Gloria Akinniyi seeks a leadership position in education in Nigeria to drive educational transformation. She has over 30 years of experience as a science teacher and administrator in the US, with a proven track record of helping students achieve academic excellence. She holds a PhD in Educational Administration and is certified to teach secondary science in Texas. Her expertise includes developing teachers' skills through innovative teaching methods and establishing high academic standards.
Kristen Garcea is an elementary school teacher substitute in Brooklyn, NY with experience teaching grades 1-6. She is passionate about differentiating her curriculum to meet individual student needs and connecting learning to fun. Her education includes a Master's degree in Childhood Education from Hunter College and a Bachelor's degree from the University at Albany. Her professional experience includes over 4 years as a NYC public school substitute teacher, where she supports classrooms by helping achieve learning goals. She also has experience presenting common core curriculum and assessing student progress through methods like running records.
The document provides a summary of Nino Akhvlediani's contact information, education, experience, skills and qualifications. It lists her address, phone numbers, email and areas of expertise including classroom management, lesson planning, curriculum development and instructional best practices. It details her education credentials including degrees from Chavchavadze State Institute of Foreign Languages and certificates from American Councils and Indiana University. Her experience includes over 15 years teaching English at various schools and organizations. She is fluent in English, Russian and her native Georgian and has computer skills in common programs.
QED is an education design company that aims to provide high-quality, low-cost basic education and develop students' character. It seeks to design an integrated community school system for Lancaster New City through competency-based, hands-on learning principles. The company is led by President Juan Miguel Luz and Managing Director Martin Benedict Perez, and its curriculum focuses on foundational subjects, strengthening character, and enrichment opportunities.
It discusses the framework's key recommendations and features, including a focus on core curriculum, continuous and comprehensive evaluation, flexibility to suit different learners, inclusion of fundamental duties, and a shift from teacher-centered to learner-centered education. It also describes the framework's scheme of studies, dividing schooling into early childhood, primary, upper primary, secondary, and higher secondary stages.
Peter Thomas Woods has over 15 years of experience as a special education teacher. He holds a Bachelor of Education degree and TEFL certificate. His experience includes teaching special education, English, and core subjects to students with autism, Down syndrome, and learning delays. He is skilled in differentiating instruction, developing IEPs, and collaborating with other professionals. Testimonials praise his ability to connect with students and advocate for their needs.
This document discusses inclusion in special education and whether it is an effective model. It defines inclusion as educating students with special needs full-time in general education classrooms. The author examines challenges like whether students benefit academically and socially from inclusion. Research cited found that inclusion had positive social effects like long-term friendships and role models, and no negative impact on class test scores. The author concludes that inclusion is effective when implemented properly with support, training, and accommodations for individual student needs.
Michael Harris is an experienced teacher seeking a new teaching opportunity. He has over 10 years of teaching experience in both Australia and New Zealand, teaching students from years 3 to 8. He has a bachelor's degree in education from Griffith University and is registered as a teacher in both Victoria and New Zealand. He is enthusiastic about empowering students and using inquiry-based learning approaches.
Gloria Akinniyi seeks a leadership position in education in Nigeria to drive educational transformation. She has over 30 years of experience as a science teacher and administrator in the US, with a proven track record of helping students achieve academic excellence. She holds a PhD in Educational Administration and is certified to teach secondary science in Texas. Her expertise includes developing teachers' skills through innovative teaching methods and establishing high academic standards.
Kristen Garcea is an elementary school teacher substitute in Brooklyn, NY with experience teaching grades 1-6. She is passionate about differentiating her curriculum to meet individual student needs and connecting learning to fun. Her education includes a Master's degree in Childhood Education from Hunter College and a Bachelor's degree from the University at Albany. Her professional experience includes over 4 years as a NYC public school substitute teacher, where she supports classrooms by helping achieve learning goals. She also has experience presenting common core curriculum and assessing student progress through methods like running records.
The document provides a summary of Nino Akhvlediani's contact information, education, experience, skills and qualifications. It lists her address, phone numbers, email and areas of expertise including classroom management, lesson planning, curriculum development and instructional best practices. It details her education credentials including degrees from Chavchavadze State Institute of Foreign Languages and certificates from American Councils and Indiana University. Her experience includes over 15 years teaching English at various schools and organizations. She is fluent in English, Russian and her native Georgian and has computer skills in common programs.
