Timothy J. Riley has over 20 years of experience in education. He holds a Master's in English and Secondary Education and has taught English at the high school, community college, and university levels. His teaching experience includes both traditional and online courses in composition, literature, journalism, and technical writing. Riley has also worked as a substitute teacher, educational aid, writing center consultant, and freelance writer. He remains actively involved in his professional field through committee work and presentations.
This panel discussion presents the experiences of several elementary and middle school ESL teachers as they work with students and colleagues to apply SFL and a genre-based pedagogy to language instruction. The discussion presents successes and challenges, strategies, students’ responses to the approach, collaboration experiences, and student performance data.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
Localizing second language writing pedagogy in a skills integratedIsabela Villas Boas
This talk describes how a large language program has adapted process-genre writing pedagogy to its local context, in light of some limitations. Presenters explain how the writing curriculum is organized, providing practical examples of tasks that engage students in all the stages of the writing process.
This panel discussion presents the experiences of several elementary and middle school ESL teachers as they work with students and colleagues to apply SFL and a genre-based pedagogy to language instruction. The discussion presents successes and challenges, strategies, students’ responses to the approach, collaboration experiences, and student performance data.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
Localizing second language writing pedagogy in a skills integratedIsabela Villas Boas
This talk describes how a large language program has adapted process-genre writing pedagogy to its local context, in light of some limitations. Presenters explain how the writing curriculum is organized, providing practical examples of tasks that engage students in all the stages of the writing process.
Task-based syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Advancing Teacher Leadership Through Advocacy - Ohio TESOL 2015John Segota
All educators play a critical role in improving the lives of their students, however this is especially true for educators in the TESOL field. Advocacy is at the core of being a TESOL educator, but what is the best way to be an effective advocate for students and programs? This presentation will discuss how TESOL educators can answer the call for advocacy, and identify ways that educators can shape the policies that impact their programs, their jobs, and their students’ lives.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
Adapting published materials can help teacher develop their methodology. Besides, the presentation gives more details on materials for General English.
Task-based syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Advancing Teacher Leadership Through Advocacy - Ohio TESOL 2015John Segota
All educators play a critical role in improving the lives of their students, however this is especially true for educators in the TESOL field. Advocacy is at the core of being a TESOL educator, but what is the best way to be an effective advocate for students and programs? This presentation will discuss how TESOL educators can answer the call for advocacy, and identify ways that educators can shape the policies that impact their programs, their jobs, and their students’ lives.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
Adapting published materials can help teacher develop their methodology. Besides, the presentation gives more details on materials for General English.
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Seeking employment in editing, publishing, translation, copywriting, or teaching. Excellent leader and speaker who works well with children and adults.
1. Timothy J. Riley
3020 S 49th
St.
Omaha, Nebraska 68106
(402) 734-3137
triley@unomaha.edu
Education
Master of Arts
English, December 2016
University of Nebraska at Omaha
Graduate Certificate in Advanced Writing
Creative Non-Fiction (15 hours), 2014
University of Nebraska at Omaha
Master of Science
Secondary Education, English
University of Nebraska at Omaha, 2005
Teacher Certifications, Teacher Academy Project (TAP Program)
Endorsements: Grades 7-12, Journalism, English
University of Nebraska at Omaha, 2004
Bachelor of Science
Journalism and Public Relations
University of Nebraska at Omaha, 1993
Teaching & Academic Experience
Graduate Teaching Assistant
University of Nebraska at Omaha (August 2014 – May 2016)
Composition II (ENGL 116), Instructor of Record, 2015–2016
Composition I (ENGL 1150), Instructor of Record, 2014–2015
Taught students the value of critical thinking, reading, and writing through diverse,
theme-oriented collections of texts. Students wrote across different genre’s that required
immersion, interviewing, and observation. Facilitated group discussions of contemporary
topics. Encouraged invention through smaller writing tasks in a variety of modes.
Emphasized the writing process and revision using various workshop pedagogies.
Conducted individual and group writing conferences with students.
