Brittany McKenna is seeking a teaching position and has over 15 years of experience in education. She has taught grades pre-K through 5th grade and has experience in curriculum development, coaching teaching interns, and tutoring. She has a bachelor's degree in psychology and is pursuing a master's degree in educational psychology. Her career objective is to utilize her skills in curriculum design, data-driven instruction, and developing engaged learners to positively impact students.
Donna Titus-Johnson has over 30 years of experience in education, including serving as Principal of two schools. She is a detail-oriented leader with strong communication, organizational, and problem-solving skills. Her experience includes supervising instructional staff, evaluating teachers, and incorporating technology into the classroom to support different learning styles.
Dr. Patrick McGuire has over 15 years of experience as an educator, including experience as a summer school principal and roles as a middle school social studies teacher and reading intervention teacher. He holds a Doctorate of Education and various teaching certifications. His resume outlines his educational background and credentials as well as his professional experience in teaching and administration roles.
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
This document provides details about Allison Burg's education and professional experience in special education. She has over 20 years of experience as a special education teacher and teacher consultant. She is currently a teacher consultant for Novi Community School District where she conducts special education evaluations, coordinates IEP meetings, and facilitates intervention teams. Testimonials from colleagues highlight her expertise in special education, communication skills, collaboration, and advocacy for students.
Shirlene Evans provides a curriculum vitae summarizing her experience and qualifications as a teacher. She has a Bachelor of Teaching degree from the University of Waikato and completed practicums at Hinuera School, Te Aroha Primary School, and David Street Primary School. Feedback from associate teachers and principals at these schools praised her professionalism, organization, dedication to student learning, and growth in confidence over the course of her practicums.
Types of Early Childhood Curricula by Arianny Calcagno, M.Ed.Arianny Calcagno
1. The document describes 7 types of early childhood curricula models including developmental, cognitive, constructivist, ecological/functional, behavioral, psychosocial, and developmentally appropriate practice curricula.
2. It provides details on each model including the underlying theory, examples of interventions, and instructional approaches. For example, the cognitive curriculum is based on Piaget's cognitive psychology theories and focuses on developing thinking skills through direct experiences and age-appropriate activities.
3. The document also discusses the Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP), which are used to guide curriculum planning for children with disabilities ages 3-5 and infants/toddlers respectively. The
Ms. Bond, a kindergarten teacher, received a teaching observation report. She was rated as proficient in most teaching standards including classroom leadership, content knowledge, instructional strategies, and reflection on student learning. Areas marked as developing included school leadership, adapting instruction to student needs, home/school collaboration, communication, and openness to change. The observer's comments provided suggestions for improvement such as increasing parent communication and scaffolding instruction for English learners. Overall, the report portrayed Ms. Bond as performing well for a new teacher but still developing in some areas like incorporating leadership roles and adapting to student diversity.
This report summarizes a teacher observation of Ms. Bond conducted on 1/7/2020. Across five teaching standards, the observer rated Ms. Bond as proficient, with some elements rated as developing. For standard 1 (leadership), Ms. Bond effectively leads her classroom and participates in school leadership activities. For growth, she could more consistently use positive narration. For standard 2 (environment), Ms. Bond fosters positive student relationships but could improve home communication. Her instruction aligns to standards and she effectively differentiates, though questioning skills and formative assessment could improve. Overall, Ms. Bond meets expectations and is working to strengthen areas through coaching and professional development.
Donna Titus-Johnson has over 30 years of experience in education, including serving as Principal of two schools. She is a detail-oriented leader with strong communication, organizational, and problem-solving skills. Her experience includes supervising instructional staff, evaluating teachers, and incorporating technology into the classroom to support different learning styles.
Dr. Patrick McGuire has over 15 years of experience as an educator, including experience as a summer school principal and roles as a middle school social studies teacher and reading intervention teacher. He holds a Doctorate of Education and various teaching certifications. His resume outlines his educational background and credentials as well as his professional experience in teaching and administration roles.
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
This document provides details about Allison Burg's education and professional experience in special education. She has over 20 years of experience as a special education teacher and teacher consultant. She is currently a teacher consultant for Novi Community School District where she conducts special education evaluations, coordinates IEP meetings, and facilitates intervention teams. Testimonials from colleagues highlight her expertise in special education, communication skills, collaboration, and advocacy for students.
Shirlene Evans provides a curriculum vitae summarizing her experience and qualifications as a teacher. She has a Bachelor of Teaching degree from the University of Waikato and completed practicums at Hinuera School, Te Aroha Primary School, and David Street Primary School. Feedback from associate teachers and principals at these schools praised her professionalism, organization, dedication to student learning, and growth in confidence over the course of her practicums.
Types of Early Childhood Curricula by Arianny Calcagno, M.Ed.Arianny Calcagno
1. The document describes 7 types of early childhood curricula models including developmental, cognitive, constructivist, ecological/functional, behavioral, psychosocial, and developmentally appropriate practice curricula.
