I am a 14-year teacher credentialed to teach Spanish and English. I have a BA from Cornell University in Linguistics, and a Masters Degree in English from Cal State. I am looking for a position that is "in education" but is not necessarily strictly speaking an "in-classroom" teaching position.
Possibilities include: educational consultant, administrator, counselor, trainer, editor/writer, curriculum specialist, researcher, linguist...
Below is my resume. This an academic curriculum vitae, not a "resume" -- it is about 6 pages. I am proud of my achievements and my experience, and would like to work with or for someone who will make good use of my talents and compensate me accordingly. I am not opposed to being a public servant, but I do not consider myself an altruist. I think I really might like to work with or for a non-profit, as experience tells me that most non-profits are run by (and staffed by) competent, hard-working and generally well-educated people. However, non-profits frequently seem not to pay their employees commensurate with their skills, experience or education. I have a wife, a new baby and DEBT.
Salary Requirements: I would require at least $60K+ plus benefits; a job that pays in the $50,000s should really be a "wow!" job to compensate for the lower pay, and I cannot entertain any jobs that pay less than $50K. My salary history is:
2005-6: approx. $66,000 at my main job, plus $700/month teaching college on the side.
2004-5: approx. $60,000 at my main job, plus $700/month teaching college on the side.
2003-4: approx. $55,000 at my main job
2002-3: approx. $66,400 at my main job (120% of my base salary, due to taking on extra work)
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Andrew Scott King
3939 Monroe Avenue #261
(510) 791-2406
Fremont, CA 94536 la_cultura@hotmail.com
Education & Credentials
Master of Arts in English , TESOL Option (2005)
California State University, East Bay (formerly Hayward)
Post-baccalaureate Study (1994-2005)
University of California, Berkeley: 10 semester units total
C.S.U. East Bay: 90+ semester units total (converted from quarter units)
Cultural, Language and Academic Development (CLAD) Certificate (1996, renewed 2004)
C.S.U. East Bay
California State Secondary Teaching Credential, Clear (1996, renewed 2004)
C.S.U. East Bay
Single Subject: Spanish
Supplementary Authorization: Introductory English
Bachelor of Arts (1991)
Cornell University, Ithaca, NY
Major: Linguistics Minor: Cognitive Studies
Summary of Qualifications
· Ability to articulate institutional (policy) and program (academic) issues to colleagues, parents and students.
· Confident and effective in addressing parent concerns and finding creative solutions to problems.
· Comfortable and confident providing counsel and school reform/improvement recommendations to administrators, colleagues and affected individuals/stakeholders.
· Experience with WASC self-studies, report-writings and reviews.
· Experience working with diverse populations, including at-risk and ELL students.
· Excellence at dialoguing with students in need of assistance and bridging communication gaps.
· Very strong practical and theoretical background in language pedagogy.
· Experience in the design, development and implementation of curricula in Spanish and English.
· Experience with holistic scoring of written diagnostic instruments in both Spanish and English.
· Excellent written communication skills, both academic and administrative.
· Experience editing, proofreading and translating.
· Skilled and qualified teacher or tutor in math, science, Spanish, English or social sciences.
· Experience teaching English and Spanish at various levels to different groups.
· Confident and successful in front of a classroom.
· Extremely strong research and investigation skills.
· Experience with curriculum, course design and implementation.
· Experience designing effective assessment instruments and/or needs analyses.
· Experience writing a formal business plan.
Relevant Graduate Coursework
Education
Computer Foundations in Education
Principles in Education
Planning and Development in Instruction
Reading in Content Areas
Field Experience/Student Teaching I, II, III, IV
Single-Subject (Foreign Language) Specific
Methodologies
Professional Responsibilities
Language and Literacy
Dev. Programs for Special Needs Students
Language and Discourse
Morphology and Lexical Semantics
Composition Theory and Practice
Practicum, Discursive Writing
Multicultural Education/TESOL
Social/Cultural Influences in Education
Second Language Acquisition
Multicultural Education
TESOL Methods I, II
Applied Tutoring, Teaching and Learning I, II
Sociolinguistics
Testing, Evaluation and Assessment
Applied Technology in TESOL Instruction
Bilingual Teaching Methods (Spanish)
Summary: Courses Taught
Spanish (Intermediate, Secondary)
Spanish 1-A (grade 7)
Spanish 1, 2, 3 (grades 9-12)
Spanish 4, 5, A.P. (grades 11-12)
Spanish for Native Speakers (grades 9-10)
Spanish (College-level)
Conversational Spanish I, II (CCSF)
English (Intermediate, Secondary)
Grammar (grade 6)
ELD Language Arts (grades 7-8)
English 8, 9
English (College-level)
Discursive Writing (CSUEB, Practicum)
Intensive Language Experience I, II, III (CSUEB, Remedial Comp/Rhetoric)
Composition (Evergreen Valley College)
Science (Secondary)
Physical Science 9
Bilingual Physical Science 9
Math (Intermediate, Secondary)
ELD Algebra/Pre-Algebra (grades 7-8)
Applicable (Non-instructional) Professional Experience
Professional Spanish Translator
The Foundation Center, San Francisco, CA (Fall 2002 – Winter 2003)
Assisted in translating (one of several persons involved), proofreading and editing their first major Spanish publication, the Spanish edition of the Guide to Proposal Writing, 3rd,Edition, the keystone volume for educators, artists and non-profits seeking grant monies from foundations. Also freelanced as a translator and editor for several years prior.