2. Riley 2
Adjunct English Teacher
Colorado Community College System (2012 – Present)
Teaching online English Composition II and Developmental Reading and Writing
courses. Engaging students to use writing as a way to be introspective, analyze their own
thoughts, and grow personally through their own expression. Instructing students on how
to research ideas, write cohesive essays, and revise their work to achieve the goal of
communicating to a specific audience. Creating a student centered learning environment
where students learn to organize their thoughts/ideas, and then write an essay that will
enlighten, inform, entertain, convince, persuade and engage readers. Facilitating
discussions where students learn how to analyze reading and connect it to their own
experiences.
Adjunct English Teacher
Metropolitan Community College (2006 – Present)
Teaching traditional and online English Composition I. Also teaching traditional
Composition II, Literature, Business Communications, and Technical Writing courses.
Students write across different genre’s that requires immersion, interviewing, and
observation. Engaging students using cooperative and collaborative activities that
motivate students to apply, analyze, and evaluate reading and writing. Integrating
student-centered learning environments that support student leadership while upholding
student expectations that create engaging learning opportunities. Implementing various
workshop pedagogy that allows for experimental writing and peer feedback.
Adjunct English Teacher
Bellevue University (2008 – 2014)
Taught traditional and online English Composition I and II, Literature, and Business
Communications classes. Incorporated a constructive philosophy of teaching that
emboldens student-centered learning. Acted as a facilitator to promote student leadership
in initiating and creating positive learning opportunities. Facilitated discussions on
reading literature and understanding its elements, writing about literature, and
constructing arguments. Integrated writing labs to strengthen elements of grammar,
sentence structure, and essay writing. Incorporated technology to assist students
understanding of research and writing formats, and integrating research into their writing.
Substitute Teacher
Omaha Public Schools, Millard Public Schools, Papillion LaVita Public Schools,
2004 - Present
Grades 7-12, implementing a broad spectrum of lesson plans, maintaining the classroom-
learning environment, and adapting to a variety of teaching situations.
3. Riley 3
English Teacher
Millard Public Schools (Summer 2009)
Planned lessons for two Junior English classes based on course district standards,
objectives, activities, and assessments. Incorporated various teaching strategies to
encourage independent thinking and expression of ideas for discussion and individual
writing. Connected lessons to students by allowing them to compare and contrast topics
to their lives and current events. Implemented various reading and writing strategies to
reinforce analytical thinking and comprehension. Collaborated with other English
teachers to plan and implement instructional goals, objectives, and methods adhering to
school and district guidelines.
Educational Aid and Student Teacher
Westside High School (2002 – 2004)
Mentored at-risk students through an in school mentor program. Supported and managed
students in the Math Instructional Media Center and provided administrative support to
20+ teachers. Embraced collegiality by volunteering for various school duties, sponsored
functions, and coached reserve and JV baseball.
Presentations
Co-presenter with Dr. Travis Adams, Writing Center Direction, University of Nebraska-Omaha,
“Reading Pedagogy for Writing Centers: Developing Tutor Training for the “New”
Reading Writer,” 2015 National Conference on Peer Tutoring in Writing, Salt Lake City,
November 5-8, 2015.
Consulting Experience
Writing Center Consultant
University of Nebraska at Omaha (2014–2015)
Engaged in one-on-one consultations with student and faculty writers at all stages of the
writing process. Frequently worked with non-native speakers to develop skills and
strategies for writing in English. Listened to writers’ concerns and posed questions to
help them think critically about writing. Studied Writing Center theory and pedagogy
Service & Development
UNO, First-Year Writing Committee (FYWC), 2015-2016
UNO, FYWC Hybrid and Online Teaching Subcommittee, 2015-2016
4. Riley 4
Professional Experience
Freelance Writer
The Omaha Newspapers (2007 – 2013)
Responsible for meeting deadlines, interviewing, and writing stories that informed and
marketed businesses and events to our readers in the metro area.
Project Manager
CSG Systems, Inc. (1994-2001)
Identified and communicated key project objectives, milestones, status, issues and quality
elements to internal and external clients. Collaborated with business process owners to identify
solutions to improve the effectiveness and efficiency of business processes. Successfully
mediated and resolved task obstacles that would have compromised product implementations.
Fostered positive relationships with internal and external teams to ensure contract requirements
for complex projects were communicated and achieved. Consulted and assisted clients in the
development of Best Practice methodologies.
Community Service
Volunteer Mentor
Partnership 4 Kids (2011 – 2014)
Mentored elementary and middle school at-risk students for the Omaha Public Schools.