I seek to understand my students and foster a relationship of trust, so that kids feel comfortable taking risks and extending their understanding in the discipline(s) being taught. I can help prepare for in-class assessments, as well as state exams.
I have taught history, philosophy, geography and civics to students in 7th to 12th grade. I have teaching licenses in North Carolina, Colorado, and Scotland UK. I have been teaching for 20 years in a variety of different educational settings
Students should be Middle to High School age. If lessons are in person, students need to be living in (or in some cases around) the Chapel Hill-Carrboro City Schools District. Cancellations must be at least 24 hours in advance in order to not be charged the full lesson price.
MA Education (Pedagogy and Curriculum), University of Colorado, Boulder. 1999
BA Political Science and Environmental Studies, University of Colorado, Boulder. 1994
High School Diploma – Fairfield College Preparatory School, Fairfield, CT. 1989
National Board Certification. Early Adolescence/Social Studies-History
North Carolina Teaching License. Middle Years and High School Social Studies
Scottish GTCS Full registration (069717). Secondary Education, Geography and Modern Studies. 2006-present.
Colorado Professional Teaching License. ((concealed information)). Secondary Social Studies. 2002-2007.
High School History Teacher. East Chapel Hill High School, Chapel Hill Carrboro City Schools, Chapel Hill North Carolina (1,450 students)
• United States History 1 (Pre-European Contact-1877) Teacher. Honors and College Ready.
• World History (Dawn of Humankind-Present) Teacher. Honors and College Ready.
• Instructional Leader – curricular and pedagogical development of Blended Courses (bi-level instruction of honors and standard level content within the same class).
Middle School Social Studies Teacher. Phillips Middle School, Chapel Hill Carrboro City Schools, Chapel Hill North Carolina (650 students)
• 7th Grade Social Studies (History, Geography, Economics, Government, and Culture) Teacher.
• Team Leader (2013-17) – Responsible for chairing all parent conferences, social work/extraordinary children meetings, and 504 meetings. Lead contact for team and parental communication. School Leadership Team.
• Instructional Leader – Responsible for Understanding by Design (UbD) unit training for all staff, dissemination of district Curriculum Management Team expectations (2012-15).
• CHCCS Instructional Planning Team (2014-2017) -- Meet 4 times/year including summers; creating scope and sequence of 7th Grade social studies curriculum, common units (UbD), quarterly assessments and rubrics to build consistent practices across the district.
• Cooperating Teacher (2013-15) – Responsible for the mentoring of University of North Carolina student teacher, part-time in the fall semester and full-time in the spring. Duties include liaising with university faculty, formal and informal DPI observations, and assisting in lesson and unit design.
• Eco-Club founder and leader – Club is responsible for both the school’s, and later the district’s, practices and policies regarding recycling and composting. Decreased solid and liquid waste in the school by over 70%.
• Cross Country Coach – Fall, both boys and girls (2014-2015). Distance running coach – Spring (2014-2015).
August 2011-July 2012
Acting Depute Headteacher (Assistant Principal). St. Thomas of Aquin’s High School, City of Edinburgh, Scotland, United Kingdom – Children and Families (770 students).
In charge of Assessment and Reporting. Specific duties include:
• SQA (Scottish Qualifications Authority) Coordinator – Responsible for all assessment and qualifications within the school.
• Reporting/Tracking/Target Setting Coordinator – Responsible for all full parental reports, termly tracking reports, as well as for the target setting enabling pupils to attain at the appropriate levels.
• SEEMIS Coordinator – Responsible for the set-up, use and access of student data system used by the city, SQA and Scottish Executive. Includes data on qualifications and personal information relating to child protection and disabilities.
• Coordinator of the Awards Ceremony (the equivalent of graduation in Scotland).
• In charge of admissions and placing requests to the high school.
• Back-up cover arrangements when the Business Manager is absent – Responsible for buying in external substitute teachers or timetabling internal teaching staff up their contractual maximum pupil contact time.
• Senior Management link to the Math, Computing, Craft and Design, and Science departments.
• Teaching – Geography and Modern Studies.
Nov 2006-Aug 2011
Principal Teacher, Support for Learning/Inclusion Resource Leader. St. Thomas of Aquin's HS, City of Edinburgh, Scotland, United Kingdom - Children and Families
• Managed 4 teaching staff and 13 learning assistants.
• Responsible for timetabling and strategic professional development of departmental staff through setting and reviewing their contractual quota of professional development coursework and training.