2. It provides details on each model including the underlying theory, examples of interventions, and instructional approaches. For example, the cognitive curriculum is based on Piaget's cognitive psychology theories and focuses on developing thinking skills through direct experiences and age-appropriate activities.
3. The document also discusses the Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP), which are used to guide curriculum planning for children with disabilities ages 3-5 and infants/toddlers respectively. The
Ms. Bond, a kindergarten teacher, received a teaching observation report. She was rated as proficient in most teaching standards including classroom leadership, content knowledge, instructional strategies, and reflection on student learning. Areas marked as developing included school leadership, adapting instruction to student needs, home/school collaboration, communication, and openness to change. The observer's comments provided suggestions for improvement such as increasing parent communication and scaffolding instruction for English learners. Overall, the report portrayed Ms. Bond as performing well for a new teacher but still developing in some areas like incorporating leadership roles and adapting to student diversity.
This report summarizes a teacher observation of Ms. Bond conducted on 1/7/2020. Across five teaching standards, the observer rated Ms. Bond as proficient, with some elements rated as developing. For standard 1 (leadership), Ms. Bond effectively leads her classroom and participates in school leadership activities. For growth, she could more consistently use positive narration. For standard 2 (environment), Ms. Bond fosters positive student relationships but could improve home communication. Her instruction aligns to standards and she effectively differentiates, though questioning skills and formative assessment could improve. Overall, Ms. Bond meets expectations and is working to strengthen areas through coaching and professional development.
This document is a resume for Liz Blanchard, who is an experienced special needs educator seeking a teaching position. She has over 25 years of experience teaching various grades and subjects, including specializing in adapting curriculum for students with special needs. Her resume highlights her experience and skills in areas such as classroom management, individualized instruction, collaborative teaching, and implementing supportive learning environments.
The document is a curriculum vitae for Dr. Yolanda S. Peay that outlines her education, teaching experience, professional experience, community involvement, and publications. It details that she has over 13 years of K-12 teaching experience in subjects such as math, science, English language arts, and writing. She holds a PhD in Curriculum and Instruction from Capella University and is certified to teach in New York and Georgia.
Makabayan is a new learning area in the Philippines that integrates various subjects to help develop students' personal and national identities. It aims to be a hands-on learning environment where students can demonstrate skills like empathy, problem-solving, and vocational abilities. Love of country is the unifying principle, and it emphasizes developing self-reliant, patriotic citizens through critical thinking. The learning area features stronger integration of values and competencies. It seeks to empower students for lifelong learning and addressing social challenges. Key subject components include social studies, geography, history, civics, culture, economics, music, arts, and physical/health education. Makabayan is a work in progress defined by communities rather than
This document provides a summary of qualifications and experience for Donna Titus-Johnson. She has over 30 years of experience in education, including roles as a principal and assistant principal at both the elementary and secondary levels. Her experience includes supervising staff, implementing curriculum and instruction programs, conducting professional development, and managing day-to-day school operations. She also has experience teaching mathematics at the middle school level and adjunct teaching at the college level.
Yolanda Hanna is a highly motivated educator with over 10 years of experience in teaching roles from preschool through 6th grade. She has a bachelor's degree in elementary education and has worked as a teacher, teacher's assistant, and tutor for various schools and organizations. Hanna is skilled in developing lesson plans, curriculum, and instructional strategies to meet the diverse needs of students. She is committed to educating students and enhancing their learning through a variety of teaching techniques.
The document outlines goals for education in the Philippines. It aims to provide all learners with functional literacy, life skills, appreciation of arts and sports, and desirable values. It also aims to provide quality basic education through a dynamic process that is interactive, collaborative and innovative. Some examples given are thematic teaching, content-based instruction, and inquiry-based learning. The goals are to improve learning achievement, completion rates, access to quality elementary education, and build institutional capacity. It also aims to improve equitable access to secondary education in poverty-affected areas, increase participation and completion rates, and support decentralization to local school levels. Teacher education programs are mentioned that aim to develop generalist elementary teachers and subject-specific high school teachers
The author's ideological stance is that of a warm demander who believes in students and insists they do more than they think they are capable of. Their pedagogy is based in social cognitive and constructivist learning theories and includes strategies such as modeling, scaffolding reading complex texts, incorporating student interests, and using graphic organizers. The author aims to promote equity through building relationships, code-switching instruction, monitoring progress, and understanding students' home lives.
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.
Alyssamoduleiv copy-120823032932-phpapp01 (1)Ching Nemis
This document discusses criteria for curriculum assessment. It defines criteria as standards used to evaluate curriculum elements. Criteria determine competency levels. Goals and objectives provide direction for curriculum and instruction. They should be specific, measurable, and related to student performance levels, content, behaviors, and conditions. Effective goals meet syntactic, legal, knowledge-behavior, stranger, and validity tests. Curriculum evaluation assesses if objectives are addressed, content is sequenced properly, and students are engaged as intended. Formative evaluation occurs during instruction while summative evaluation happens after to determine outcomes. The document provides detailed guidelines for developing high-quality curriculum, goals, objectives, instructional approaches, and evaluation.
