Warsaw, Poland 2015 – present
Jakarta, Indonesia 2011 – 2015
|A Balinese dancer welcomes students and faculty to the school year. Click here for more photos of Indonesia.|
Bombay (Mumbai), India 2007 – 2011
Subject matter and age group: Mathematics 6-8th grade (College Preparatory Mathematics (CPM) Foundations for Algebra and Algebra Connections), Technology 6/8 (Introductory technology).
Student Population: 700+ students representing over 50 nationalities.
Extracurricular Activities: ES soccer, HS and MS volleyball coach, Mathcounts sponsor.
Comments: Set in India’s booming cultural center, the school reflected the rapid changes that are remolding this country. A one-to-one laptop school, ASB modeled and utilized the very best in both new technology and best practice to provide a forward looking education for the students. Led grade level team – coordinating advisory program activities, planning and facilitating team meetings, supervising cultural and service activities – in a fast-paced new middle school environment.
Belgrade, Serbia 2003 – 2007
Administrative experience: Assistant Principal at new middle school facility; responsible for day to day administration, teacher contact, student discipline, and liason with Upper School Principal on budget and policy matters. Activities Coordinator; responsible for organization and management of non-sports activities at the school, including preparations for travel out of the country and hosting other schools at our facilities. Committees included School Leadership Council (SLC), Accreditation, Technology, Fundraising, and Communications.
Subject matter and age group: Mathematics 6-9th grade (Everyday Math, UCSMP math), Humanities 6-7th grade (Geography/Western Hemisphere and Ancient History).
Student Population: growing from approximately 100 students grades pre-K to 9 to 370 students pre-K through 12 in the four years I was there. Population was 30% Serbian, 30% US, and 40% citizens of other countries.
Extracurricular Activities: MS soccer and volleyball coach, Mathcounts sponsor, chess club sponsor, speech/debate and cultural arts sponsor.
Comments: A smaller international school going through explosive growth in post-sanctions Serbia. Belgrade was quickly expanding its economic base, and this was reflected in the surging numbers of students attending the school. With this growth came challenges in terms of board policy reform, financial stability, and facilities. I became Assistant Principal at the new middle school campus, acting as directing administrator at the newly rented and refurbished location, as well as taking on the duties of Activities Coordinator.
Rochester, MN, USA 2001 – 2003
Overview: Taught a wide range of social studies courses, ranging from freshmen US history through Advanced Placement psychology, including sociology, world affairs and ESOL government. Established school website and sponsored computer club.
Subject matter and age group: Social Studies (US History, World Affairs, Sociology, AP Psychology, ESOL government) to 9th, 10th, 11th, and 12th grade students.
Student Population: approximately 1600 students with 56 different languages spoken at home.
Comments: A large, well established urban/suburban high school, JM was unique in that the student body contained many members of refugee populations that had come to Minnesota, including Somali, Ethiopian, and Laotian.
San Pedro Sula, Honduras 2000 – 2001
Overview: Computer teacher and department head at a parent-owned private school. Developed curriculum for 9th grade courses and worked in conjunction with Futurekids, Inc. as facilitator for 8th grade classes. Responsible for supervising the complete physical remodeling of the computer lab and aiding with the installation of network systems and software. Supervised the design, layout, and organization of the school yearbook.
Subject matter and age group: Freshmen computers (Microsoft applications) and 8th grade computers (Futurekids curriculum).
Student Population: approximately 1700 students – 1% U.S. citizens, 95% host country nationals, and 4% from other countries.
Comments: The school was in an era of transition. There had been 3 different administrations in the previous 3 years, and the constant shifting of priorities and philosophies was a major source of strain on the students and community. The computer lab underwent a complete physical remodel during the school year, which afforded the students the opportunity to get some ‘hands-on’ experience with the electrical and physical systems that support the software they used in class. I also took over as head of the yearbook staff following the first quarter.
Kenosha, WI, USA 1998 – 2000
Overview: Staff member for the inauguration of a thematically integrated high school, one of the first of its kind in the United States. Developed curriculum and taught Freshmen Social Science Seminar, Freshmen Study Skills Seminar, and Sophomore Geography classes in the House of Biotechnology/Environmental Studies. Integrated standards and benchmarks with classroom activities across all subject fields in an open, technology-rich academy setting. Involved with the founding of the Parent-Teacher-Student Organization. Developed school and class webpages for student, teacher, and parent use.
Student Population: approximately 1000 students – 100% U.S. citizens.
