Political Science Teacher EPIC Academy Charter High School Chicago, IL 12/11-present o Created project-based curriculum focused on CRS/CCSS skills/responsible for ACT Reading o Democracy-based curriculum through studies of public housing, gender equality, Manifest Destiny o Averaged reading gains of 1.75 pts. from start of year to ACT in all 4 years o Social Studies Department Chair 2011-2012, 2014-2015 o 2013-2014 Data Progress Award (ACT gains) o 2014-2015 Data Perseverance Award (ACT Gains) o Literacy Team Member 2013-14 o Created meaningful curriculum with genuine audience-students wrote letters to Sen. Mark Kirk about the Paycheck Fairness Act. The student with the best letter spoke at Equal Pay Rally at Daley Plaza 4/17/12. Social Studies Teacher Christian Community Alternative Academy Chicago, IL 7/10 – 6/11 • Created scope and sequence for all courses taught using backwards design model (UBD) for all courses • Designed and implemented curriculum for: U.S. History, World Studies, Recent U.S. History • Modified curriculum to meet the needs of at-risk youth in the Lawndale neighborhood Social Studies/Lead Teacher Inland Seas High School, Milwaukee, WI 7/06-6/10 • Designed and implemented curriculum for: U.S. History, Geography, Government, and Economics emphasizing the Expeditionary Learning model (UBD) • Designed, organized, and facilitated week-long interdisciplinary expeditions of Ojibwa cultural resource management in northern Wisconsin and Milwaukee County Parks system • Facilitated Adopt-A-Block service learning group that wrote/received $1,000 grant for cleanup project • Utilized DonorsChoose.org to supplement classroom materials
A typical day in my class revolves around a reader’s workshop, where I have matched a specific text towards one of the 3 major College Readiness Reading Standards for found on the ACT (MID, GEN, SUP), based on data from the preceding assessment. My reading workshops begin with a grapple that challenges students to draw complex conclusions based on a specific task that connects to one of the CRS standards that the lesson will focus on. After a set time, students will then have an opportunity to pair-share, and I will cold-call several students, without giving the correct answer. Next, students will work on guided practice, which is typically 3 text-based questions that have similar ACT question stems. I monitor and observe student work, and determine my direct instruction (mop-up) based on this data. Finally, students have independent practice work that I will assess, in the form of ACT stem questions or a written summary of the text. I have created rigorous CRS quizzes that are content-related that I give every 2 weeks, tracking individual students, cohorts, and the grade level as a whole visibly on my classroom wall. These quizzes provide essential feedback to both the students and I.
2013-2014 Data Progress Award (ACT gains) 2014-2015 Data Perseverance Award (ACT Gains)
University of Wisconsin-La Crosse La Crosse, WI 2009 Masters of Education-Professional Development GPA: 3.96 Designed action research project focused on teacher feedback of student writing and Technology. Specialized in: Curriculum Development /Assessment, Learning in Community, Educational Research, Best Practice Pedagogy, Democracy/Diversity/Social Justice, Technology in Education, and Teacher Leadership University of Wisconsin-Eau Claire Eau Claire, WI 2004 BA-Broadfield Social Studies/Secondary Education GPA: 3.1
I grew up in Wisconsin however have always had Chicago in my heart as my mother grew up in the city. I am an avid Chicago sports fan, following all sports year round. I enjoy traveling several times/year with my wife. Cooking and culinary adventures are another hobby of mine (along with my wife). I also love exercising and playing sports such as basketball and golf. I combine my passion for cooking and the outdoors by grilling year-round.