 stateelections, with a 34-6 success record
● Worked with dozens of community, education advocate, labor, parent, student and legislative groups to develop groundbreaking education
and facilities reform legislation to benefit the students of the stateof Illinois
● Collaborated with communications personnelin messaging education issues to all stakeholder groups
Office of Innovation and Improvement, Department of Education, Washington, DC
Classroom Teaching Ambassador Fellow August 2009-July 2010
● Selected with nine other classroom teachers nationally to advise the Department of Education on policy implementation
● Educated teachers and communities on the Department of Education’s latest policies
● Led teacher discussions at national conferences on the strengths and areas for improvement in Department of Education Policy
● Developed a national plan for urban school improvement
● Conducted listening session tours with senior Department of Education staff
● Screened and interviewed new candidates and continue to consult on national education policy issues
Knowledge Points Chicago, Illinois
Tutor September 2005-May 2006
● Instructed groups of three K-12 students in reading and mathematics programs in Chicago Public Schools.
● Guided students in advancing 2 to 4 grade level competencies in each of the tested categories
EDUCATION
National Louis University Chicago/Evanston, Illinois
Masters of Arts in Teaching Summer 2007
The Japan Foundation Los Angeles, California
Certificate, Japanese-Language Proficiency,level two February 2006
Japanese Central Government Tokyo, Japan
Official Certification,Japanese Language Training Programme March 2005
University of Illinois Urbana, Illinois
Bachelorof Arts in East Asian Languagesand Cultures May 2000
3. PUBLICATIONS
● Contribution to “Quality Counts 2013: Code of Conduct: Safety, Discipline, and School Climate", Education Week, 2013
● Multiple articles for CNN.com
● “Time, Teachers and Tomorrow’s Schools”, VIVA Teachers, 2012
● Dozens of other articles in print and website venues,including the century old magazine, The Progressive.
VOLUNTEER AFFILIATIONS (more detail available upon request)
● Japanese Exchange and Teaching Programme (JET) Alumni Association,Interviewer and Presenter
● WEFT 90.1 FM Champaign, Community Radio for East Central Illinois, Programming Committee, Electronic
music genre co-director, Show Host
● SWANN Special Care, Advisory Board Community Representative
● Member of the following Gubernatorial, General Assembly and Mayoral Committees and Task Forces: Illinois State P-20
Council, Mayor’s Sister Cities Chicago-Osaka Committee, the General Assembly’s Charter Authorizer Task Force, the
General Assembly’s Chicago Educational Facilities Task Force, the Governor’s Student Transportation Task Force, the
Governor’s Student Health Task Force, Member of the Mayor’s Adolescent Access to Health Care Task Force, Member of
the National-Louis Secondary Education Advisory Board
AWARDS
SponsorTeacher Mutiple Student Grant Award Winners 2015-2016
VIVA Teacher Policymaker, 2011
Those Who Excel, Illinois State Teacher of the Year, Semifinalist, 2010.
United States Department of Education Classroom Teaching AmbassadorFellow, 2009-2010
SponsorTeacher, Harris Fellows Student Grant Award Team, Jaguars for Justice, 2009.
Chicago Public Schools DRIVE Award Winner, 2008.
Chicago Public Schools Service Learning Teacher of the Year, 2008.
SponsorTeacher, Chicago Public Schools Service Learning Underclassman of the Year, 2008.
Goodwill Ambassador,Kumamoto Prefecture, 2002.
AEIJ Scholarship, Japanese Government, 1998.
National Merit Scholar, 1993.
ADDITIONAL PROFESSIONAL DEVELOPMENT
State of Illinois, Bill Tracking SystemTraining, Springfield, IL, 2010.
Court Appointed Special Advocate volunteercertification, Champaign-Urbana CASA, 2004.
PROFESSIONAL REFERENCES
Jose Luis Vilson New York Public Schools Instructor, Author
Phone Number: 646-483-5440
Email Address: jose.l.vilson@gmail.com
Jon Schmidt Loyola University Director, SL manager
Phone Number: 773-841-1344
Email Address: jjschmidt4@gmail.com
Gillian Cohen-Boyer U.S. Department of
Education
Office of Innovation and
Improvement, Team Lead
Phone Number: 202-401-1259
Email Address: Gillian.cohen-boyer@ed.gov
Brian Brady Mikva Challenge Executive Director
Phone Number: 773-439-9637