Project Manager/Educational Consultant
Keenworld.com, Fremont, CA (Oct 1999 – May 2000)
Helped design educational (mathematics K-6) website for pre-IPO dot.com venture, design and coordinate lessons, ensure curricular coverage and clear articulation, act as liaison between executives and programmers, and between company and community, archived resources and conducted educational research, and write preliminary business plan.
Details: Instructional Experience
College/University-level Instructor (approximately 2 years)
Evergreen Valley Community College, San José, CA
· English 1-A, Composition, 1 quarter (ongoing)
California State University, East Bay, Hayward, CA
· ENGL 3003, Composition Co-Instructor (practicum position), 1 quarter
· ENGL 803, Intensive Language Experience III (Remedial English Composition), 3 quarters
· ENGL 801, Intensive Language Experience I (Remedial English Composition), 1 quarter
· ENGL 802, Intensive Language Experience II (Remedial English Composition), 1 quarter
City College of San Francisco, San Francisco, CA
· Substitute Lecturer, Spanish, 3 terms
· Lecturer, Spanish, 1 term
Secondary-level Spanish Teacher (approximately 13 years)
Oakland Military Institute College Preparatory Academy, Oakland, CA
(Most recent, 8/2003 – 6/2006) English, Spanish, Spanish Dept. Coordinator
Additional Full-time Contracted Teaching (Fully Credentialed)
(Liberty High School, Brentwood, CA; Pinewood Private School, Los Altos Hills, CA; Washington High School, Fremont, CA; Emery High School, Emeryville, CA)
Additional Temporary Full-time Contracted Teaching (Emergency Credential or Temp Status)
(Kennedy High School, Fremont, CA; Arroyo High School, San Lorenzo, CA; Tennyson High
School, Hayward, CA)
Secondary and Intermediate Summer School Programs
(Fremont Unified School District Summer School, Fremont, CA)
Secondary-level English Teacher (approximately 2 years)
Oakland Military Institute College Preparatory Academy, Oakland, CA
(Most recent, A.Y. 2003-4, English 9)
Additional Temporary Full-time Contracted Teaching (Emergency Credential or Temp Status)
(Arroyo High School, San Lorenzo, CA, English 8)
Secondary and Intermediate Summer School Programs (3)
(Pinewood High School, Los Altos Hills, CA; Fremont Unified School District Summer School, Fremont, CA; Milpitas Unified School District Summer School, Milpitas, CA)
Secondary and Intermediate-level Bilingual / ELD / Sheltered Teacher
Ochoa Intermediate School Summer Program, Hayward, CA
(ELD Language Arts 7/8, ELD Algebra/Pre-Algebra 7/8)
Tennyson High School, Hayward, CA
(Spanish/English Bilingual Physical Science, 9th grade, pilot program; Spanish for Native Speakers, pilot program)
Kennedy High School, Fremont, CA (30-day long-term substitute assignment) (ELD Life Science, ELD Physical Science, Bilingual Physical Science)
Other Contracted Teaching
Fremont Unified School District Summer School, Fremont, CA
(Physical Science Teacher, 9th grade, summer 2003)
Fremont and Newark Unified School Districts, CA
(Short and long-term substitute teacher, 2002-2003)
Curriculum Design/Development
Oakland Military Academy College Preparatory Academy (2005-2006)
Spanish Department Coordinator
· Administer and score IPT-3 Spanish Native Speaker Proficiency battery; determine placement in two-tier Native Speakers program;
· Assist in observation, evaluation and interview of prospective Spanish teacher candidates;
· Design and develop scope, sequence, standards and benchmarks for Native Speakers course, and provide guidance and oversight to is implementation;
· Reassess and reevaluate course outline and guidelines as needed.
California State University, Hayward, CA (2004-2005)
Department of English (Composition and Rhetoric)
· Design and implement on-line discussion component for second-tier undergraduate-level composition class; continue in my training and use of Blackboard in subsequent quarters;
· Train co-instructor(s) and colleagues and professor in use of Blackboard Online Learning System (Release 6).
California State University, Hayward, CA (Fall 2003 – Winter 2004)
Department of English (TESOL)
· Design and execute various TESOL lesson plans;
· Perform peer review on lessons and workshops of other TESOL candidates;
· Conduct grammar workshops at the Student Writing Center.
