Resume

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Tym Hanson 222 N Dewey StProfile

OBJECTIVE:

Dedicated English Instructor, with over three years of experience developing results-‐driven curriculum and delivering enthusiastic instruction of English, reading, writing, literature, and social studies for students. Extensive background serving the needs of culturally, racially, and socio-‐economically diverse populations, with experience in urban U.S. and international schools. Skilled in instructing under a variety of different curriculum structures, as well as through various instructional technology mediums. Establish high expectations lot students; continuously seek out new ways to improve instruction and link learning with fun; and equip students with the tools, resources, and knowledge to exceed individual goals. Expert interpersonal skills; builds a strong bond with students, parents, and colleagues to inspire a shared commitment to quality education. Regarded as a key resource and problem solver by colleagues and school administrators; frequently led in-‐service workshops and willingly volunteer for difficult or unpopular tasks. Deeply committed to improving student lives and continuously strive to lead by example. Passion for teaching, learning, and student success.

SUMMARY EDUCATIONAL SKILLS

• Innovative Curriculum Development • Lesson Planning • Classroom Management • Mentoring & Motivation • Textbook Review & Selection • Cultural Sensitivity

• Composition • Leadership • Parental Involvement

• Teacher Training • Instructional Technology • Standardized Testing • Whole Language Curriculum • Hands-‐on Instruction • Student Assessment • Conversational English

• Literacy in Literature • EFL Education

TEACHING EXPERIENCE Over 3 years of collected teaching experience in teaching: Education Levels: Teaching Contexts:

• Elementary English Education (Mainstream & ESL) • High School (Mainstream & ESL) • Postsecondary & Teacher Education (Mainstream & EFL) • International High School Teaching (China, Japan, EFL)

INSTRUCTIONAL TECHOLOGY EXPERIENCE • Over 2 years of experience demonstrating and marketing Apple products, hardware, and software to students,

faculty, and administrators as an Apple Campus Sales Representative o Experience in training educators and students on using Apple technology in K 12 and postsecondary

teacher education environments o Demonstrates the benefits of Apple classrooms that increase student and teacher learning o Trained educators in the innovative means of enhancing educator’s pedagogy/androgyny by way of

instructional technology and through institutional and educational deployments therein

• Over 2 years of experience as a Mac Instructional technology coordinator for the TESOL and Education departments, responsible for training and performing Apple demonstration to educators on how to best implement technology into their classrooms, instruction, and curriculums

o Experience in working with consumers that have little to no experience with Apple or technology

222 N Dewey St Eau Claire, WI 54703 (715)-‐559-‐7040 [email protected] [email protected] www.tymjhanson.com

TYM HANSON

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o Experience in working with and investigating best practices for user interface design and transformative usage concepts

o Practice in maintaining servers and archive resources for reference and sharing procedures between Apple groups

GRADUATE TEACHING EXPERIENCE University Substitute Teacher Spring 2011

Education Studies, 409 –TEFL Methods University of Wisconsin-‐Eau Claire, Eau Claire, WI

• Performed as a substitute teacher for an upper-‐division TEFL and Education course consisting of 24 students ranging in academic standings from sophomore to seniors status for a three-‐week program where creating and modifying curriculums were covered, along with creation and implementation of units and lessons within those conceptual units

• Implemented and carried out a unit consisting of creating a successful curriculum where students were expected to draft, revise, and implement a conceptual, five-‐week unit, consisting of five to seven classroom lessons. Lessons included creating handouts, graphic organizers, rubrics, visual aids, multimedia material, and unit assessment(s).

• Assessed presentations, and worked closely with the teacher to assess and revise the curriculum for the course in order to make it more beneficial for both the students and the instructor.

• Assumed full responsibility of the classroom for two weeks

High School Teaching Assistant Winterim 2011 Somali Immersion Cultural Experience Grant Program for Educators Light House Academy of Nations, Minneapolis MN

• Participated in the inner-‐city immersion teaching experience that was co-‐founded by the TESOL/Foreign Languages department and the department of Education and Human Sciences over the Winterim term

• Collaborated with current teachers at the school to help and assist them in carrying out their curriculum and

worked together to devise some possible new and alternative routes for achieving successful learning for the English Language Learners

• Collaborated with a High School Science teacher and conducted lessons for six daily courses of high school

science to students ranging from 16-‐19 years of age with English proficiencies from beginning/limited to intermediate

• Modified existing curriculum and the language used therein to better accommodate active and comprehensive learning from the English Language Learners

• Created lesson plans, visual aids, instructional experiment-‐based videos, and interactive PDF’s for the

course

• Created and implemented Personalized Education Plans to best meet students’ individualized needs

• Taught cross-‐curricular reading strategies for beginning-‐ to -‐ intermediate English Language Learners

Student Teacher Fall 2010 Education Studies, 405-‐ TESOL Methods University of Wisconsin-‐Eau Claire; Eau Claire, WI

• Performed as a Student Assistant Teacher for an upper-‐division TESOL Education course geared towards pre-‐

service student teachers currently enrolled in the Wisconsin In-‐State licensure program that consisted of 27 students ranging in academic standings from sophomore to senior status. The course lasted the duration of

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the fall semester.