• Responsible for the strategic vision of the department by creating the annual Departmental Improvement Plan and generating staff commitment for the purpose of meeting the needs of learners.
• Created the Pupil Support Pack, a document that includes details and support strategies for every pupil in the school who has additional support needs.
• Worked in close partnership with other heads of departments as well as Guidance and Senior Management.
• Collaboration with external NHS (National Health Service) agencies such as the Child Mental Health service, Speech and Language Therapy and Physiotherapy, as well as social work, the English As an Additional Language service, psychological services, and the police to best support pupils with needs in the building.
• Responsible for the planning, implementation and success of two components of the school: first, the Inclusion Resource, a specialist provision funded separately from the devolved school budget which supports pupils who have Moderate Learning Difficulties and Significant Language Impairments; and second, the alternative curriculum for those pupils unable to access the mainstream. Initiated alternative programmes such as Asdan and the Forest School, as well as courses targeted for student achievement, such as Managing Environmental Resources and Int. 1/Access 3 Modern Studies.
• Teaching – Science, Geography, Managing Environmental Resources, Literacy, Math.
Nov 2005-Nov 2006
Head of Literacy/English - HMYOI Lancaster Farms, Lancaster and Morecambe College, Lancaster, England, United Kingdom.
The facility is a Category B prison split between juveniles and young offenders.
• Responsible for the instruction, curriculum and assessment of all literacy, English, and key skills at HMYOI Lancaster Farms. Management, administration of quality assurance, curriculum design, literacy policy, and instruction.
• Responsible for leading a team of 10 lecturers and designing appropriate curriculum for prison population (e.g., high frequency of learning disabilities, unstable educational histories).
• Led all quality assurance schemes within the literacy department to ensure a high quality of delivery, and was responsible for the outcomes of all HMPS (Her Majesty’s Prison Service), OFSTED, and ALI (Adult Learning Inspectorate) inspections regarding literacy and English.
• Lesson observations, new teacher support, self-assessment reviews, and personnel responsibilities such as interviewing, hiring and action planning.
• Accountable for all GCSE and A-Level examinations, invigilation procedures, internal verifications, and external moderations.
• Coordinating with the UK Youth Justice Board, the National Plus Literacy Assessment Team, Her Majesty's Prison officials.
• Substantial teaching commitment for Young Offenders (18-21) and Juveniles (14-18).
Aug 1999-Aug 2005
Secondary Social Studies Teacher - Niwot High School, St. Vrain Valley School District, Colorado.
1,400 pupils, yearly in the top 5 academically achieving high schools in the State of Colorado. Over 95% of the pupils attend University.
• Teacher of Philosophy, Law, Geography, US Government, World History (International Baccalaureate) and US History.
• Helped develop the school's International Baccalaureate Programme, responsible for assessing any dissertation involving philosophy and the history of Asia or Latin America.
• Coach of cross country, boy’s tennis and girl’s tennis.
• Responsible for developing the district's curriculum for Philosophy, and worked on a team that developed curriculum for Law and Geography/World Studies.
• Selected by two graduating classes to deliver the staff commencement address.
Jan 1998-June 1998
History Teacher - Boulder Prep High School, Boulder Valley School District, Boulder, Colorado.
• Teacher of history part-time at a secure facility for young offenders while gaining my MA and teaching license.
15 Aug 1996-May 1999
Outdoor Education Coordinator/Afterschool Coordinator, Jarrow Montessori School, Boulder, Colorado.
• Worked part-time at Jarrow Montessori as an outdoor education instructor for children between the ages of 3 and 11 while earning my MA.
May 1996-Aug 1999
Outdoor Education Instructor - Conservation Corps, City of Boulder - Department of Open Space, Boulder, Colorado.
• Worked as an outdoor education instructor for the City of Boulder during the summers before and while gaining my MA.
• Responsible for the safety of high school age young people as we would spend the days in the mountains around Boulder doing conservation work on trail infrastructure.
• Developed the young persons’ leadership skills, ability to work as a team and their knowledge of the local ecosystem.
PROFESSIONAL DEVELOPMENT ACTIVITIES
• Project Advance. Completion of all Learn Level courses. Began Grow Level.
• GAP (Good Agricultural Practices) USDA Certification. Eligible to grow food in school gardens to be used in school cafeterias. July 2016.
• Belfer National Conference for Educators. National Holocaust Museum, Washington D.C. Summer 2015. Scholarship recipient for 3 day conference with Museum educators and scholars sharing rationales, strategies, and approaches for teaching about the Holocaust.
