Michael T. Greer Email & Phone Number

Washington, Dc

Washington D.C. Metro Area

At the AnBryce Foundation, I am responsible for overseeing our flagship program, Camp Dogwood Summer Academy. This includes our Staff Training Enrichment Program (STEP), our Rites of Passage (ROP) Program, and, of course, Camp Dogwood. In this role, I recruit and manage our entire camp staff of more than 20 individuals, coordinate with experts in education and other fields to ensure we have a strong curriculum and meaningful programming for our campers, and organize the various logistics required of operating a successful summer camp season. This works allows me to combine my passion for education with my love for the great outdoors in order to create a powerful and potentially life-changing experience for all participants, staff and campers alike!

Washington, Dc

In my first two school years with the organization, the most common frustration I (and my colleagues) had was with the quality of the curriculum we were provided; it lacked consistency, clarity, and, at times, accuracy. As a teacher and as a site coordinator, I often put in extra time and effort to adapt and improve the lessons and materials so my students and, later, my staff had something more with which to work. I advocated that this position be created in order to improve what is at the center of our organization's afterschool program and purpose: our curriculum. In this role I created, modified, and prepared lesson plans, materials, and assessments for a STEM curriculum that focused on plant- and animal-science and socio-emotional learning for students in PreK-3 through 5th grade. I developed 10 unique 4-week units of curriculum, including lesson plans, materials, and assessments, totaling more than 180 individual lessons. In addition to drawing from my years of experience in education (both with PAL and outside of it), I continuously researched relevant best practices and voluntarily attended more 100 hours of professional development workshops, including those focused on design-challenge learning, garden-based experiential learning, and the development of STEM identities for students. I often sought feedback from my staff and other colleagues to improve curriculum and implementation logistics.I continued to perform the duties of Site Coordinator at Miner Elementary while I served in this role.

Washington, Dc

As site coordinator I was responsible for organizing and overseeing the daily operational logistics of the primary afterschool programming at Miner Elementary in Washington, DC. Each school year, I managed and supported a staff of more than a dozen teachers and aides, serving approximately 130 students across PreK-3 through 5th grade. This work included ensuring the implementation of our STEM curriculum, collecting and managing student data, and promoting a positive school environment through reflective and restorative responses to student misbehavior. I led our organization for the first two years we offered programming at Miner (beginning SY 16-17). This required thorough planning and communication with the school's administration, the school staff and PTO, as well as other stakeholders in the community. In these efforts I built strong relationships with the staff, the students, and their families, which allowed the lasting success of our program in that school.

Washington, Dc

I first began my work with the People Animals Love (PAL) organization as an afterschool teacher at Stanton Elementary in Southeast Washington, DC. I took my skills as an educator and my passion for animals and the environment into the classroom each day to lead a group approximately 20 second graders. I adapted the provided curriculum (that I would later work to improve as Curriculum Development Manager) through the use of more experiential and hands-on learning opportunities. In this role, I went out of my way (and often off the clock) to collaborate and communicate with my colleagues (both at PAL and in the school) in order to glean best practices and a better understanding of the students with whom we worked.I continued this work with our summer camp program at Malcolm X Elementary (also in Southeast DC) where I was assigned a group of about 20 fourth graders for our 5-week program. Though our daily programming was longer and involved weekly field trips, I leveraged my knowledge and experiences with PAL at Stanton to best meet the needs of my students and our program.

Washington, Dc

I served as a co-teacher in a 4th and a 5th grade English Language Arts and Social Studies classroom at Center City Public Charter School, in the Shaw Neighborhood of Washington, DC. In this role, I developed and delivered differentiated lessons for small group and whole class instruction. Collaborated with my co-teacher and other colleagues to implement and appropriately adjust the district's 4th and 5th grade curriculum to fidelity.

Washington, Dc

In my second year of service as an AmeriCorps Member with City Year, Washington, DC, I had the privilege of working with the highly selective Learning and Development Team. As one of the three members selected for this position, I was responsible for designing, planning, and implementing professional development workshops for approximately 150 City Year AmeriCorps members. I additionally developed team-based training sessions for teams of 8-10 City Year AmeriCorps members working at 4 different schools in Washington, DC, tailoring the content to their school site-specific needs. My role included researching relevant best practices and securing resources to train and support City Year AmeriCorps Members serving in 1st - 8th grades. The skills focused on in these training sessions ranged from providing academic support in English Language Arts and mathematics content areas, to supporting positive student behavior and the socio-emotional development of students. In addition to designing and leading professional development workshops to large and small groups of AmeriCorps Members, I observed and coached AmeriCorps Members in their whole-class instructional support, and their one-on-one and small group tutoring sessions.

Washington, D.C.

I was selected for a year of full-time service with the highly competitive AmeriCorp program City Year at the site in Washington, DC. I completed over 1,700 hours of community service, serving as a tutor, mentor, and role model in a high-poverty elementary school in Ward 7 of Washington, DC. In my role, I directly impacted 20 below grade-level 5th grade students by assessing relevant student data and designing targeted one-on-one and small group academic interventions focused on English Language Arts and Social Studies. In addition to my required responsibilities, I spearheaded a literacy initiative and organized and gathered resources to establish a City Year Library at my school. I created and implemented two weekly after school clubs, focusing on creative writing/photography and character development respectively; I authored the grant application that secured funding for the photography club and coordinated with a professional photographer to provide expertise to students to which they otherwise would not have access.Outside of my in-school service, I served as a member of the Service Reserves Team, preparing for and leading large-scale community service projects for 100 to 1,000 volunteers in Washington, DC. Aside from supporting the organization and preparation beforehand, I coordinated and managed volunteers during these major days of service. I was also selected to serve as Resource Coordinator on the Operations Team for City Year's Student Service Week, a week-long alternative spring break for over 100 high school students in Washington, DC. I organized fundraisers, secured in-kind donations, and planned the operational logistics for a full week of service learning for local high school students.

Santa Cruz, California

I first joined Sprout Up as a volunteer instructor, differentiating and delivering an 8-week STEM curriculum focused on environmental science, sustainability, and stewardship. I engaged classes of 1st and 2nd grade students using hands-on and experiential learning activities in small and large group settings. After my first 8-week term working with Sprout Up, I began serving as a Team Leader, supporting and managing teams of 4-5 volunteer instructors in delivering an environmental education curriculum in five different 1st-2nd grade classrooms. I leveraged and developed my logistical planning and organizational skills to ensure the success of our program in multiple schools. This was in addition to my continued role as an instructor.

Santa Cruz, California

This was my first foray into the classroom in any capacity other than as a student. As part of my undergraduate coursework, I was able to volunteer in a 3rd grade classroom, providing direct support in 1-on-1 and small group settings. I coached students in multiple subject areas, including math, reading, and writing composition. In addition to being a full time college student, I served more than 40 hours as a volunteer in the classroom.

Bachelor Of Arts (B.A.), Literature, Education

Activities and Societies: UC Santa Cruz Rugby Football ClubI received my Bachelor's Degree in Literature with a minor in Education. I.

High School Diploma

Activities and Societies: Vacaville High School Football, Black Dog Rugby Football ClubA Lifetime Member of the California Scholarship.