The document discusses challenges facing education in India and proposes solutions to improve learning outcomes for children. It notes that while enrollment is increasing, many children are not achieving optimal learning levels due to factors such as poverty, lack of infrastructure, unmotivated teachers, and student health issues. The team proposes solutions centered around ensuring students are healthy, learning environments are adequate, teaching is child-centered, and communities support education. The goal is to enable all children to learn and meaningfully participate in society.
This document provides a summary of Roel Roberts' experience and qualifications as an elementary school teacher. It outlines his 5 years of teaching experience in Canada, Hong Kong, and China, as well as his certification in the IB Primary Years Program. It also lists his educational background, including a forthcoming Master's degree and previous Bachelor's degrees from the University of Windsor. Key skills highlighted include engaging students, adapting instruction to meet varying needs, collaborating with parents and colleagues, and coordinating extracurricular activities.
Curriculum centered learning and curriculum overview of class 9th and 10th pr...Fakhra Muhabat
The document discusses learner-centered curriculum and frameworks. It begins with background on the shift from teacher-directed to student-centered learning in the 1980s. It then describes the key components of a learner-centered curriculum framework, including learner populations, objectives, learning models/theories, and required support services. The framework aims to design curriculum based on student needs and abilities. Effective implementation requires understanding diverse learners and allowing student voice, choice, and self-directed learning. Assessment in this model involves student participation. Application in higher education has shown student-centered approaches improve learning experiences and outcomes.
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
This document discusses the domains, roles, and tasks of teachers. It is divided into three key points:
1) The domains of teaching are professional knowledge, professional practice, and professional engagement. These domains contain standards related to knowledge of students, content, teaching practices, and professional development.
2) The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers serve as the organizers, instructors, mobilizers, assessors, encouragers, and learners within their profession.
3) The tasks of teachers have personal, social, and professional aspects. On a personal level, teachers must understand themselves and reflect on their teaching. Socially
Curriculum: Meaning, Definition, Principles, Aims and Components.Nishat Anjum
The document discusses the meaning, definitions, principles, and components of curriculum. It defines curriculum as a course of study in a school and as the content, planned activities, learning outcomes, and experiences of students. It provides definitions from Cunningham and Caswell & Campbell. It outlines 10 principles of curriculum construction, including being child-centered, relating to life, utilizing creative powers, incorporating play and work, being useful, encompassing total experience, and knowledge of culture. The 4 major components of curriculum are objectives, methods, content, and evaluation approaches.
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.
The document provides a summary of a software UX Designer and UI Developer's skills and experience. They have extensive experience designing and developing UI components and prototypes, as well as creating responsive web applications using technologies like CSS, HTML, JavaScript, C#, AngularJS, jQuery, Bootstrap and more. They have worked on projects in agile environments for both design and development.
Brannon C. Ellisor is an experienced oil and gas landman with a degree in Exercise Sports Science and a history minor from Texas Tech University. He has over 10 years of experience in ROW acquisition, lease acquisition, due diligence, and deed plotting/mapping. He is skilled in Microsoft Office, mapping software such as ArcGIS, and land data programs. Ellisor has also worked as a teacher and coach for over 15 years, where he gained experience analyzing data and managing large statistical systems.
Bhargav Masineni has over 7 years of experience in hospitality and customer relations. He has held roles such as Front Office Supervisor, Lobby Manager, and Front Office Manager at various hotels. Currently he works as a Team Leader providing accommodation solutions to clients like Accenture and I Gate. He has a strong track record of achieving targets, streamlining teams, and handling escalations. Bhargav is pursuing an MBA in Marketing and IT and holds a BHM degree, with various academic and extracurricular achievements.
This document is a resume for Liz Blanchard, who is an experienced special needs educator seeking a teaching position. She has over 25 years of experience teaching various grades and subjects, including specializing in adapting curriculum for students with special needs. Her resume highlights her experience and skills in areas such as classroom management, individualized instruction, collaborative teaching, and implementing supportive learning environments.
The document is a curriculum vitae for Dr. Yolanda S. Peay that outlines her education, teaching experience, professional experience, community involvement, and publications. It details that she has over 13 years of K-12 teaching experience in subjects such as math, science, English language arts, and writing. She holds a PhD in Curriculum and Instruction from Capella University and is certified to teach in New York and Georgia.
Makabayan is a new learning area in the Philippines that integrates various subjects to help develop students' personal and national identities. It aims to be a hands-on learning environment where students can demonstrate skills like empathy, problem-solving, and vocational abilities. Love of country is the unifying principle, and it emphasizes developing self-reliant, patriotic citizens through critical thinking. The learning area features stronger integration of values and competencies. It seeks to empower students for lifelong learning and addressing social challenges. Key subject components include social studies, geography, history, civics, culture, economics, music, arts, and physical/health education. Makabayan is a work in progress defined by communities rather than
This document provides a summary of qualifications and experience for Donna Titus-Johnson. She has over 30 years of experience in education, including roles as a principal and assistant principal at both the elementary and secondary levels. Her experience includes supervising staff, implementing curriculum and instruction programs, conducting professional development, and managing day-to-day school operations. She also has experience teaching mathematics at the middle school level and adjunct teaching at the college level.
