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Professional Experience

August 2019 - Current

November 2018 - May 2019

August - December 2018

August 2012 - May 2018

August 2011 - December 2014

Feb. 2005 - December 2011

At SJA I teach middle-school language arts, supervise a developing forensics team, and shepherd an 8th-grade homeroom, but of course there is much more to guiding and providing for those on the cusp of adolescence. Over the last five years I have developed an appreciation for the exuberant spirit and dewily conflicted nature of youth on the verge of adolescence.

I arrived at St. Margaret Mary School as a long-term substitute in November of 2018. One of their language arts teachers was moving on to new employment, so I had in reality joined their team to assume full responsibility for most of the school year. Though I was of course certified to teach middle schoolers, this was the first time I had shared a classroom with middle-schoolers since I had been one.  

When my family and I returned from Florida to Pennsylvania, we moved for a house, not a job, and thus securing gainful employment was priority two. (Impractically, installing floors was my first order of business.) Penn State Harrisburg's English department was the first to acknowledge one of my applications, and though it was adjunct work I was excited to return to college classrooms and teach three sections of rhetoric and composition (English 15) in the fall of 2018.

Teaching at CCC was the opportunity I never saw coming, but it may have been the work that most significantly broadened my horizons. Over the course of six years I taught English 2 and 2 Honors, Mythology, Creative Writing, English 1 Honors, and AP English Literature and Composition. Outside of my own classroom I supervised IB Extended Essays, initiated and led a creative (not just) writing club, oversaw design and publication of a student literary magazine (Silent Epiphanies), and even published work of my own in the Language Arts Journal of Michigan. By the time I moved on, there was not much an English teacher could do that I had not done.   

Just as my partner and I began to wonder whether a move to Florida had been a good idea after all, The University of Tampa offered me my first job as a college professor (adjunct designation notwithstanding). At UT, I crafted my own syllabi, selected readings, designed assessments, and mentored students during office hours over the course of four semesters during which I taught multiple sections of First Year Writing 101 (Writing and Inquiry) and, for a summer, First Year Writing 102 (Writing and Research). It was never a job that could become a career, but I genuinely enjoyed that role. 

Knoch High School is where my professional teaching career began. I finished graduate school in December of 2004, substituted in local schools through January, and on February 5 assumed responsibilities as Knoch's junior-year English teacher. To begin, I prayed no one could tell I did not know what I was doing, but five years later I had figured out what it meant to teach American literature, I had written a College Board-approved AP English Language and Composition curriculum, been flatteringly invited to several "top-ten" dinners, and become a highly regarded member of the faculty. Had my partner not received a wildly promising job offer in Florida, I might still be teaching at the end of the O-Wing. 

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