QED is an education design company that aims to provide high-quality, low-cost basic education and develop students' character. It seeks to design an integrated community school system for Lancaster New City through competency-based, hands-on learning principles. The company is led by President Juan Miguel Luz and Managing Director Martin Benedict Perez, and its curriculum focuses on foundational subjects, strengthening character, and enrichment opportunities.
It discusses the framework's key recommendations and features, including a focus on core curriculum, continuous and comprehensive evaluation, flexibility to suit different learners, inclusion of fundamental duties, and a shift from teacher-centered to learner-centered education. It also describes the framework's scheme of studies, dividing schooling into early childhood, primary, upper primary, secondary, and higher secondary stages.
Peter Thomas Woods has over 15 years of experience as a special education teacher. He holds a Bachelor of Education degree and TEFL certificate. His experience includes teaching special education, English, and core subjects to students with autism, Down syndrome, and learning delays. He is skilled in differentiating instruction, developing IEPs, and collaborating with other professionals. Testimonials praise his ability to connect with students and advocate for their needs.
This document discusses inclusion in special education and whether it is an effective model. It defines inclusion as educating students with special needs full-time in general education classrooms. The author examines challenges like whether students benefit academically and socially from inclusion. Research cited found that inclusion had positive social effects like long-term friendships and role models, and no negative impact on class test scores. The author concludes that inclusion is effective when implemented properly with support, training, and accommodations for individual student needs.
Michael Harris is an experienced teacher seeking a new teaching opportunity. He has over 10 years of teaching experience in both Australia and New Zealand, teaching students from years 3 to 8. He has a bachelor's degree in education from Griffith University and is registered as a teacher in both Victoria and New Zealand. He is enthusiastic about empowering students and using inquiry-based learning approaches.
This curriculum vitae is for Jay-R D. Banco, a Filipino primary school teacher and academic coordinator with over 10 years of experience. He holds a PhD in Education from Divine Word College of Calapan, as well as master's and bachelor's degrees. His experience includes teaching subjects like English, science, and math to primary students. He has also served as an academic coordinator, managing curriculum, instruction, and staff evaluation. Additionally, he has experience as a part-time college professor and computer teacher. He has received several certifications and attended various conferences, workshops, and trainings to further develop professionally.
Dr. Geoffrey Mills is a professor of education at Southern Oregon University. He received his PhD from the University of Oregon in 1988. Since then, he has held various positions at Southern Oregon University, including 12 years as the Dean of the School of Education. He has authored several books on educational research and action research. Dr. Mills has presented his work internationally and been a visiting scholar at several universities around the world.
The document discusses key concepts related to inclusion and diversity in early childhood education. It defines inclusion and discusses its goals of meeting all children's needs, challenging them to reach their potential, and creating a positive learning environment. It also covers developmental and culturally appropriate practices, the importance of family-centered services, transition planning, and multidisciplinary support for children with special needs or from diverse backgrounds. Best practices for inclusion focus on functional goals, regular assessment, and supporting all children in inclusive classrooms.
This curriculum vitae is for Jay-R D. Banco, a 31 year old male from the Philippines. He has a PhD in Education from Divine Word College of Calapan and teaches a variety of subjects at the primary level. He has over 10 years of experience as a primary teacher and academic coordinator. He has received several academic honors and has participated in many educational conferences, workshops, and trainings to further develop himself professionally.
Stephen Jackson has over 12 years of experience as a teacher in various subjects and levels, including English, social studies, and ESL. He has a PhD in progress in teaching and learning in a global environment. Jackson has strong communication, research, and management skills. He has owned and managed several businesses. Jackson has published work on cultural and intercultural topics and has experience in curriculum development, education administration, and media production.
Amy Brewer has over 30 years of experience in K-12 education, including roles as a teacher, coordinator, instructor, and volunteer tutor. She has taught subjects such as language arts, science, gifted education, and introduction to education. Brewer has received many honors and awards for her work, including National Board Certification and grants from organizations like Fund For Teachers and NSTA. She holds a Master's degree in Educational Psychology and a Bachelor's degree in Elementary Education.
Module 1- Curriculum and Inclusive class rooms (విద్యా ప్రణాళిక మరియు సహిత విద్య)
Live presentation given by me (V. Madhavi,SRG, MPUP School, Venkatagiri, Rajamahendravaram rural mandal, East godavari dt, AP) on october 17 th, 2020 in our Diksha ap official youtube channel by AP SCERT.
