• Emphasis is upon project-based learning, backward design, scaffolding, and differentiation to meet individuals’ needs, peer evaluation, collaborative editing, digital portfolios, equal parts fiction and non-fiction, student-centered discussions, citing and explaining text evidence, close reading, and real-life simulations for rigor and relevance.

• Professional Development Facilitator for project 1:1 implementation, Kagan Cooperative Learning, student-centered discussion, learning centers, and purposeful seating arrangements.• Created a classroom library of 500 new titles to meet students’ differentiated reading interests.

Teacher Trainer

JESS is struggling with his decision to be a vegetarian. On some days he craves meat intensely and on others nothing could possibly be more repulsive to him. While dining at a swanky restaurant with long-lost friend, KEITH, he experiences a hallucination inspired by FEDELLA, the waitress, whose enticing character creates a comedic story about love, food, and New Jersey.

• Designed and taught two English IV, college prep courses, aimed at reinvigorating student interest: "Why We Fight" and "Postmodernism."• Utilize student-centered and cooperative learning through creative lesson planning and projects like: Odyssey Olympics, Shakespearean dumbshows, vocabulary dramas, and guerrilla theater.• Served as Interact Club, Community Service Adviser.• Proposed school-wide Community Service Day for 800 students and 90 faculty members.

• Prioritized student centered and cooperative learning.• Taught native speakers of Chinese, Guarani, Korean, Persian, Serbo-Croatian and Spanish, in Skills Improvement Program. • Rutgers Academic Challenge team advisor: Regional Champions!• Assistant lacrosse coach for BHS’s first year team.

• Taught eleventh grade high honors English, incorporating regular use of cooperative and student-centered learning for Oedipus, Medea, Antigone, six contemporary plays, and Hamlet. In this setting, students enacted scenes from plays and created masks for Greek tragedy. They also utilized Aristotle’s Poetics and Miller’s tenets from “Tragedy and the Common Man,” demanding of them writing, reading, speaking and thinking on a college preparatory level.• Made film critics of eleventh and twelfth grade students in a comprehensive Film and Literature course of my design where they used literary, dramatic, and cinematic analysis to write their own film reviews, create original storyboards, and critique films involving Expressionism, The French New Wave, auteur theory, Alfred Hitchcock, and contributions from other modern and contemporary directors (including my own films). • Devised and taught a Mass Media course in which students held interviews, wrote stories, and composed lay-outs for their own newspapers. Here they gained a historical perspective on radio and acted as program directors and DJs for hypothetical broadcasts. They also learned film’s origins, made thaumatropes, wrote comparative essays on Charlie Chaplin and the slapstick genre, and later, marketed products using advertising propaganda techniques.