• Responsible for implementing and carrying out changes to the curriculum for the course and the larger body of course under the TESOL and Language Arts Education programs that better and more appropriately incorporated technology into the classroom and in the instruction of technology to future educators.

• Worked closely with the TESOL coordinator to draft and revise the curriculum to best accommodate the

needs of the students as pre-‐service teachers

• Designed and produced K-‐12 educational material for use in the classroom, such as lessons, units, assessments for the students using hands-‐on experiences; including presentations, workshops, and demonstrations

• Implemented and carried out a unit consisting of creating a successful curriculum where students were

expected to draft, revise, and implement a conceptual, five-‐week unit, consisting of five to seven classroom lessons. Lessons included creating handouts, graphic organizers, rubrics, visual aids, multimedia material, and unit assessment(s).

PRACTICUM TEACHING EXPERIENCE: Adult EFL English Instructor Fall 2010 FLG 375-‐Teaching Practicum University of Wisconsin-‐Eau Claire, Eau Claire, WI

• Taught an Individual Education Plan (IEP) to a Japanese college students seeking to improve grammar and conversational English skills

• Conducted video and audio assessments, feedback, and lesson instruction using iTunes and iChat • Held online office hours for the student to meet with the instructor and get feedback and to go over any questions

with course • Conducted an initial and post needs assessments in all five language skills: reading, writing, pronunciation,

speaking, and listening, and placed the student in an appropriate proficiency level for the state of Wisconsin • Developed and modified instruction according to student needs • Initiated feedback from student for student/teacher evaluations

Elementary Instructor Fall 2007 A Course in Drama Longfellow Elementary, Eau Claire, WI

• Designed and implemented a curriculum appropriate for the course • Conducted weekly lessons to elementary students ranging in age from 7-‐9 years of age from an after school course

in Drama and Literature • Differentiated class work, homework, and instruction for a diverse range of learners including English Language

Learners and students on IEPs. • Encouraged active learning by creating a project where students planned and taught a lesson of their choosing to

the class. Created an iMovie of the student’s lessons. • Coordinated projects and activities, including a cultural diversity initiative of the class, to strengthen the classroom

community and the relationship between the class, parents, and greater community. • Helped students to overcome English literature and reading anxieties by implanting a drama curriculum

collaborating with teachers to design and implement English literature units with an emphasis on encouraging students to build a strong foundation, explore the topics, and enjoy English, reading, drama, and the literature therein

• Evaluated, adapted, and created assessments that students could learn from. • Collaborated with the Elementary team, specialists, and principal to plan and implement meaningful lessons, inside

and outside of the classroom, to meet WI Curriculum Frameworks. • Took part in school wide events including, a book club night, “Lincoln Reads,” and volunteering at school

fundraisers • Assessed and reported to the school administrators on performance and assessment

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WORK EXPERIENCE Mac Instructional Technology Leader 2010-‐Present TESOL and College of Education and Human Sciences Department(s) University of Wisconsin-‐Eau Claire, Eau Claire, WI

• Coordinated and conducted demonstration for teachers, administrators, and students on how to incorporate Mac technology into the classroom, curriculum, and assessment, in order to better enhance the quality and productivity of educational instruction.

• Demonstrated the use of iPod/iPad in the classroom • Demonstrated and trained faculty and teachers on using and working with iTunes U in education and

curriculum design • Trained faculty and staff on successful cross-‐platform (Windows and Unix OS and application) deployments • Held hands-‐on experience workshop and presentations to pre-‐service teachers, faculty, and departmental

leaders to demonstrate the benefits and value of learning, instructing, and teaching with Apple, including demonstration on the successful use of smartboards and iClickers

Workshops and demonstrations included:

o Using iTunes and iPods/iPhones as a means to carry lesson, unit, and curriculum material o Using iChat as a means of holding online office hours for student and teachers to meet outside the

classroom on, to host parent -‐teacher conferences, and its ability to assist in student collaborative writing assignments

o The use of iTunes and iTunes U for digitizing the classroom and making its content accessible to students and other faculty members both on and off campus

o Using iMovie, Podcats, and Garage Band to document, record, and instruct students in digital endeavors

o Held iMovie and Final Cut Express workshops for students required to create movies for a course, implementing the specific requirements of the course assignment into the demonstration

o Using iWork 09, iLife, iCal, Acrobat X/Pro, and Safari’s advanced capabilities to enhance, and streamline, the process of creating lessons, proposals, conceptual units, templates, lecture keynotes, grants, and classroom graphic organizers, handouts, and activities

o Implementing the built -‐in features of the Mac, such as iPhoto, Photo Booth, and iChat to create a digital classroom for research purposes, effective evaluations, authentic and valid assessments, and to enhance teacher/student learning

• Performed as the primary contact to answer Mac technical computer questions and Mac instructional technology questions and problems for TESOL and Education faculty, teachers and students.