This document provides an overview of BC's revised curriculum from 30,000 feet. It discusses the Ministry of Education's guiding principles for personalizing learning and developing core competencies. It notes that teachers and educational experts developed the new K-9 curriculum framework in various subject areas. The framework includes learning standards (content), curricular competencies (skills), and big ideas (understandings). It outlines the curriculum implementation plan, including pilots and roll-out between 2015-2017. It emphasizes the importance of collaboration between teachers, districts, and the province to develop a curriculum that prepares students for their futures.
The document discusses curriculum development and syllabus design in the postmodern era. It provides definitions of curriculum and syllabus, describing a curriculum as the totality of content to be taught while a syllabus refers to the content of an individual subject. The document also discusses postmodernism and its implications for education, noting that postmodern schooling should reconnect fragmented aspects of reality and embrace eclectic approaches. It advocates for 21st century curricula and syllabi that are open to critique, involve critical reflection, and dynamically interact between students, teachers, knowledge and contexts.
Javed Siddiqui is an education professional with over 16 years of experience in curriculum design, policy analysis, project management, teaching, and research. He has a Masters in Development Management from the Asian Institute of Management in the Philippines and other postgraduate degrees. Siddiqui has worked extensively in India on science education projects, teacher training, and developing educational resources. He currently resides in the Philippines while pursuing additional studies.
Dr. Katarina Norberg: Intercultural Education in Turbulent Times. Challenges ...misakonverents
International conference "Integration Challenges in Radicalizing World", 29-30 November 2016 in Tallinn, Estonia. More presentations: www.misakonverents.ee
1. The document discusses leadership strategies for creating inclusive schools. It emphasizes that effective equity leaders can articulate a school's legal responsibilities and use inclusive language.
2. It also discusses the Queensland Equity Leadership training program which aims to strengthen equity leadership skills, embed inclusive practices into school planning, and coach leadership teams.
3. The document outlines characteristics of inclusive schools, including effective leaders who communicate a vision for change, understand research supporting inclusive practices, and know the law regarding equity and equality.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to provide all students with equal opportunities to learn by offering flexible approaches. UDL is based on principles of universal design from architecture - that all buildings should be accessible to all people. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. This allows students to learn in ways that are best suited to their individual needs and strengths. The document advocates applying these principles through technology and flexible teaching methods to fully engage the diverse learning networks in the brain.
This professional development program aims to teach strategies for making social studies content more accessible to diverse learners. Over three days, teachers and staff will learn about content enhancement, collaboration techniques like co-teaching, and differentiated instruction including Universal Design for Learning. The schedule outlines objectives, icebreakers, and activities to help participants develop skills for planning and instructing social studies in an inclusive classroom.
This document provides an overview of an education course on understanding curriculum. It discusses key topics that will be covered in the course, including alternative approaches to curriculum design and innovative lesson planning. It outlines the course structure, which includes lectures, tutorials, and online sessions. There are four assignments for the course: a short film or documentary project, an alternative curricula research presentation, an integrated unit of work, and a new learning sciences podcast. The document also examines different definitions and conceptions of curriculum, explores its origins and evolution, and analyzes tensions between major curriculum theories.
Adam DiDuro is a PhD candidate in education at Walden University specializing in learning, instruction, and innovation. He has over 10 years of experience as a teacher and coach in both middle and high school, with a focus on social studies, language arts, and math intervention. He is currently a secondary social sciences and language arts teacher at Vista Academy in Denver, Colorado. His research interests include online learning, service learning, and developing 21st century skills in students.
Bruce McNalty is an Australian biology teacher currently working at St Joseph's Institution International in Singapore. He has over 15 years of teaching experience in international schools in Singapore, China, and Australia. He teaches a variety of science subjects from junior high to IB diploma level and has held positions including Head of Welfare and Head of Curriculum Development. McNalty is committed to hands-on, inquiry-based learning and using technology to enhance student engagement.
Assessments are an integral part of learning and teaching. Sustainable assessments are closely linked to formative assessments which provide the learners to use deep learning approaches. These assessments increase student learning achievement and engage them in on-going learning.
The document discusses strategies for implementing Australia's national curriculum across different states and territories. It provides a brief history of curriculum development from the 1980s to present. Current issues include a lack of federal funding for teacher professional development, resulting in increased workload, confusion, stress and resentment. The document proposes pluralistic strategies including differentiation for student needs, recognizing local contexts, collaboration between schools and communities, and support for specialist teachers.