• Max Thompson Training, Chapel Hill. 2014-15. Training for lesson and unit plan design in order to decrease the achievement gap.
• Earth Partnership Institute, University of North Carolina Botanical Gardens. Summer 2014. Curriculum training in innovative methods to direct interdisciplinary explorations in ecology and restoration which are aligned to Common Core standards and encourage growth in science, math, literacy, art, and social studies.
• Understanding by Design Training, Atlanta, Georgia. December 2013. Intensive 2 day training in UbD design (Wiggins and McTighe). Sent in order to bring back unit design knowledge in order to disseminate and train building colleagues.
• SQA (Scottish Qualification Authority) Coordinators Training, Edinburgh, Scotland. Autumn 2011.
• ASN (Additional Support Needs) Girfec (Getting it Right for Every Child) Level 2 Training, Edinburgh, Scotland. October 2010. Training for managers supporting pupils with additional support needs.
• Girfec Level 1 Training, Edinburgh, Scotland. May 2010.
• Group Leader Training, Edinburgh, Scotland. May 2009. Training required to lead national and international excursions.
• Supporting Pupils with Autistic Spectrum Disorders, February 2009.
Day-long course run by the NAS (UK) specifically for school managers who support pupils with ASD.
• City of Edinburgh – Additional Support for Learning Conference, November 2009. Training session for practitioners working with pupils with additional needs. Emphasis on recent legislation and HMIE updates.
• How Will Our School Integrate Pupil Support? 2008, year-long program.
University of Edinburgh School of Education (Moray House) training for ‘inclusion’ (special needs) resources, demonstrating models of integrating pupil support mechanisms within schools and comparative study between schools.
• Supporting Pupils with Autism Spectrum Disorders, Edinburgh, Scotland. 2008.
• SQA Alternative Arrangements Training, Edinburgh, Scotland. 2007.
• Additional Support Needs Training, Edinburgh, Scotland. 2007.
• Mainstreaming Autism, Edinburgh, Scotland. 2007.
• Self-Assessment Practices, Edinburgh, Scotland. 2006.
• Legal Issues Regarding Hiring Practices, Edinburgh, Scotland. 2006.
• FE Timetabling, Edinburgh, Scotland. 2006.
• Standardisations of Lesson Observations, Edinburgh, Scotland. 2006.
• Team Management Strategies, Lancaster, England. 2005.
• Standardized Assessment Practices – Social Studies, Boulder, Colorado. 2003.
• International Baccalaureate Training, Boulder, Colorado. 2002.
Multi-year development activities (both in Chapel Hill and Edinburgh, Scotland)
• Instructional Planning Team, CHCCS, four times annually. Additional UbD and Max Thompson Training. Responsible for both creating and vetting all new units to be taught in CHCCS schools, ensuring they are in line with Common Core Standards as well as the curriculum, and also designed in the proper UbD format.
• Resource Leaders’ Meetings, three times annually, 2010
Training for leaders of Inclusion Resource provisions focused on consistency between Edinburgh City schools and collaboration with extra-school support, including PAG’s, Educational Psychologists, National Health Service agencies and ASN documents.
• PAG (Professional Assessment Group) 1, twice annually, 2007-2011. Membership alongside educational psychologists, NHS staff and the heads of special schools for pupils with moderate learning difficulties. Focused on placing pupils either in specialist provisions or in the mainstream with support.
• PAG 3, twice annually, 2007-2011. Membership alongside educational psychologists, NHS staff and the heads of special schools for pupils with significant language impairments or autistic spectrum disorders. Focused on placing pupils in specialist provisions or in the mainstream with support.
• Seemis Pupil Plan training, April 2009, June 2010, August 2010. Training for creating student records for Seemis (Edinburgh Council student data management).
• Business Meetings for Principal Teachers of Support for Learning, three times annually, 2007-2011.
• Travelled extensively in Western Europe, Southeast Asia, and the South Pacific, and selectively in Central and South America. Lived in Suva, Fiji; Cusco, Peru; Lancaster, England; and Edinburgh, Scotland.
• In addition to US systems, extensive familiarity with English and Scottish primary and secondary educational systems, and English and Scottish Higher Education (university) systems.
I had Mr. Baruch as an instructor when he lived in Scotland and taught at St. Thomas of Aquins High School. As he was one of my favourite teachers, I asked him to help me with my Higher Exam in history. Whilst the time difference made some aspects of the tutoring difficult, we made it work and he successfully helped me achieve an A grade. I'm now at Uni and we still keep in touch. He is a fantastic teacher.
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