TEFL English Instructor Summer 2010 Conversational English Immersion Course Perry Chans’s English Academy, Jiangsu, China

• Conducted and maintained an English Language and literature course designed for English Language Learners for 23 students ranging in age from 16-‐18 years of age

• Developed a curriculum for the course that included authentic language use, imploring the skills of listening, best practices for conversational discourse, reading across the curriculum strategies, pronunciation, and the successful implementation of the target languages’ suprasegmental usage (where applicable/desired).

• Implemented the use of iTunes, podcasts, and Photo Booth for authentic assessments in oral production, listening skills, pronunciation, and for exercises in conversational discourse patterns

• Differentiated class work, homework, and instruction for a diverse range of learners including English Language Learners and students on IEPs.

• Encouraged active learning by creating a project where students planned and taught a lesson of their choosing to the class. Created an iMovie of the student’s lessons.

• Held complete teacher responsibilities for the duration of the 12-‐week course

Apple Campus Representative 2009-‐2010 (2 Year Term) University of Wisconsin Eau Claire

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Eau Claire, WI • Coordinated Apple's presence on campus by interacting with students and faculty members on UWEC's

campus to demonstrate and sell Apple products • Developed and implemented experimental marketing programs on campus to drive the use,

implementation, and revenue of Apple products and the unique value propositions for both the business and in K-‐12 and postsecondary educational markets

• Presented product and technical information to a broad array of internal and external audiences, including presentation to Apple Sales and Marketing to campus students, faculty, and lead departmental personal

• Held hands-‐on workshops and presentations to pre-‐service teachers, faculty, and departmental leaders to demonstrate the benefits and value of learning, instructing, and teaching with Apple

• Led various project management endeavors involving numerous cross-‐functional teams where successful communication of specialized knowledge was crucial

• Ran customer service/experience evaluations on campus and ran survey reports using Qualtrics software

Coordinated Apple Workshops and demonstrations that included topics in: o The use of iPod/iPads in curriculum design, instruction, and assessment in education o The use of iTunes and iTunes U for digitizing the classroom and making its content accessible to

students and other faculty members both on and off campus o Creating Podcasts and distributing the content for educational assessment and authentic language

immersion practice and assessment o Utilizing MobileMe and iWeb to create digital Classrooms and Digital Portfolio for in-‐service and

pre-‐service teachers o Using iWork 09, iLife, iCal, Acrobat X/Pro, and Safari’s advanced capabilities

to enhance and streamline the process of creating lessons, proposals, conceptual units, templates, lecture keynotes, grants, classroom graphic organizers, handouts, and activities

o Implementing the built -‐in features of the Mac, such as iPhoto, Photo Booth, and iChat to create a digital classroom for research purposes, effective evaluations, authentic and valid assessments, and to enhance teacher/student learning

• Hosted instructional technology webinars on Apple instructional technology best practices for curriculum and design implementation in K-‐12, post-‐secondary, and ESL/EFL contexts

• Designed and produced higher-‐Education and K-‐12 instructional content for educational customers using hands-‐on demonstrations for faculty and students, gave field sales presentation guides that demonstrated the value of learning, instructing, and teaching with Apple in K-‐12 and post -‐secondary education environments.

English Instructor Summer 2007 Guy Healy Japan, Nagasaki, Japan

• Performed as an interning teacher and camp counselor in Japan’s Nagasaki Prefecture high school English immersion program that consisted of approximately 50 students ranging in age from 13-‐19 years of age.

• Implemented a curriculum geared towards conversational English skills and native-‐like discourse. • Coordinated Student production • Worked with other English instructors to synchronize student learning • Conducted student assessments in reading, speaking, writing, and presentation skills

EDUCATION

B.A., English Literature, Teaching English to Speakers of Foreign Languages (TEFL), Global Studies University of Wisconsin Eau Claire, Eau Claire, WI, Fall 2007 – May 2010 GPA: 3.42, Major GPA: 3.71 Undergraduate Education Courses:

• ES 409 Teaching English as a Foreign Language Methods • ES 400 Educational Assessment • FLG 378 Second Language Acquisition • ENG 319-‐English Teaching Methods • CSD 262 -‐Phonetics, Theory, and Application