Mr. Kayanja Anthony is seeking a teaching position and has over 10 years of experience as a teacher and assistant teacher in Uganda. He has a Master's degree in Arts from NKumba University and a Bachelor's degree in Arts with Education from Makerere University. He is qualified to teach history, religious studies, and psychology. His teaching experience includes being a practice teacher, chair of the history department, instructor, and assistant teaching at the university level. He has strong communication, planning, and assessment skills and is proficient in Microsoft Office applications.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and functional literacy through five learning areas: English, Math, Science, Filipino and Makabayan. It emphasizes integrative teaching methods like thematic teaching, content-based instruction, focusing inquiry and generic competency models to provide a holistic education.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
This curriculum vitae is for Jay-R D. Banco, a Filipino primary school teacher and academic coordinator with over 10 years of experience. He holds a PhD in Education from Divine Word College of Calapan, as well as master's and bachelor's degrees. His experience includes teaching subjects like English, science, and math to primary students. He has also served as an academic coordinator, managing curriculum, instruction, and staff evaluation. Additionally, he has experience as a part-time college professor and computer teacher. He has received several certifications and attended various conferences, workshops, and trainings to further develop professionally.
Dr. Geoffrey Mills is a professor of education at Southern Oregon University. He received his PhD from the University of Oregon in 1988. Since then, he has held various positions at Southern Oregon University, including 12 years as the Dean of the School of Education. He has authored several books on educational research and action research. Dr. Mills has presented his work internationally and been a visiting scholar at several universities around the world.
The document discusses key concepts related to inclusion and diversity in early childhood education. It defines inclusion and discusses its goals of meeting all children's needs, challenging them to reach their potential, and creating a positive learning environment. It also covers developmental and culturally appropriate practices, the importance of family-centered services, transition planning, and multidisciplinary support for children with special needs or from diverse backgrounds. Best practices for inclusion focus on functional goals, regular assessment, and supporting all children in inclusive classrooms.
This curriculum vitae is for Jay-R D. Banco, a 31 year old male from the Philippines. He has a PhD in Education from Divine Word College of Calapan and teaches a variety of subjects at the primary level. He has over 10 years of experience as a primary teacher and academic coordinator. He has received several academic honors and has participated in many educational conferences, workshops, and trainings to further develop himself professionally.
Stephen Jackson has over 12 years of experience as a teacher in various subjects and levels, including English, social studies, and ESL. He has a PhD in progress in teaching and learning in a global environment. Jackson has strong communication, research, and management skills. He has owned and managed several businesses. Jackson has published work on cultural and intercultural topics and has experience in curriculum development, education administration, and media production.
Amy Brewer has over 30 years of experience in K-12 education, including roles as a teacher, coordinator, instructor, and volunteer tutor. She has taught subjects such as language arts, science, gifted education, and introduction to education. Brewer has received many honors and awards for her work, including National Board Certification and grants from organizations like Fund For Teachers and NSTA. She holds a Master's degree in Educational Psychology and a Bachelor's degree in Elementary Education.
Module 1- Curriculum and Inclusive class rooms (విద్యా ప్రణాళిక మరియు సహిత విద్య)
Live presentation given by me (V. Madhavi,SRG, MPUP School, Venkatagiri, Rajamahendravaram rural mandal, East godavari dt, AP) on october 17 th, 2020 in our Diksha ap official youtube channel by AP SCERT.
This document provides an overview of BC's revised curriculum from 30,000 feet. It discusses the Ministry of Education's guiding principles for personalizing learning and developing core competencies. It notes that teachers and educational experts developed the new K-9 curriculum framework in various subject areas. The framework includes learning standards (content), curricular competencies (skills), and big ideas (understandings). It outlines the curriculum implementation plan, including pilots and roll-out between 2015-2017. It emphasizes the importance of collaboration between teachers, districts, and the province to develop a curriculum that prepares students for their futures.
The document discusses curriculum development and syllabus design in the postmodern era. It provides definitions of curriculum and syllabus, describing a curriculum as the totality of content to be taught while a syllabus refers to the content of an individual subject. The document also discusses postmodernism and its implications for education, noting that postmodern schooling should reconnect fragmented aspects of reality and embrace eclectic approaches. It advocates for 21st century curricula and syllabi that are open to critique, involve critical reflection, and dynamically interact between students, teachers, knowledge and contexts.