Yolanda Hanna is a highly motivated educator with over 10 years of experience in teaching roles from preschool through 6th grade. She has a bachelor's degree in elementary education and has worked as a teacher, teacher's assistant, and tutor for various schools and organizations. Hanna is skilled in developing lesson plans, curriculum, and instructional strategies to meet the diverse needs of students. She is committed to educating students and enhancing their learning through a variety of teaching techniques.
The document outlines goals for education in the Philippines. It aims to provide all learners with functional literacy, life skills, appreciation of arts and sports, and desirable values. It also aims to provide quality basic education through a dynamic process that is interactive, collaborative and innovative. Some examples given are thematic teaching, content-based instruction, and inquiry-based learning. The goals are to improve learning achievement, completion rates, access to quality elementary education, and build institutional capacity. It also aims to improve equitable access to secondary education in poverty-affected areas, increase participation and completion rates, and support decentralization to local school levels. Teacher education programs are mentioned that aim to develop generalist elementary teachers and subject-specific high school teachers
The author's ideological stance is that of a warm demander who believes in students and insists they do more than they think they are capable of. Their pedagogy is based in social cognitive and constructivist learning theories and includes strategies such as modeling, scaffolding reading complex texts, incorporating student interests, and using graphic organizers. The author aims to promote equity through building relationships, code-switching instruction, monitoring progress, and understanding students' home lives.
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.
Alyssamoduleiv copy-120823032932-phpapp01 (1)Ching Nemis
This document discusses criteria for curriculum assessment. It defines criteria as standards used to evaluate curriculum elements. Criteria determine competency levels. Goals and objectives provide direction for curriculum and instruction. They should be specific, measurable, and related to student performance levels, content, behaviors, and conditions. Effective goals meet syntactic, legal, knowledge-behavior, stranger, and validity tests. Curriculum evaluation assesses if objectives are addressed, content is sequenced properly, and students are engaged as intended. Formative evaluation occurs during instruction while summative evaluation happens after to determine outcomes. The document provides detailed guidelines for developing high-quality curriculum, goals, objectives, instructional approaches, and evaluation.
The document discusses challenges facing education in India and proposes solutions to improve learning outcomes for children. It notes that while enrollment is increasing, many children are not achieving optimal learning levels due to factors such as poverty, lack of infrastructure, unmotivated teachers, and student health issues. The team proposes solutions centered around ensuring students are healthy, learning environments are adequate, teaching is child-centered, and communities support education. The goal is to enable all children to learn and meaningfully participate in society.
This document provides a summary of Roel Roberts' experience and qualifications as an elementary school teacher. It outlines his 5 years of teaching experience in Canada, Hong Kong, and China, as well as his certification in the IB Primary Years Program. It also lists his educational background, including a forthcoming Master's degree and previous Bachelor's degrees from the University of Windsor. Key skills highlighted include engaging students, adapting instruction to meet varying needs, collaborating with parents and colleagues, and coordinating extracurricular activities.
Curriculum centered learning and curriculum overview of class 9th and 10th pr...Fakhra Muhabat
The document discusses learner-centered curriculum and frameworks. It begins with background on the shift from teacher-directed to student-centered learning in the 1980s. It then describes the key components of a learner-centered curriculum framework, including learner populations, objectives, learning models/theories, and required support services. The framework aims to design curriculum based on student needs and abilities. Effective implementation requires understanding diverse learners and allowing student voice, choice, and self-directed learning. Assessment in this model involves student participation. Application in higher education has shown student-centered approaches improve learning experiences and outcomes.
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
This document discusses the domains, roles, and tasks of teachers. It is divided into three key points:
1) The domains of teaching are professional knowledge, professional practice, and professional engagement. These domains contain standards related to knowledge of students, content, teaching practices, and professional development.
2) The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers serve as the organizers, instructors, mobilizers, assessors, encouragers, and learners within their profession.
3) The tasks of teachers have personal, social, and professional aspects. On a personal level, teachers must understand themselves and reflect on their teaching. Socially
Curriculum: Meaning, Definition, Principles, Aims and Components.Nishat Anjum
The document discusses the meaning, definitions, principles, and components of curriculum. It defines curriculum as a course of study in a school and as the content, planned activities, learning outcomes, and experiences of students. It provides definitions from Cunningham and Caswell & Campbell. It outlines 10 principles of curriculum construction, including being child-centered, relating to life, utilizing creative powers, incorporating play and work, being useful, encompassing total experience, and knowledge of culture. The 4 major components of curriculum are objectives, methods, content, and evaluation approaches.
