Curriculum Vitae

Experience

2019 - present

The Alexander Dawson School
Curriculum Development Team

  • Organized the review of the school’s learner profile in order to align with curriculum at each grade level and across grade levels
  • Examined the learner profiles of over twenty schools and educational institutions to find common descriptors
  • Built indicator language for each of the grade level and subject areas to align with updated learner profile descriptors
  • Reviewed progress report design in order to best integrate new learner profile integration
  • Organized whole school feedback sessions on school curriculum and updated learner profile
  • Created final grade-specific learner profile documents
2019 - present

The Alexander Dawson School
Online Curriculum Development and Ambassador

  • Developed curriculum for Canvas and Google Classroom
  • Developed schedule and content for whole-school online learning days
  • Developed asynchronous and live lessons for online students
  • Taught hybrid in person and online classes that facilitated interaction between in class and online students
  • Trained other teachers in the use of canvas and google classroom
2019 - present

The Alexander Dawson School
Grade 2 Homeroom Teacher

  • Built a comforting, respectful and fun classroom culture where students felt safe and confident during a pandemic to achieve learning goals and take agency over their learning both on and offline.
  • Applied online portfolio platforms, such as Blackbaud Educational Software, Google Classroom, as well as SeeSaw to allow parents and community members access into what’s happening at school during the pandemic.
  • Regularly collaborated with two other grade 2 homeroom teachers and the division coordinator to build Understanding by Design units that integrated other subjects and special classes into connected learning, while still covering curriculum standards.
2017 - 2019

Osaka YMCA International School
School Accreditation Coordinator (WASC)

  • Coordinated and lead a two year self-study about the school’s administrative organization, curriculum, student support, and overall environment.
  • Set plans for weekly and monthly meetings for administration team and teacher teams, as well as lead each meeting.
  • Organized systems to closely review all aspects of the school, and lead teams to review all findings.
  • Implemented a schoolwide student work review system.
  • Organized and authored a 160 page report on the outcome of the school’s self-study.
2016 - 2019

Osaka YMCA International School
Grade 2 Homeroom teacher

  • Built a comforting, respectful and fun classroom culture where students felt safe and confident to achieve learning goals and take agency over their learning.
  • Applied online portfolio platforms, such as SeeSaw and Google Classroom, to assist in connecting parents and community members with the classroom.
  • Regularly collaborated with the PYP Coordinator to build and reflect on Units of Inquiry that were concept driven, integrated international mindedness, and promoted student autonomy while still covering curriculum standards.
2016 - 2019

Panasonic
English Instructor

  • Individualized lessons for Panasonic managers who needed to communicate in English.
  • Prepared students for various business situations as well as English language tests.
  • Developed curriculum for Panasonic English texts.
2015 - 2016

Osaka YMCA International School
EAL Teacher

  • Reviewed homeroom teachers’ lessons and material to assure appropriate level for ESL students.
  • Assisted Director of ESL department in administration of ESL activities at the school.
  • Tested and diagnosed students’ levels upon entry and exit of program.
  • Provided consultation for teachers about latest trends in ESL pedagogy.
  • Taught or co-taught 25 lessons for K-8 ESL students.
2012 - 2013

Osaka University of Economics
English Teacher

  • Taught a one year Introductory English and Beginner English conversation class.
  • Developed each lesson and tracked each student’s progress over the course.
2011 - 2015

Aeon Institute of Language Education
English Teacher

  • Developed 20-25 stimulating and highly effective English lessons each week for English learners of various levels.
  • Maintained a strong understanding of each of my students’ levels and progress.
  • Reviewed materials and conducted trainings to help other teachers effectively teach English.
  • Organized school events to help the students learn about American culture while using English.
2009 - 2010

Private Tutor

  • Tutored high school Japanese exchange students in English, Science, History and OGT preparation (Ohio graduation test).

Related Experience

2016 - 2019

Osaka YMCA International School
PYP Exhibition Mentor for Grade 5 Students

Acted as a guide and resource in the accomplishment of specific tasks and weekly goals during the exhibition process for grade 5 students.

2015 - 2019

Volunteer at Amagasaki City English Club

Teaching anyone interested in learning English who came to the club.

2015 - 2019

Osaka YMCA International School
Minecraft club founder and teacher

Created an after school minecraft club that challenged students to design, and building complex buildings, while focusing on team building skills and cooperation. This was a hugely popular club that always had its capacity maxed out.

Education

2018

University of West Florida
Graduate

Educator Preparation Program (K – 6 Grade)

2016

USC Rossier School of Education
Graduate

Master of Arts in Teaching: TESOL

2010

Xavier University
Undergraduate

Honors Bachelor of Arts
Double Major:
“Philosophy, Politics and the Public (a liberal arts degree)” / “History” – Philosophy, Politics and the Public is a major that offers a concentrated look at the development of the “Public Sphere” and how it has affected history, public policy and the Public.
Minor: “Philosophy”

professional development

2019

Daily 5 Reading and Writing Educational Conference
Denver, Colorado

Attended workshops on the effective teaching of reading and writing with the Daily 5 program.
2019

Academics World International Conference on Language, Literature and Culture
Taiwan

Presented research the use of video games and spelling instruction.

2018

Writers Workshop Training
Japan

Took part in a three day workshop on implementing the Lucy Calkins Writers Workshop in the classroom.

2017

Readers Workshop Training
Japan

Took part in a three day workshop on implementing the Lucy Calkins Readers Workshop in the classroom.

2017

EARCOS - East Asia Regional Council of Schools (Three Day conference on various aspects of educational practice)
Malaysia

  • Teacher representative for Osaka YMCA International School to the EARCOS conference.
  • Participated in over 10 workshops on literacy teaching in the classroom and positive discipline techniques.
2016

Working with ELL Learners in the Classroom
Korea

Participated in a 2 day workshop on how to differentiate classroom instruction to help ELL succeed.

2016

NWEA MAP Training
Japan

Received training on how to use NWEA MAP testing data, and how to use the data to inform classroom practice.

2015

Restorative Practices in the Classroom Training
Japan

Took a 2 day course on implementing restorative justice techniques in the classroom to help with students that have behavioral needs.
2015

Making the PYP Happen: Category 1
Japan

Took park in a 2 day course on how to plan PYP lessons, and carry out inquiry instruction in the classroom.
2012 - 2019

Attended Yearly Japanese Association of Language Teaching conference

Attended numerous workshops related to teaching ELL learners and best practices for English instruction.

Certifications

Florida Elementary Education Certification
Master of Arts in Teaching
Honors Bachelor of Arts
Japanese Language Proficiency Test - Level 4

Skills

  • Effective coordinator for organizing and carrying out programs to help school improve their educational outcomes.
  • Familiar with and confident in applying contemporary approaches and theories regarding literacy strategies, differentiated instruction, cross-curricular integration, second-language learners, and inquiry-based learning.
  • Calm, fair, and effective classroom management. Holistic approach to achieve integrated academic, social, and emotional development emphasizing critical thinking and positive character development.
  • A capacity for constructive and respectful relationships with superiors, colleagues, and support staff. Approachable, outgoing, and flexible attitude with a healthy sense of humor.
  • Comfortable and competent in the operation and integration of technological resources and aids including interactive whiteboards, Google Apps, tablets, blogs, Seesaw, Managebac, wikis, multi-media labs and equipment.
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