Kennedy High School, Fremont, CA (1995-1996)
· Serve as unofficial consultant in the formation of a Spanish for Native Speakers program;
· Draft a literature review and curriculum prospectus for the project point person in the district.
Tennyson High School, Hayward, CA (1994-1995)
· Develop and teach the pilot Spanish for Native Speakers course;
· Work with the English Language Welcome Center to develop a Bilingual Science program;
· Teach the pilot Bilingual Physical Science course.
Para-Instructional Experiences/Qualifications
Secondary School Class Advisor 2 years
CSF (California Scholarship Federation) Advisor 2 years
W.A.S.C. Self-Studies/Report-Writings: 5 years
Academic “Brain Bowl” Team Coach/Advisor 2 years
Travel with “Brain Bowl” student team to National Championships: 2 years
· Nationals, New Orleans, LA, June 1999
· Nationals, New Orleans, LA, June 2000
International Travel with Students: 1 summer
· Spain, July-August 2000
Committee and Miscellaneous Supervisory Work:
· Department Coordinator, Spanish, Oakland Military Institute, Oakland, CA (2005-2006)
· Assorted W.A.S.C. Committees (Various, 1994-2004)
· W.A.S.C. Leadership Committee, Oakland Military Inst., Oakland, CA (2004)
· Mentor Teacher, Emery High School, Emeryville, CA (1997-1998)
· Ad Hoc committee to expose/remove EUSD Superintendent J.L. Handy (1997-1998)
· Consultant, Fremont Unified Schools, Spanish for Native Speakers (1995-1996)
· Liaison, Bilingual Program/English Welcome Center, Hayward, CA (1994-1995)
Research, Writings and Publications
Academic Products (1999-2005)
Many academic products that were part of my graduate studies function well as, and are worthy of mention as, free-standing documents in their own right, and are available upon request, as is the entirety of my academic and professional portfolio, which includes my December 2005 English (TESOL) Masters Thesis/Capstone Project, which is even-handed and philosophical look at warring factions in language policy and planning in the United States.
Professional Translation/Editing, Spanish (2003)
I assisted The Foundation Center in translating (one of several persons involved), proofreading and editing their first major Spanish publication, the Spanish edition of the Guide to Proposal Writing, 3rd,Edition, the keystone volume for educators, artists and non-profits seeking grant monies from foundations.
Freelance Translation Work, Spanish (1998-ongoing)
Editing, proofreading and translation work in English to Spanish and Spanish to English for the City of Fremont, California and the Census, Key Curriculum Press (a publishing company in Emeryville, CA), The Foundation Center in San Francisco, InterTrust Corporation in Santa Clara, CA, and the various schools and districts for which I have worked.
Standards in Public Schools (1999-2000)
Keen World, Fremont-based educational Internet startup
Helped develop online math curriculum. Researched standards and assessment in school systems worldwide, specifically in mathematics. Used the Internet to gather resources from Japan, Russia, Stanford University, the Fordham Foundation, Mathematically Correct, TIMMS, etc…) Dialogued and networked with recognized state and national experts in mathematics education (Liping Ma, Ze’ev Wurman, Deborah Tepper-Haimo). Developed and implemented online curriculum, created lessons, co-wrote the company’s preliminary business plan, and acted as project manager. Draft of Business Plan available upon request.
Graded Immersive Bilingual Education (1989, 1995)
Cornell University Department of Psychology (1st ed.), and Fremont Unified School District (2nd ed.)
Investigated bilingual education to come to a sound conclusion on this very controversial topic. “Graded” immersive bilingual education works. This paper, presented originally at a conference at Cornell University, was updated and used to advocate the creation of a Spanish for Native Speakers program in the Hayward (CA) Unified School District. In 1995, I reviewed SNS textbooks, and formally presented the revised paper to help launch Kennedy High School’s (Fremont, CA) Spanish for Native Speakers program, now successful. Paper available upon request.
Code-Switching in Spanish-English Bilinguals (1988-9, 1991)
Cornell University, Dept. of Modern Languages and Linguistics
Worked with Almeida Jacqueline Toribio and under the auspices of Dr. Ana Celia Zentella investigating the grammatical constraints of code-switching in fluent S/E bilinguals. Citation: King A., Toribio A.J., Villarreal R., 1991, The correlation of code-switching syntactic hierarchy to the degree of language balance/dominance in Spanish-English bilinguals, Paper presented at the Twelfth Symposium on Spanish and Portuguese Bilingualism, Florida International University, Jan. 1991. Paper available upon request.
Professional and Academic Affiliations
· Member, ACTFL (American Council on the Teaching of Foreign Languages)
· Member, AATSP (American Association of Teachers of Spanish and Portuguese)
· Member, CATESOL (California Teachers of English to Speakers of Other Languages)
· Member, CSUEB (California State University, East Bay) Alumni Association
· Member, Cornell University Alumni Ambassadors
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