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.
The document provides a summary of a software UX Designer and UI Developer's skills and experience. They have extensive experience designing and developing UI components and prototypes, as well as creating responsive web applications using technologies like CSS, HTML, JavaScript, C#, AngularJS, jQuery, Bootstrap and more. They have worked on projects in agile environments for both design and development.
Brannon C. Ellisor is an experienced oil and gas landman with a degree in Exercise Sports Science and a history minor from Texas Tech University. He has over 10 years of experience in ROW acquisition, lease acquisition, due diligence, and deed plotting/mapping. He is skilled in Microsoft Office, mapping software such as ArcGIS, and land data programs. Ellisor has also worked as a teacher and coach for over 15 years, where he gained experience analyzing data and managing large statistical systems.
Bhargav Masineni has over 7 years of experience in hospitality and customer relations. He has held roles such as Front Office Supervisor, Lobby Manager, and Front Office Manager at various hotels. Currently he works as a Team Leader providing accommodation solutions to clients like Accenture and I Gate. He has a strong track record of achieving targets, streamlining teams, and handling escalations. Bhargav is pursuing an MBA in Marketing and IT and holds a BHM degree, with various academic and extracurricular achievements.
Cynthia Beth Ingersoll is applying for a position and highlighting her relevant qualifications and experience in 3 areas: instructional design and curriculum development, project management, and customer relations/training. She has over 25 years of experience in education and most recently worked as a Senior Project Manager at Houghton Mifflin Harcourt where she led complex implementation projects while maintaining communication with customers. She is skilled in areas like instructional design, curriculum customization, project planning, and client training.
Este documento resume consejos para emprendedores que desean iniciar un negocio de diseño web. Recomienda crear tres sitios web gratuitos para construir experiencia antes de presentarse a clientes. También sugiere presentarse como diseñador independiente en lugar de empresa formal, y enfocarse en obtener ingresos recurrentes de hosting y mantenimiento de sitios en lugar de oficinas físicas. Además, aconseja reunirse en persona con clientes potenciales, cubrirse legalmente con acuerdos escritos, y mantener una actitud positiva y
Binbin Fan is seeking a junior engineer position and has a M.S. in Mechanical Engineering from Drexel University expected in June 2016. He has experience interning at Zhengzhou Institute of Mechanical Engineering in China where he redesigned a planetary gear box and conducted inspections. He also has experience with CAD software, finite element analysis projects, and designing a keg lift elevator as part of a senior design team project.
The document summarizes Benjamin Ryan Dyson's experience in agricultural communication and marketing. It lists his involvement with the National Agricultural Communicators of Tomorrow club where he helped plan a professional development conference. It also outlines his work experience in photography and print services, as well as awards and education. Dyson gained marketing skills through roles promoting local businesses and gathering customer data. He is looking to apply his agricultural background, communication skills, and customer service experience in his career.
The document provides a summary of Bobbi L. McConnell's qualifications, skills, and professional experience as an executive assistant and marketing manager. She has over 18 years of experience supporting C-level executives across various industries. Her skills include advanced proficiency in Microsoft Office, Adobe Creative Cloud, Salesforce, and Concur Solutions. Her professional experience includes roles as an executive assistant and marketing manager at AIMCO, executive assistant and recruitment manager at Mackenzie Engineering and Architecture, and executive assistant at Oregon Pacific Investment and Development.
This document is a resume for Loic C Barret that summarizes his education and experience. He received a Bachelor of Science in Aerospace Engineering from the University of Maryland with a 3.33 GPA. His technical experience includes research assisting on micro air vehicles at UMD and leading projects on cycloidal rotor efficiency and flapping wing aerodynamics. Additionally, he led a senior design team to conceptualize a cargo aircraft and served as risk manager for his fraternity where he improved safety programs. His skills include proficiency in MATLAB, CAD software, and Excel.
Craig Barnett is an electronics technician with experience scheduling preventative maintenance for over 75 tools. He has a background in Six Sigma, Lean manufacturing, and technical writing. Barnett's work history includes performing calibrations and quality analysis at Motorola/Freescale from 2003 to 2009. From 1986 to 2001 at Freescale, he streamlined maintenance and ensured equipment readiness. Barnett obtained a BS in Technical Management from Charter Oak State College and an AAS from Mesa Community College.
This document provides a summary of Sharon Eicher's qualifications and experience as a special education teacher. She has over 20 years of experience in special education, from elementary through high school levels. She is skilled in adapting curricula to student needs, integrating technology, and collaborating with others. Her certifications are in elementary education, learning disabilities, and she is highly qualified in reading and math. She has a master's degree in special education and has held various special education teaching and leadership roles throughout her career.
This document is a resume for Ttyseea Bbriggsriggs, an early childhood certified teacher. She has over 15 years of experience teaching pre-kindergarten through first grade. She is proficient in many literacy and math teaching methods and holds multiple teaching certifications. Her resume highlights her educational background, teaching experience at various schools, areas of teaching expertise, career development and awards.
