Stanford Graduate and Professional Teacher teaches English, Writing, and ACT in Chicago

Jeremy's resume

Education

Stanford University, Stanford, CA 2018 - 2019
Stanford Teacher Education Program (STEP)
M.A. in Education and California Preliminary Single Subject Teaching Credential in English - GPA 4.0
Speciality coursework in English curriculum and instruction, literacy, supporting ELs and special needs students, designing equitable groupwork, equity and education, classroom management, equity and assessment, adolescent development

Stanford University, Stanford, CA 2014 - 2018
B.A. in Philosophy and Literature with an Honors in Education - GPA 3.86
Speciality coursework in bilingualism, philosophy of education, YA literature

Teaching Experience

Co-Teacher, Woodside High School, Woodside, CA Aug 2018 - Present
Teach one section of an Advanced Standing English I class, co-teach two other sections, with a particular focus on critical lenses, argumentative writing, effective groupwork, AP preparation, free choice reading
Co-teach one section of ELD III and pilot district’s new EL Achieve program for ELs that focuses on “brick and mortar” language acquisition and character building
Utilize backwards planning and constructivism to ensure an effective student and community centered classroom that draws on students prior learning and experiences
Co-designed curriculum and assessments with others, ensure alignment and calibration among rubrics

Student Teacher, Columbia Middle School, Sunnyvale, CA June 2018 - Aug 2018
Co-taught and co-designed one section of a heterogenous 5th and 6th grade ELA class that focused on social-emotional learning, argumentative writing skills, reading comprehension and vocabulary
Organized reading groups to differentiate between students’ reading needs

Teacher, Breakthrough Twin Cities, St. Paul, MN Summers 2016, 2017
Taught two sections of a 8th grade Literature class, two sections of 9th grade Literature class, and co-taught a class on Banned Books in an intensive summer program for first-generation students
Developed familiarity with say-see-do cycles, task analysis, backwards planning, gradual release of responsibility, the zone of proximal development, differentiation, active participation, teaching with cultural humility
Designed curriculum motivated by reader-response theories and teaching the conflicts
Collaborated with professional English teacher who observed my classes and provided feedback based on Breakthrough’s Teacher Excellence Rubric
Served as co-chair for the “College Committee,” which organized Friday events, college visits, character-building activities, homeroom activities, college-readiness skillbuildersAdditional Educational Experience

Tutor, Schwab Learning Center, Stanford, CA Jan 2019 - Present
Tutor students with learning differences such as Dyslexia, ADHD using an asset-based model backed by Universal Design for Learning principles
Collaborate with a learning specialist to determine strengths and areas of growth for each student

Editor of Staff Development, The Stanford Daily, Stanford, CA Aug 2014 - June 2018
Taught and designed workshops for new staff writers and editors on the fundamentals of journalism, concise writing skills, interviewing, editing, multimedia, media ethics
Mentored and managed a group of 20 writers and photographers as an editor in News

Teacher Assistant, Sequoia High School, Redwood City, CA Jan 2018 - Mar 2018
Assisted an English and Special Education teacher in 9th grade English Intensive class
Utilized READ 180 program to help improve students reading to grade level

Tutor, Stanford Haas Center, Stanford, CA Oct 2016 - June 2017
Tutored low-income 6th - 8th graders with literature, English language acquisition, math

Teacher, Stanford SPLASH, Stanford, CA April 2016 - April 2017
Taught two classes sessions on existentialism, one class session on metaphor to visiting high school students in an academic enrichment program
Co-taught two class sessions on journalism, gained familiarity with team teaching and co-designing curriculum

Professional Experience

Summer Intern, San Jose Mercury News, San Jose, CA June 2014 - Aug 2014
Authored over 75 stories on Silicon Valley tech companies and local news
Learned the minutiae of a daily newspaper, breaking news coverage, financial and tech coverage

Research

Honors Thesis, Stanford Graduate School of Education, Stanford, CA 2018
Compares a multicultural and critical variation of reader-response with Gerald Graff’s teaching the conflicts in their ability to facilitate dialogic discussion and to cultivate democratic skills, such as using a moral imagination and critical thinking, in students
Taught two different 9th grade Literature classes at Breakthrough Twin Cities, recorded, coded, and analyzed discussions and student work
Awarded Firestone Medal, one of the top Stanford awards for thesis research, conducted through Urban Summer Fellowship

Interests, Skills, and Activities

Interests: Philosophy, journalism, film, video games, photography, technology
Skills: AP Test Proctor, elementary French, elementary Mandarin, video and sound production
Activities: Kansas All-State Choir Member, High school Sound Director, High school Editor-in-Chief of literary magazine