Javed Siddiqui is an education professional with over 16 years of experience in curriculum design, policy analysis, project management, teaching, and research. He has a Masters in Development Management from the Asian Institute of Management in the Philippines and other postgraduate degrees. Siddiqui has worked extensively in India on science education projects, teacher training, and developing educational resources. He currently resides in the Philippines while pursuing additional studies.
Dr. Katarina Norberg: Intercultural Education in Turbulent Times. Challenges ...misakonverents
International conference "Integration Challenges in Radicalizing World", 29-30 November 2016 in Tallinn, Estonia. More presentations: www.misakonverents.ee
1. The document discusses leadership strategies for creating inclusive schools. It emphasizes that effective equity leaders can articulate a school's legal responsibilities and use inclusive language.
2. It also discusses the Queensland Equity Leadership training program which aims to strengthen equity leadership skills, embed inclusive practices into school planning, and coach leadership teams.
3. The document outlines characteristics of inclusive schools, including effective leaders who communicate a vision for change, understand research supporting inclusive practices, and know the law regarding equity and equality.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to provide all students with equal opportunities to learn by offering flexible approaches. UDL is based on principles of universal design from architecture - that all buildings should be accessible to all people. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. This allows students to learn in ways that are best suited to their individual needs and strengths. The document advocates applying these principles through technology and flexible teaching methods to fully engage the diverse learning networks in the brain.
This professional development program aims to teach strategies for making social studies content more accessible to diverse learners. Over three days, teachers and staff will learn about content enhancement, collaboration techniques like co-teaching, and differentiated instruction including Universal Design for Learning. The schedule outlines objectives, icebreakers, and activities to help participants develop skills for planning and instructing social studies in an inclusive classroom.
This document provides an overview of an education course on understanding curriculum. It discusses key topics that will be covered in the course, including alternative approaches to curriculum design and innovative lesson planning. It outlines the course structure, which includes lectures, tutorials, and online sessions. There are four assignments for the course: a short film or documentary project, an alternative curricula research presentation, an integrated unit of work, and a new learning sciences podcast. The document also examines different definitions and conceptions of curriculum, explores its origins and evolution, and analyzes tensions between major curriculum theories.
Adam DiDuro is a PhD candidate in education at Walden University specializing in learning, instruction, and innovation. He has over 10 years of experience as a teacher and coach in both middle and high school, with a focus on social studies, language arts, and math intervention. He is currently a secondary social sciences and language arts teacher at Vista Academy in Denver, Colorado. His research interests include online learning, service learning, and developing 21st century skills in students.
Bruce McNalty is an Australian biology teacher currently working at St Joseph's Institution International in Singapore. He has over 15 years of teaching experience in international schools in Singapore, China, and Australia. He teaches a variety of science subjects from junior high to IB diploma level and has held positions including Head of Welfare and Head of Curriculum Development. McNalty is committed to hands-on, inquiry-based learning and using technology to enhance student engagement.
Assessments are an integral part of learning and teaching. Sustainable assessments are closely linked to formative assessments which provide the learners to use deep learning approaches. These assessments increase student learning achievement and engage them in on-going learning.
The document discusses strategies for implementing Australia's national curriculum across different states and territories. It provides a brief history of curriculum development from the 1980s to present. Current issues include a lack of federal funding for teacher professional development, resulting in increased workload, confusion, stress and resentment. The document proposes pluralistic strategies including differentiation for student needs, recognizing local contexts, collaboration between schools and communities, and support for specialist teachers.
Mr. Kayanja Anthony is seeking a teaching position and has over 10 years of experience as a teacher and assistant teacher in Uganda. He has a Master's degree in Arts from NKumba University and a Bachelor's degree in Arts with Education from Makerere University. He is qualified to teach history, religious studies, and psychology. His teaching experience includes being a practice teacher, chair of the history department, instructor, and assistant teaching at the university level. He has strong communication, planning, and assessment skills and is proficient in Microsoft Office applications.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and functional literacy through five learning areas: English, Math, Science, Filipino and Makabayan. It emphasizes integrative teaching methods like thematic teaching, content-based instruction, focusing inquiry and generic competency models to provide a holistic education.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
1. The document provides an overview of differentiated instruction (DI), including definitions, key principles, and examples of how teachers can differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles.