Katherine Martin is an experienced educator and community relations professional with over 15 years of experience in program development and management within the education sector. She has a proven track record of designing and implementing educational programs, building collaborative teams, and increasing participation in community initiatives. Her career highlights include coordinating volunteer programs, directing after-school clubs, and launching mentoring and environmental education programs that improved student outcomes.
This summary outlines the experience and qualifications of an elementary school teacher with over 6 years of experience in Colorado. She has a proven track record of engaging students through innovative and hands-on teaching methods, and has received several awards for her work, including being selected as a model classroom.
Dr. Debbie Donsky has over 25 years of experience in education as a teacher, vice-principal, principal, and administrator. She currently serves as the Principal of Learning Design & Development and the Arts for the York Region District School Board, where she helps develop the board's Modern Learning Strategy. Throughout her career, she has advocated for inclusive practices and ensuring all learners' diverse needs are understood and addressed. She holds a Doctorate in Education from the University of Toronto and has published on topics of equity, inclusion, and personalized learning.
Jamie Hubbard is seeking a position that values teamwork, innovation and customer experience. She has over 10 years of experience as a teacher and swim instructor. Her experience includes developing lesson plans, producing individual education plans, collaborating with colleagues and parents, and consulting with students. She has a Bachelor's degree in elementary education and special education and excellent problem solving, communication, planning and organizational skills.
This document provides a summary of qualifications and experience for Donna Titus-Johnson. She has over 15 years of experience successfully supervising staff in K-12 schools. Her most recent role was as Principal of Washington Academy from 2012 to present, where she effectively supervised staff, ensured adherence to IEPs, reduced behavior incidents, and incorporated technology into instruction. She also has experience as Principal of Central Jersey Arts Charter School from 2010 to 2012.
This document provides a summary of qualifications and experience for Donna Titus-Johnson. She has over 15 years of experience successfully supervising staff in K-12 schools. Her most recent role was as Principal of Washington Academy, where she effectively supervised staff, ensured adherence to IEPs, reduced behavior incidents, and incorporated technology into instruction. She also has experience as Principal of Central Jersey Arts Charter School and several other administrative and teaching roles.
Deborah Hooks-Ward has over 15 years of teaching experience and 6 years of leadership experience. She has a PhD in Administration, Leadership, and Policy and has held positions as a teacher, inclusion coordinator, principal intern, and occupational studies teacher. She has excellent communication, planning, and interpersonal skills and is committed to serving students, research, and scholarly work.
This summary outlines the experience and qualifications of an elementary school teacher with six years of experience. She has a proven track record of using innovative and engaging teaching methods to meet the individual needs of students. She holds a Bachelor of Arts in Teaching and Colorado Teaching Certificate for grades K-8.
This document is a resume for Bernadette Avery Waterhouse. It summarizes her qualifications and experience working as a teacher and assistant teacher in early childhood education settings from 1999 to present. Her experience includes developing lesson plans, assisting teachers, and teaching preschool through 3rd grade students. She has a Master's degree in Education from Liberty University and a Bachelor's degree in Business Management from the University of Phoenix.
Wendy Bow is an experienced teacher with over 15 years of teaching experience in Australia and overseas. She has taught all primary grade levels from pre-kindergarten to year 7. Her experience includes teaching English as a second language in South Korea. She holds teaching qualifications from Murdoch University and Edith Cowan University. Her approach focuses on positive classroom management, differentiated instruction, and inquiry-based learning. She strives to create engaging learning environments and build classroom communities.
La'Sandra E. White is an experienced educational leader currently working as the Head of Faculty at a school in Abu Dhabi, UAE. She has over 15 years of experience in various roles such as teacher, grade leader, acting principal, and curriculum designer in the U.S. and UAE. She holds an Ed.S. in Curriculum and Instruction as well as a M.A. in Leadership and Administration. Her expertise includes curriculum development, instructional strategies, data-driven decision making, and developing teachers.
Maria Jose Sabillon Andonie is a bilingual elementary school teacher with over 8 years of experience teaching in both English and Spanish. She has a master's degree in education from Framingham State University and is fluent in both English and Spanish. She has excellent communication, leadership, and organizational skills and is dedicated to creating a positive learning environment for students.
This document is a resume for Chelsey B. Truesdell, who is applying for a special educator position. She has a Master's degree in special and general education and over 3 years of experience as a kindergarten, 4th/5th grade, and mentor teacher. Her qualifications include using differentiated instruction and data-driven strategies to improve student achievement and collaborating with colleagues.
Kelly Horton has over 10 years of experience as both an English teacher and instructional coach focused on improving instruction for disadvantaged students. As an instructional coach, she assists principals with school improvement initiatives, plans professional development for teachers, and coaches teachers through observations and feedback. She is skilled in curriculum development, data analysis, and managing intervention programs. Previously, she taught various English courses and led departmental teams, emphasizing real-world relevance, formative assessment, and additional academic support for students.
