This document provides a summary of Brian Long's background and experience as an English Language Arts and Learning Specialist teacher. It highlights his diverse training, proven success teaching grades 6-12, and approach that addresses different learning styles and encourages learning differences through differentiated lessons and formative assessment. He is committed to establishing supportive relationships and consistent innovation to improve instruction.

1. Brian Long
Oude Vaartplaats 43, Antwerp, Belgium 2000
E: blong212@gmail.com P: +32 473 72 78 01
A Snapshot of Brian Long:
Energetic. Committed. Diverse training. English Language Arts and Learning Specialist teacher (ELA and Special
Education trained). Teacher Coach. Trained by Columbia’s Readers and Writers Project. Progressive teaching methods.
Proven success in teaching language arts and social studies to grades six through twelve. Addresses learning styles.
Encourages learning differences. Uses formative assessment to tailor and differentiate lessons - daily. Establishes
supportive relationship between students, parents,administrators and teachers for cohesive and consistent student support.
Mentor. Counselor. Committed to consistent innovation. In perpetual search to improve professionally and share effective
instruction methods with the wider school community.
Antwerp International School, Antwerp, Belgium
Learning Specialist, Formative Assessment and Differentiation Coach, Mentor, Counselor
Grades 6 – 12
August 2014 – Present
Various roles. (1) Formative Assessment and Differentiation Coach: designed and delivered professional development sessions,met
with departments and individuals to deliver personalized in-class implementation of assessment and differentiation strategies.(2)
Individual and small group student instruction:for middle and high school students with either diagnosed learning differences or with
observed and internally assessed learning barriers. (3) Mentor and Student Counselor: One-on-one sessions to discuss academic and/or
social and emotional issues,then creating individualized goals self-directed by the student and monitored by their class teachers and
myself to build independence and self-reliance. (4) Writing Instructor/Coach:Guided IB Diploma Students on college essays,writings
for class,and other projects.
 Learning Support for middle school and high schoolstudents (push in,pull out, mentoring one-on-one, co-teaching)
 Designed and delivered Professional Development programs for curriculum development and learning support training
 Designed “Individual Learning Plans” from education evaluations,schoolassessments,observations to ID best strategies
 Devised Student Support Team protocols (i.e. referral systems,communication methods, effective in-class support)
Hunter Graduate School of Education, Manhattan, NY
Professor, Teacher Coach, Field Supervisor
2012 – 2014
Recruited for multiple roles based on my work at The Salk School of Science. (1) Professor: Taught education courses at Hunter
College’s Graduate School of Education. 2) Acted as Teacher Coach and Field Supervisor, traveling to schools in urban areas,
observed lessons of Hunter-educated teachers.Discussed the efficacy of their teaching and achievement of specified lesson objectives.
Provided formal clinical observations designed to provide structured,systematic support to each person in his or her work context.
 Classes on inclusive teaching classrooms, co-teaching, differentiation
 Acted as consistent resource for graduate students:advising on content-specific teaching methods, assessment driven lesson
planning, community building, behavior management, etc.
 Counseled and mentored 30 students on theirprojects, papers, career path.
 Staff developer/coach for 12 teachers.
Teaching Management Dynamics Philosophy
Curriculum design
Assessment guided lessons
Differentiated instruction
Co-teaching models
ICT, 12:1 programs
Humanities instruction
Literacy skills instruction
Implementing IEPs (SSPs)
Small group instruction
Build community
Positive reinforcement
Mentoring
Tact, Respect, Curiosity
Sensitivity to diversity
Promote independence
Encourage differences
Non-judgmental culture
Behavior Intervention Plans
Energetic teaching style
Committed to students
Emotionally involved
Constant innovator
Self-motivated researcher
Progressive practices
Preparation is key
Student-interest is key
Flexible lesson planning
Foster student’s voice
Build trust
Power of critical thinking
Power of Metacognition
Individual learning
Inspire student choice
Accounts for learning styles
Encourages curiosity
Learning communities
Learning Specialist
ELA & Humanities Teacher
Teacher Coach / PD Instructor

2. Salk School of Science M255, Manhattan, NY
English Language Arts Teacher, Social Studies, Learning Specialist
Humanities ICT Teacher Grades 7, 8 and Humanities 12:1 Teacher, Grades 6, 7, 8
September 2008 – 2012
Taught English Language Arts and Social Studies in inclusive classroomand in 12:1 setting for students with more challenging
learning differences. Deeply engaged in the success ofall students,both academically and socially. Designed and developed
Humanities curriculum for Salk’s seventh and eighth grades.Adopted new practices, and shared this work with colleagues – refining
pedagogical practices while helping to guide others towards their best teaching practice/style. Developed cross-curricular literacy
programs with science, math, and theaterprograms. Often recruited as mediator/mentor to counselstudents .
 Designed and amended learning objectives and learning progressions based on formative assessment data.
 Developed skills in collaborative teaching, differentiated instruction, IEP generation, IEP goals implementation.
 Consistent small group instruction (trained in progressive methods by Columbia Teacher’s College Reading and Writing Project)
 Innovative strategies: learning centers,“hot seat,” action strategies,student designed goalchecklists, class meetings , and more
 Responsible for coordinating with service providers and parents of students with IEPs to create a comprehensive support network
to bettermeet IEP goals, implement strategies consistently,and encourage a team effort towards academic and social success .
Dual-Language Middle School (Spanish/English), Manhattan,NY
English Language Arts Co-Teacher, Grades 6, 7, 8
Physical Education Teacher, Grades 6, 7, 8
Sept. 2007- August 2008
One year in training with the “Urban Teaching Fellowship”
Related Work History
Director of Education Events: Institute for Integrative Nutrition.Adult education. Planned and directed all student events.Helped
design curriculum and arrange for high-profile visiting teachers (such as Deepak Chopra and Andrew Weil). Responsible for
recruiting and training 60+ staff and volunteers in the mission of the school,coordinating their roles at events,and trouble shooting all
areas. Other duties included: sales, bookkeeping class purchases and trademark merchandise sold. Organized large outings,social
gatherings,celebrations – formal and informal – all requiring training, role assignation,and diligent preparation. Was responsible for
the success ofall educational events.(I attended the school’s program and am a licensed Holistic Health Counselor.)
Academics
Columbia University – Teacher’s College (Reading and Writing Project)
Variety of literacy based skills and strategies classes: push in and pull out model, small group instruction,shared readings and
writings, utilizing technology,music, and art to inspire learning. Much more…
City College of New York, Manhattan,NY (with NYC Teaching Fellows)
Masterof Science in Education, Major in “Students with Disabilities” in Secondary Education
Fordham University, Lincoln Center Liberal Studies, Manhattan,NY
Bachelor of Arts in English, Minor in Creative Writing
Hunter College, Manhattan,NY
Additional credits in Global Literature: Literary Theory, Shakespeare, Children’s Literature, and American Literature.
Certifications
Special Education - Secondary
(English Language Arts)