Resume-Zach Peters1
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Zachary Peters has over 5 years of experience teaching English and literature to students in China and the United States. He holds a Master's degree in Education from the University of Pennsylvania and Bachelor's degrees in English and Psychology from the University of Pittsburgh. Currently he teaches IB English courses to 11th graders at Beijing Huijia Private School. Prior to his current position, he student taught American Literature courses in Philadelphia and served as a residential treatment specialist for adolescent boys in Kentucky.
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When completing assignments for the next three weeks, please be sure.docx
When completing assignments for the next three weeks, please be sure to include an introduction and conclusion prior to your analysis and recommendations for each case study. Please remember you have to pick 4 scenarios. Thank you
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit.
Claire SHIN - CV2017January
Claire Shin has over 10 years of experience teaching English and other languages. She has taught ESL, public speaking, test prep, and language courses for students of all ages and backgrounds in both the US and South Korea. She is skilled in curriculum design and holds several translation and interpretation certifications. Shin has a master's degree in TESOL and is proficient in English, Korean, and Mandarin Chinese.
Chapter Four Case Study ScenariosEach of the following scenarios p.docx
Chapter Four Case Study Scenarios
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator.
Please respond fully to
four of the eight scenarios listed
. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate.
Your finished paper must include a title page and reference page and 4 page paper.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit assessment is a 50 question test that covers the entirety of the French Revolution.
Suggest an activity that Andre can do with this time that will act as a formative assessment to inform future class periods. And ...
Ashley Miller's ResumeRCA
This document is a resume for Ashley Miller that outlines her education and experience as a teacher and literacy coach. It shows that she received a Bachelor's degree in History from Florida State University and a Master's in Administration and Leadership from University of Phoenix. Her experience includes serving as the Literacy Coach at Riverside Elementary School since 2014 where she coaches teachers, guides curriculum decisions, and leads professional development. Prior to this role, she worked as a teacher for several schools teaching subjects like English, History, and Physical Education.
Chapter Four Case Study ScenariosEach of the following scenarios p.docx
Chapter Four Case Study Scenarios
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit assessment is a 50 question test that covers the entirety of the French Revolution.
Suggest an activity that Andre can do with this time that will act as a formative assessment to inform future cla.
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Chapter Four Case Study ScenariosEach of the following scenarios p.docx
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Chapter Four Case Study ScenariosEach of the following scenarios p.docx
Chapter Four Case Study ScenariosEach of the following scenarios p.docx
Resume-Zach Peters1
- 1. Zachary W. Peters Beijing Huijia Private School 157 Changhuai Rd. Changping District, Beijing, China 102200 86-155-0124-5809 zacharywpeters@gmail.com zpeters.weebly.com (Masters Portfolio) Teaching Certification: Instructional I English 7-12 (PA,May 2014) Instructional I Social Studies 7-12 (PA,September 2014) Education: University of Pennsylvania, Graduate School of Education May 2014 - Masters of Science in Education GPA: 3.94 - student taught 3 literature courses throughout the program - analyzed and experimented with a variety of methods for teaching literature - created an online masters portfolio discussing my inquiry into the effects of targeted relationship building on the performance of quiet and little-noticed students - focused on building and understanding relationships with students of different racial and economic backgrounds BrighamYoung University Spring 2013 - took an online course in Shakespearean literature - studied 8 plays and all sonnets intensively University of Pittsburgh, College of Arts and Sciences May 2010 - Bachelors of Arts in English GPA: 3.7 - analyzed English and American literature as well as literature translated from other languages - wrote literature in the form of short stories - wrote a novella in shorts as my senior project - Bachelors of Science in Psychology GPA: 3.7 - analyzed the connections between attitude and behavior - compared and integrated different schools of psychological thought - Minor in Film Studies - analyzed story-telling in film - critiqued film techniques from a viewer’s standpoint - edited film from a production standpoint Semester at Sea/ Institute for Shipboard Education Summer 2008 (Affiliated with the University of Virginia) - Completed courses in Russian Literature, World Music, and Global Studies - visited and explored the cultures of 8 European countries and Egypt
- 2. Professional Experience: 10th and 11th Grade English Teacher Beijing Huijia IB Private School August 2014-present Beijing, China - teach 3 IB English B literature and language courses for 11th graders - teach 1 remedial English language class for 10th graders - taught 3 pre-IB English B literature and language classes for 10th graders. - design and implement curriculum for all above courses - teach 50-70 Chinese students of varying English ability - led weekly extracurricular Frisbee, intramural sports, and English speaking clubs Student Teacher Academy at Palumbo September 2013 – April 2014 Philadelphia, PA, U.S.A. - Lead taught 2 American Literature courses for 11th grade students - Lead taught 1 Intro to Literature course for 9th graders,focusing on classic literature - Taught 97 students in total at an academic public magnet school - Met regularly with mentors to discuss lesson planning, better practices, forms of assessment, differentiated instruction, feedback,and classroom management Residential Treatment Specialist Children’s Home ofNorthern Kentucky September 2011 – May 2013 Covington/Burlington,KY, U.S.A. - Supervised and coordinated daily activities of adolescent boys with a variety of behavioral and mental issues in a behavioral correctional program - Participated in weekly team meetings evaluating the boys’ progress, advocating for boys’ needs, and suggesting improvements to the treatment process Para-teacher/ AmeriCorps Youth Mentor Propel Charter Schools – Homestead Branch August 2010 – June 2011 Pittsburgh, PA, U.S.A. - Served 50 students as a support teacher in a 5th grade math classroom at a charter school - Designed and ran in-classroom learning centers - Tutored struggling students 1-on-1 to fill in knowledge gaps - Designed and implemented a book exchange service project to excite youths about reading Other Skills - Experience with Technology including Microsoft Office,LED screens, Google Drive, Final Cut Pro, Schoology.com and Power School - Writing Ability in poetry, essay,fiction, review, and creative nonfiction. - Safe Crisis Management (SCM) techniques for de-escalating conflict - Basic Spanish and Chinese Language Ability