This document contains Simone Baitey's resume. It outlines her extensive experience and qualifications working in early childhood education, including over 25 years of experience as a teacher, director, and administrator at schools and child development centers in New Jersey, Washington D.C., Georgia, and New York. She holds several teaching certifications and has a Master's degree in Divinity with a concentration in Pastoral Theology. Her resume demonstrates a proven track record of improving programs, increasing enrollment and revenue, and helping students and schools achieve high standards.
Michael W. Maas is an experienced high school English teacher with over 11 years of teaching experience. He holds a Master's degree in Teaching and a Bachelor's degree in Psychology. His areas of expertise include curriculum development, data analysis, classroom management, and preparing students for standardized tests like the ACT. Most recently, he taught English courses as an adjunct professor and previously taught at Lincoln County R-III School District, where he revised curricula and collaborated with other teachers. He is passionate about student-centered learning and helping all students succeed.
Debra Keiser has nearly 20 years of experience in education as a teacher, instructional coach, curriculum developer, and trainer. She has expertise in curriculum design, instructional strategies, assessment, and professional development. Key experiences include developing English and math curricula for an Israeli edtech company and co-founding an academic enrichment program publishing company. She provides customized training sessions on topics such as differentiation, gifted education strategies, and curriculum implementation.
Taj M. Smith is an experienced educator seeking a new position. She has over 10 years of experience in teaching, curriculum development, and program coordination in both traditional and online K-12 education settings. Her background includes developing individualized education plans for students and collaborating with parents, administrators, and other professionals. She also has experience supervising educational aides and coordinating after school programs. Currently, she is working towards an Educational Leadership endorsement and administrative license.
1. Brittany McKenna ♦ (303) 523-5191 ♦ brittmckenna31@gmail.com ♦ Page 1 of 3
BRITTANY
MCKENNA
1216 South Beeler Street, Denver, CO 80247 ¡ (303) 523-5191 ¡ brittmckenna31@gmail.com
EDUCATION
PROFESSIONAL
Innovative
Approaches ♦ Curriculum
Development ♦ Teacher
Leadership
Creative, goal-oriented, and enthusiastic, a dedicated professional who is committed to providing children
meaningful learning experiences that are engaging and challenge the learner to think critically, collaborate, and problem
solve. Big-picture thinker with a keen eye on implementation detail and organization. Committed to creating collaborative
communities to ensure the achievement of shared mission and goals. Coach teachers to become effective and successful-
passionate about competency based adult learning principles and professional development. Utilize data-driven practice
while creatively designing lessons to engage every learner. Design curriculum that promotes 21st
century skills, is aligned
with state standards, and is exciting for the learner. Deep understanding of whole child including social emotional,
physical, and cognitive development of children aged Pre-K through Fifth Grade.
CORE
COMPETENCIES
Educational
Planning and
Implementation
• Design, plan, and implement broad range of play-based, integrated, relevant, multi-
sensory units of study for Pre-Kindergarten through Fifth Grade using constructivist
approach for highly engaged learning; Classroom structure and delivery based on use of
workshop model
• Work as a member of educational multi-grade level teaching teams to plan and
implement educational programs for families
• Short-term and long-term educational planning based on program culture and individual
academic and social competency goals
• Work on an educational inquiry team within ACIS accreditation process to examine the
school’s social studies program and structure, observe colleagues utilizing research based
techniques, and make recommendations for the school and social studies program; write
standards to reflect best practice
Curriculum
Design and
Assessment
• Designed integrated curricula across content areas (reading, writing and spelling, math,
social studies, science) for use in Pre-Kindergarten through Fifth grade using a backwards
design approach (Understanding by Design framework) and essential questions to guide
learning
• Design rubrics to evaluate student competency in curricular areas; design opportunities
for individual and group self-reflection to increase student awareness and ownership of
learning
• Consultation as curriculum writer for a commercial preschool curriculum using high
leverage content, web-based big topic ideas, across five essential domains of learning in
early childhood (language and literacy, social-emotional, cognitive, physical health and
development, and approaches to learning)
• Adaptation of pre-Kindergarten to fifth grade curricula to ensure alignment to current
educational content standards;
• Integration of technological applications into curriculum content
• Design formative and summative assessments to measure understanding within content
and skills taught to allow for data-driven practice and reflection
Training and
Collaboration
• Develop collaborative action plans as critical member of team (administrator, parents,
teaching and school staff); plans are unique to each child, focused on utilizing a child’s
strengths in order to set academic and social goals
• Coach alternative licensure interns in high leverage practices to ensure success in the
British Primary philosophy in teaching and learning using reflective, data-driven practice
approach
• Training within the alternative licensure program for teaching interns on development of
integrated curriculum and planning for investigative and open-ended experiences tied to
content standards
2. Brittany McKenna ♦ (303) 523-5191 ♦ brittmckenna31@gmail.com ♦ Page 2 of 3
CAREER
PROGRESSION
2003
TO
PRESENT
STANLEY
BRITISH
PRIMARY
SCHOOL
Denver,
CO
3-‐4-‐5
Classroom
Teacher
2012-‐Present
Created a caring classroom environment for 3rd
, 4th
, and 5th
grade children that encouraged risk-taking, both socially and
academically. Collaborated with two teachers and an intern in designing, planning, and implementing developmentally
appropriate curriculum that was integrated through all content areas in alignment with state standards using
recommended teacher competencies. Designed modified curriculum and implemented accommodations and interventions
for a diverse range of learners ranging from gifted and talented to those with diagnosed developmental and learning
disabilities. Administered and utilized assessments for data driven classroom instruction and intervention.