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M.A., Masters in Education and Professional Development-‐TESOL

University of Wisconsin Eau Claire, Eau Claire, WI, Anticipated Fall 2011 Graduation Graduate GPA: 4.0

Graduate Education & Curriculum Design Courses • ES 605 Co-‐taught taught TESOL Methods

Conducted curriculum and design research TESOL/Education Department(s) • ES 608 Content Based Instruction in TESOL Education • ES 788 Introduction to Education Inquiry

Independent Thesis Research Study on US Language Arts curriculum • ES 678 Advanced Language Acquisition • LMED 652 Media Technology and the Classroom

CERTIFICATIONS • Teaching English to Speakers of Foreign Languages (TEFL) Education Licensure; Fall 2010

• Initial Post Bachelorette In-‐State, K-‐12 Education Licensure in English Language Arts; (In Process) May 2011

• Teaching English to Speakers of Other Languages (TESOL) In-‐State Add-‐On Licensure; (In Process) May 2011

• TESOL Student Association; President, UW-‐Eau Claire, Eau Claire, WI 2010

• MinnieTESOL; Active Member, Minnesota. 2010

• International TESOL; Active Member, Presenter, Graduate Reviewer 2009

• UWEC’s Mac Instructional Technologist; President, UW-‐Eau Claire 2007

• Equality, Diversity, and Inclusivity Agent; UW-‐Eau Claire, Eau Claire, WI 2007

HONORS

• UWEC Student/Faculty Research Presenter 2010-‐2011

• UWEC’s Student Leader and Ambassador Nomination Spring 2011

• Academic Distinction/Dean’s List of Honor Students 2008-‐2011

PUBLICATIONS & PRESENTATIONS Mar. 2011 Mobilizing the Classroom: Incorporating iPods and iPads in K-‐12 ESL Classrooms. Presentation at the 45th

Annual Teaching English to Speakers of Other Languages Conference-‐ CALL-‐IS, New Orleans, LA. Mar. 2010 iTunes, iPod’s, and Podcasts: Unleashing Authentic Assessments In ESL Classrooms. Presentation at the 44th

Annual Teaching English to Speakers of Other Languages Conference, Boston, MA. Oct. 2010 Creating Digital Classrooms and Portfolios with iWeb. Presentation at the University of Wisconsin Eau Clair,

TESOL Department, Eau Claire, WI. PROFESSIONAL ACADEMIC PAPERS/THESIS

Jan 2011 “Collaborative Writing: A Pragmatic Technological Approach to Bridging the Gap Between Theory and Praxis

in Assigning (Non)-‐Collaborative Writing Assignments." Eau Claire, WI, 2009. FLG 495

PROFESSIONAL ORGANIZATIONS AFFILIATION SINCE

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Dec. 2010 Counter-‐hegemonic discourse on K-‐12 English Language Arts Curriculum: A Contrapuntal Investigation into the Canonically-‐Driven Eurocentric Selections in Today's Literacy Education Programs; TESOL/Education Studies Department, Thesis-‐ a part of Curriculum Design Research Grant, UWEC, Eau Claire, WI.

Oct. 2010 “Dismantling the Other in Education: Transformative Principles for Egalitarian Curriculums.” ES 788, UWEC.

Eau Claire, WI. Mar. 2010 "Postcolonial Pedagogy in the ESL Classroom: Stabilizing the Fault Lines in ELL's Sense of Self through

Narratives." MinnieTESOL, Minneapolis, MN.

SKILLS & ATTRIBUTES

• Excellent verbal and written communication skills • Strong educational cross-‐functional teamwork skills • Resourceful, creative, and results-‐oriented teacher who exhibits high-‐energy, motivation, and inspiration to his students

• Bears excellent collaboration in education skills and has functional experience in: establishing and working against committed schedules, curriculums, problem solving, and working in and maintaining synchronicity in several cross-‐functional educational departments

• Creating and Distributing digital classroom materials • Creating and establishing teacher website for student and parental use • Creating distributable podcasts of class discussions that are made available online for student use • Flexibility and willingness to relocate. • Traveled extensively and have personal and professional experience in working and traveling in Europe, South, East, and West Asia, Africa, and South America.

SOFTWARE AND HARDWARE PROFICIENCIES

Educational Hardware: Smartboards, Livescribe Echo Pen, and iClickers, etc. Educational Sites: Desire-‐2-‐Learn, Blackboard, Engrade, LearnBoost, and Classroom 2.0 Software: Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Microsoft Publisher, Adobe eLearning Suite: Acrobat X/Pro, Adobe Presenter for Microsoft PowerPoint, Adobe Captivate, Adobe Photoshop, Adobe Flash, and Adobe Dreamweaver *References furnished upon request

Documents

Resume