2. It discusses theories of multiple intelligences and learning styles/modalities that form the basis for DI, which is a way of thinking about and planning instruction that aims to address student differences.
3. Examples are given of how teachers can differentiate instruction across various subjects and intelligences like linguistic, logical-mathematical, visual-spatial, and kinesthetic. Flexible grouping, formative assessment, and creating an inclusive learning environment are also emphasized.
This document provides an overview of differentiated instruction strategies used by a second year teacher, including technology, learning centers, flexible grouping, and inquiry-based learning. It describes each strategy and potential issues for diverse learners. Examples are given, such as using online games and tutorials with different ability levels in technology and setting up centers focused on skills, enrichment, or exploration. The document concludes with an example science lesson plan on rock types that incorporates videos, student activities, and a learning game to engage students.
1. TONI M. DYKTOR MULLEN
_________________________________________________________________________________________________
Westdale Parke #211 512-947-9540
3607 Greystone Drive
Austin, Tx. 78731 tonimullen@gmail.com
● International teacher with expertise in supporting students with special education needs,attention issues and
English as A Second Language.
● Articulate in advocating for studentaccommodations and introducing StudySkills courses to supportindividual
needs.
● Successful designer and implementer ofISKL Alumni Affairs position connecting worldwide constituents.
● Consistentcollaborator and contributor to school communityin terms of management,governance and activities.
PROFESSIONAL EXPERIENCE:
HYDE PARK BAPTIST SCHOOL, Austin, TX (2015 to present)
-High School Learning Supportteacher,Study Skills
TRINITY PAWLING SCHOOL, Pawling, NY (2014-2015)
-High School Study Skills teacher,International Coordinator,private tutor, SAT tutor
AMERICAN COMMUNITY SCHOOL (ACS)-Egham, UK (2011-2013)
-High School Learning Resource teacher for IB program:creating individualized programs for students with
learning disabilities and attention issues.
-Designed and implemented high school StudyStrategies elective course.
INTERNATIONAL SCHOOL of KUALA LUMPUR- Malaysia (1999-2011)
-Director of Alumni Affairs- responsible for implementing & developing the ISKL alumni philosophy,maintaining
15,000+ database entries,maintaining ISKL alumni webpage,initiating cycle of worldwide alumni receptions,establishing
office procedures and protocols and archiving school history. (2005-2011)
-High School teacher: Social Studies,Psychology Leadership Level (1999-2005)
-High School Learning Resource teacher creating individualized programs for students with learning
disabilities and attention issues.
-Designed and implemented high school StudyStrategies elective course.
JAKARTA INTERNATIONAL SCHOOL- Indonesia (1996-1999)
-High School Intensive Studies teacher creating individualized programs for students with learning
disabilities and attention issues.
-Designed and implemented high school StudyStrategies elective course.
INTERNATIONAL SCHOOL BANGKOK- Thailand (1992-1996)
-Designed and implemented high school StudyStrategies elective course.
-Fifth and Sixth grade teacher with concentration in language arts,study skills,social studies and ESL.
EAGLE HILL SCHOOL- Greenwich,Connecticut, USA (1979-1992)
A private facility with a combination of130 day students and 40 dormitoryresidents.
Students,ages sixto sixteen,with moderate to severe learning disabilities and attention issue.
Designated number one teacher outof 50 via extensive evaluation system. (1985-1986)
Director of Personnel (part-time position) (1990-1992)
-Recruited,screened and interviewed prospective teachers.
-Organized "Arts in Education”,a school-wide enrichmentprogram.
Study Skills Department,Chair (1983-1986)
-Designed and implemented a two-year curriculum on Study Skills.
-Created procedure to evaluate and documentstudentperformance.
-Co-wrote a comprehensive teacher's manual and provided training for teachers.
-Provided impetus for Study Skills curriculum to be included in lower grades.
-Consultantto faculty and parents.
Duty Master (1983-1986)
-Supervised eightfaculty and forty youngsters one evening per week.
-Provided training (e.g. behavior management) for new faculty.
Study Skills/Language Arts Teacher (1979-1986)
-Emphasis placed upon enhancing students'sense of success and academic achievement.
-Small group and individualized remedial tutorials. Group classes in StudySkills,
Literature and Social Studies.