STANLEY
BRITISH
PRIMARY
SCHOOL
TEACHER
PREPARATION
PROGRAM
Denver,
CO
Instructor
2015
Collaborated with a school administrator to design and instruct teaching interns in inquiry based curriculum integrated
across content areas. Interns chose meaningful topics, developed essential questions, aligned experience with Colorado
State Standards, developed pre- and post-assessments as well as evidence-based demonstrations of learning.
STANLEY
BRITISH
PRIMARY
SCHOOL
Denver,
CO
Mentor
2012-‐Present
Coached interns within the Stanley British Primary School Teacher Preparation Program to design and implement
developmentally appropriate curriculum, develop classroom management strategies, and use data to inform practice.
Utilized Colorado Teacher Quality Standards as a framework for coaching.
PRIVATE
INSTRUCTIONAL
TUTOR
Denver,
CO
Tutor
Summer
2012/13/14
Tutored students in reading, writing, math, and social skills using structured one-on-one and small group environments
and research based interventions. Individualized curriculum for children with special needs including those with mild,
moderate, and severe learning disabilities.
STANLEY
BRITISH
PRIMARY
SCHOOL
Denver,
CO
K-‐1-‐2
Classroom
Teacher
2010-‐2012
Created a caring classroom environment for Kindergarten, 1st
, and 2nd
grade children that encouraged risk-taking, both
socially and academically. Collaborated with two teachers in designing, planning, and implementing developmentally
appropriate curriculum that was integrated through all content areas in alignment with state standards using
recommended teacher competencies. Administered and utilized assessments for data driven classroom instruction and
intervention.
STANLEY
BRITISH
PRIMARY
SCHOOL
TEACHER
PREPARATION
PROGRAM
Denver,
CO
Teaching
Intern
3rd
and
4th
Grade
Teaching
Intern
Pre-‐Kindergarten
Experienced the British Primary philosophy alongside two master teachers in a third and fourth grade classroom at
Stanley BPS and a pre-K classroom at Paddington Station as a full-time intern.
HIGHREACH
LEARNING,
DIVISION
OF
CARSON-‐DELLOSA
PUBLISHING,
LLC.
Greensboro,
NC
Early
Childhood
Curriculum
Contract
Writer
Summer
2010/2011
Conceptualized and wrote comprehensive curriculum guides for use with Pre-K children. Project approach guides were
based on integrated, big idea concept webs with over 125 learning experiences covering five domains of learning. All
experiences were original, open-ended, geographically and culturally responsive. Experiences were tied to standards for
early childhood while being dynamically structured to encourage deep thinking and problem solving skills.
3. Brittany McKenna ♦ (303) 523-5191 ♦ brittmckenna31@gmail.com ♦ Page 3 of 3
BEV
FLEER’S
SCHOOL
OF
DANCE
Northglenn,
CO
Dance
Instructor 2003-‐2014
Choreographed and instructed jazz and lyrical dance routines for 7 classes of girls ranging in age from 10-17. Managed
recital activities. Demonstrated technical skill needed to develop individual student dance capabilities. Transitioned to
dance instructor after having been a student for 12 years. Appointed first dance instructor for the studio after the head
dance master stepped down.
EDUCATION
&
TRAINING
Educational credentials include a Bachelor of Science in Psychology from Colorado State University, Fort Collins, CO
in 2007, and a Masters in Educational Psychology from University of Colorado, Denver, CO expected 2016.
COLORADO
DEPARTMENT
OF
EDUCATION
Denver,
CO
Colorado Professional Early Childhood Education License
2012
COLORADO
DEPARTMENT
OF
EDUCATION
Denver,
CO
Colorado Initial Early Childhood Education License 2010
STANLEY
BRITISH
PRIMARY
SCHOOL
TEACHER
PREPARATION
PROGRAM
Denver,
CO
Teaching Intern
2009-‐2010
CONTINUING
EDUCATION
&
CERTIFICATIONS
Broad range of ongoing professional development including collaborative teaching within an inclusion setting,
Facing History curriculum, writing, math curriculum development using a project approach, social studies curriculum
development, teaching to different learning styles (students with dyslexia, autism, Down Syndrome, etc.)
Handwriting Without Tears training completed – March 2015
Attended the Public Education and Business Coalition’s Thinking Strategies Institute – January 2015