William Pulgarin is an experienced educator seeking a teaching position. He has over 15 years of experience teaching history, English, and social studies to middle and high school students in both the US and Colombia. His expertise includes classroom management, literacy development, curriculum development, and technology integration. References from previous administrators and colleagues praise his dedication to students, teaching abilities, and contributions to strengthening academic departments.
Equity pedagogy through culturally responsive teaching with MALP - Mutually A...Helaine W. Marshall
The Mutually Adaptive Learning Paradigm (MALP) is a formula for change in the schools to provide struggling learners with equity pedagogy through a culturally responsive teaching model that is based on addressing the three hallmarks/deal breakers of the classroom: promise of future reward, the individual hand raise, and standardized testing. MALP gives teachers a framework for instruction that is mutually adaptive. To learn more - view the slide presentation.
Equity pedagogy through culturally responsive teaching with MALP - Mutually A...Helaine W. Marshall
The Mutually Adaptive Learning Paradigm (MALP) is a formula for change in the schools to provide struggling learners with equity pedagogy through a culturally responsive teaching model that is based on addressing the three hallmarks/deal breakers of the classroom: promise of future reward, the individual hand raise, and standardized testing. MALP gives teachers a framework for instruction that is mutually adaptive. To learn more - view the slide presentation.
Cette étude propose d’évaluer la capacité de la combinaison d’une xylanase (x: Ronozyme® WX (CT)), d’une amylase (a: Ronozyme® A) et une protéase (p: Ronozyme® ProAct (CT)) à compenser une réduction d’énergie métabolisable et de protéine brute d’un aliment à base de blé, de maïs et de soja destiné aux poulets de chair. La combinaison des trois enzymes (xap) a été comparée.
Parlez-vous avec un expert en Twitter: @FarukMurtala
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
Navigating Unseen Navigating Unseen Cultural Dissonance for Students with L...Andrea DeCapua
As immigration to the U.S. continues to grow, more and more students with interrupted or limited formal education (SLIFE) enter secondary schools and adult education programs. These learners face major challenges, including the need to develop literacy skills and a content knowledge base, often in a limited timeframe. Beyond this, however, SLIFE come to formal education unfamiliar with classroom tasks and behaviors, and with little or no experience in expected types of learning and thinking. Dominant Western-style pedagogical practices derive from culturally- based priorities for learners and learning, priorities intrinsic to this style of schooling. Educators are often unaware how pervasive these priorities are and how much they shape pedagogical practices. I explore the priorities of both US mainstream educators and those of SLIFE, and discuss how each can accommodate the other’s priorities through a culturally responsive, mutually adaptive approach, thereby reducing the cultural dissonance SLIFE confront in formal educational settings. I conclude by considering how educators can bridge the gap to culturally new ways of learning by transitioning SLIFE from their preferred ways of learning to those deemed necessary for literacy and academic attainment in formal education.
Navigating Unseen Navigating Unseen Cultural Dissonance for Students with L...
Official Resume
1. William J. Pulgarin
5037 Rosewood Avenue, Apt. 307 n Los Angeles, California 90004 n 213-261-4278n
“…William has
wpulgarin1@gmail.com or wpulgarin@columbus.edu.co
stimulated and
heightened staff Core Competencies
interest in current — Classroom Management — Cross-cultural education
educational — Differentiation — Literacy development
research…” — Curriculum Development — Global education
— Technology integration — Bilingual education
D. Bonneau — Educational leadership — Cognitive coaching
Assistant Principal — Standards-based instruction — Action Research
Carnegie M.S.
LAUSD
Carson, California Experience
The Columbus School, Medellin, Colombia
“Mr. Pulgarin is North American History Teacher (8th ), 07/2008 to Present
personable, • Department Chair of history department 2010-2012.
appropriate, and • Developed and implemented grade-level assessments.
dedicated in his • Developed and aligned learning standards for 6th -8th grade.
approach with • Advisor to Model United Nations program 2008-2012.
students. • Elected to the Student Improvement Team (SIT) committee.
• Served on the Principal’s Action Committee (PAC).
D. Baeza • Served as the 8th grade team leader 2008-2012.
GEAR UP
Coordinator El Colombo Americano, Medellin, Colombia
LAUSD English teacher (Children and Adults), 08/2007 to 07/2008
Los Angeles, California • Taught English language learners.
• Taught courses for TOFEL iBT.
• Served as a proctor for the TOFEL iBT examinations.
“…William is an
outstanding The Los Angeles Unified School District, Carnegie Middle School, California
educator…he cares Social Studies/History Teacher (6th, 7 th, and 8th), 8/2003 to 7/2007
deeply about his • Developed quarterly assessments.
• Worked on writing across the curriculum.
students and about
• Taught in the English language program.
the methods used to • Taught in the gifted program.
engage them.” • Worked on the technology integration committee.
• Worked on school-wide literacy program.
R. Miller
Principal Special Honors
The Columbus School
Middle School, — Selected as the “Teacher of the Year” by the Veterans of Foreign Wars (VFW) in
Medellin, Colombia Southern California (2006).
“His efforts have Education
immeasurably
strengthened our CALIFORNIA STATE UNIVERSITY, LONG BEACH (CSULB) – Long Beach, CA
department.” M.A. in Curriculum Development and Instruction, 2007
Graduated Summa Cum Laude with a GPA of 4.0 on a 4.0 scale
M. Hinds
UNIVERSITY OF NEVADA, LAS VEGAS (UNLV)
Department Chair
B.S. in Secondary Education, 2003
Carnegie M.S.
Graduated Magna Cum Laude with a GPA of 3.67 on a 4.0 scale
LAUSD
Carson, California
Credentials
STATE OF CALIFORNIA COMMISSION ON TEACHER CREDENTIALING
Clear Single Subject Teaching Credential (Social Studies Grades 6-12)
12/11/2007-01/01/2013
References
Available upon request.