Comments: Actively involved with the inauguration of a new type of school – a thematically integrated series of houses. I acted as Team leader for the House of Biotechnology/Environmental Studies, overseeing staff development and budgeting. As ITA Cabinet representative from the House of Biotech during the first and second years of the school’s existence, I was engaged in establishing many of the long terms plans and practices for the institution. I also served as Social Studies Department Chair, administering staff and accompanying budget.
Saline, MI, USA 1997 – 1998
Overview: Engaged in full year student teaching program, working with class sections of ancient history and economics. Created and implemented all instruction in three sections during the January-June time period. Worked under the supervision of a mentor teacher to improve and expand planning, preparation, and presentation skills.
Subject matter and age group: 5 sections of Ancient History (prehistory through the fall of Rome), comprised mainly of 11th grade students.
Student population: 1000 pupils, nearly 100% US citizens with a few foreign exchange students mixed in.
Comments: After spending the first semester observing my mentor teacher and other faculty members and student teachers in and out of the classroom 2 days per week, I spent the second full semester directing all classroom activities in 3 class sections. This intensive involvement with one body of students allowed me the opportunity to work through a professional, full-year schedule during my practicum experience.
Taejon, Korea 1995 – 1996
Overview: Instructed Korean schoolchildren and adults in the fundamentals of conversational English. Planned and organized experiential activities to immerse students into the language, expanding curriculum to meet the needs of struggling speakers. Utilized a wide range of technologies in presentation, established computer resources, and trained teachers in technology use.
Subject matter and age group: Conversational English lessons to schoolchildren, ranging from those in preschool to 11th graders, and adults, usually the parents of enrolled children. The classes took place in an after school setting, wherein students attended for several hours following their regularly scheduled school. Classes were held 6 days per week to accommodate two rotations of students, each attending 3 days of lessons.
Student population: 500 students, 100% Korean in ethnicity.
Comments: The primary focus of the institute was to foster development of English speaking ability among Korean students. The majority of those above 3rd grade have had repeated exposure to English grammar lessons, but very little practical experience in using the language orally. In our classrooms, team teaching was the norm, and efforts were directed at engaging the students in active, participatory conversations. Naturally we utilized a number of role-playing techniques and encouraged the use of English outside the classroom (arranging camping trips, business and park visits, etc.). Adapting technology was becoming a prime objective at this point in the institute’s history, and I was responsible for organizing and integrating the various computer, video, and audio hardware and software packages that the school had purchased.
Lahore, Pakistan 1994 – 1995
Overview: Taught fifth- and sixth-grade English, social studies, and mathematics classes to Pakistani students with special needs. Worked to overcome students’ hurdles to education ranging from difficulties with English as a second language to emotional, physical, and mental challenges. Involved with extracurricular activities including after school sports, debate club, and drama presentations.
Subject matter and age group: Provided individualized assistance in English, Math, and Social Studies to two classes of 5th and 6th grade students who had been categorized as needing special help.
Student population: 900 students, 90% Pakistani, other nationalities represented included Korean, British, and US citizens.
Comments: The guiding philosophy behind the Choueifat School system is that each student needs to acquire essential building blocks of information and that only once a foundation of core, concrete knowledge exists can advanced learning take place. To this end, the school focused primarily on providing these ‘bytes’ of information to the students and ensuring that they were, in fact, retained. The students had weekly standardized exams designed to illustrate to the student, teacher, and administration where any ‘gaps in learning’ might be. Naturally, as there are a number of students who will have difficulty in adequately internalizing hard facts in such a rapid method, my position was designed to provide such students with personal attention. Roughly 70% of my students had recognizable impediments, either physical or mental, and the remainder needed help because of disciplinary concerns, language problems, or unease with the standardized test format.
Tegucigalpa, Honduras 1992 – 1993
Overview: Instructed tenth grade US history and seventh grade social studies classes. Established, sponsored, and coached an intramural American football league at the school. Organized extracurricular events including the Knowledge Bowl, orphanage visits, Career and Field Days, and class field trips.
Subject matter and age group: Grade 10 US History and grade 7-8 World Regions.
Student population: 350 students, 80% Honduran, 20% US citizens.
Comments: The American School is designed for the dependents of embassy personnel and those Hondurans who wish to have their children obtain a US diploma and prepare to attend university in the US. The students receive an education comparable to that available at a typical US high school, including US history and government. In my History sections, I had a total of 4 non-Honduran students, which led to some very interesting discussions and research projects concerning the perception of US foreign policy abroad. Outside of the classroom, I established an American football club – in which we taught the students the fundamental rules and strategies of the game – and coached the Knowledge Bowl team. With other faculty we took the students on several trips to local orphanages, set up a career day presentation with guest speakers and workshops, and went to a number of local embassies on field trips.