EDUCATION: NORTHERN ARIZONA STATE-Flagstaff, Arizona 1996
Masters in Learning Disabilities
TRENTON STATE-Trenton, New Jersey 1997
ESL Certification (permanent)
MANHATTANVILLE COLLEGE - Purchase,New York 1975
Bachelor of Science,Elementary Education
2. Minors in Psychology and Latin American Studies
PROFESSIONAL CONFERENCES:
LDA Conference,Orlando,Fla 2016
Google Summit 2014
Laura Malbogat Special Needs & 21stCentury Teaching, 2011
International Baccaloaurate,South Africa
Ettie Zilber TCK/Children of Intern’l Educators Beijing 2010
Bill & Ochan Powell Cognitive Coaching (Advanced) Kuala Lumpur 2009
Teresa Aspin School-wide strategic planning Committee 2008
Bill & Ochan Powell Cognitive Coaching Kuala Lumpur 2005
Bob Garmston Adaptive Schools Kuala Lumpur 2004
D. Korare Theory of Knowledge Thailand 2003
Rick Bisset Theory of Knowledge Kuala Lumpur 2003
Ann Whiting Real Spelling (partII) Kuala Lumpur 2003
David Greenwood Graphics Calculator Workshop Kuala Lumpur 2003
Melvin Ramsden Real Spelling Kuala Lumpur 2003
Bob Garstum, Cognitive Coaching,Part II Kuala Lumpur 2002
Diane Painter Standard & Benchmarks Jakarta 2002
Exceptional Needs Conference, 2002
Chris Davidson Developing an ESL Mainstream Curriculum
Kuala Lumpur 2002
Mel Levine Understanding & Managing Differences in Learning
South Carolina 2001
Bob Garnstum Cognitive Coaching Kuala Lumpur 2000
Art Costa BestPractises Orlando 1998
Learning Disabilities Association Conference Orlando Chicago 1995,7
Co-Presented: Sue Baum Differentiation Kuala Lumpur 2001
Presented: CASE Asia Pacific: (Counsel for Supportof Education) Kaula Lumpur 2010
“Leaving on a Jet Plane… Explore the world of TCKs/CCKs
SEATCCO (SoutheastAsia Teachers & Counselors'Conference) Kuala Lumpur,Jakarta,Bangkok
“Mindmapping-the other Notetaking” 1998
"Notetaking and Discussion Skills within the ContentArea Classes" 1996
"Beyond Notetaking-Being A Proactive Student" 1994
"Creating a Supportive, Risk-Taking Environmentfor LD Students" 1993
CACLD (ConnecticutAssociation ofChildren with Learning Disabilities
"Teaching Children with Learning Disabilities” 1984
"Homework Tips for Parents" 1985
Publication: “Multilingual,butnot making it in the International Schools”.Journal of Research in International Education.
Ochan Kusuma-Powell,William Powell,Diana Kneale,Toni Mullen,Rob Mullen, Jay Peters,Polly Szantor,
Jody Ubert 2004
Extra Curricular: Dance Assistant:“Footloose” 2010
Strategic Core Committee 2009
CIS Accreditation Steering Committee (Governance & Management) 2006-9
Assistantto directors “Kiss Me, Kate” 2008
IASAS administrator in charge (soccer),Assistantto directors “A Funny Thing 2006
Happened on the Way to the Forum”
Grade 9-12,class advisor 1999-2006
IASAS administrator in charge (soccer),Co-Director,“5, 6, 7, 8” 2005
Dubai American School Accreditation Team-NAIS, Dance Assistant“WestSide 2004
Story”, Chaperone,Vietnam Social Studies trip,European Music trip
ISKL Foundation Committee 2001-2010
Assistant:“Little Shop of Horrors” 2003
Special Education Task Force 2001-3
Cultural Convention chaperone,Dance Assistant:“Grease” 2001
ISKL Faculty Association,Chair 1999-2005
SEATCO, Jakarta, Indonesia, Hotel Committee,Chair 1998
SEATCO, Bangkok,Thailand,Steering Committee 1992
Personal: Presenter,opening ceremony,ISKL 50th
Anniversary 2015
Jakarta Players,“Pizazzz!“, musical review,singer and dancer 1996
YWCA Annual Fundraising,Steering Committee,Greenwich,Connecticut 1992
Organized and orchestrated appearance ofLippazan stallions
20th Year Reunion,Greenwich High School,Co-chair 1988
Three-day event for approximately350 returning graduates and families.