Hi! I've included a bit of information here to introduce myself, but the best way to get to know me and what I'm about as a teacher is to see our classroom. Having an open classroom is a core value for me, and I am proud to show off the good work we do. Please feel free to visit any time--just be sure to follow school procedure with visitors.

Education and Qualifications

I earned a bachelor's degree in Philosophy from North Park University in 2004. I attended CSU East Bay for my teacher training, earning certification in both English and History/Social Studies. After a few years teaching, I returned to CSUEB and got my master's degree in Education, with a focus in Curriculum and Instruction.

In addition to my teaching certification through the state, I also hold certifications for teaching ERWC, AP English Literature, and AP English Language. In 2018, I was recognized by Tri-Valley SELPA with an award for excellence in special education collaboration in the mainstream classroom.

Teaching Background

Before coming to SLHS in the 2018-19 school year, I taught most recently at Dublin HS. I also taught previously at Arroyo HS in San Lorenzo and at Pittsburg HS. I have taught English, History, and ELD, grades 9-12, with main areas of focus in advanced coursework (Honors and AP) and ELD. Per my master's focus on curriculum, I have done extensive curriculum design in these areas, including developing a new AP Literature class from scratch that was certified by the College Board.

Educational Philosophy 
(remember, I warned you that I majored in Philosophy...)

The class is not a room or a period in the day. It's not a collection of points in Aeries or a grade on the transcript. Our class (not my class) is a co-construction that happens in the time we spend together each day. There is simply no substitute for the important work we do in class time; these activities and conversations cannot be replicated with worksheets or homework. Valuing class time drives my approach to course design and lesson planning.

In technical terms, I strongly believe in a constructionist model for how students learn. All this means is that people learn new skills and concepts when they make connections, fitting them into what they already know. I view my role as teacher, therefore, as more facilitation than traditional lecturing or direct instruction. A common refrain in my classroom is "Talking is learning"--my aim in most class activities is for students to have the academic conversations that open up real mastery of the content. At the end of the day, student voice is more powerful for learning than teacher voice.

In terms of the gradebook, I am a firm proponent of mastery-based grading (sometimes called "standards-based grading"). Without going into great detail, this approach aims to re-think the gradebook in terms of authentic assessment. To this end, students will have opportunities to retake or revise all major tests and writing assignments and demonstrate mastery of the skills and concepts. If a student attends class consistently and engages the work, their grade should be a reflection of their mastery of the content. This may seem obvious, but think of the traditional way classes work, with the focus on collecting points. I encourage parents and students to view a grade in the class as building toward a final mark that will genuinely show their level of mastery; this "building toward" stands in contrast to the "slipping down from 100%" mentality of traditional gradebooks.

This is about authenticity and intrinsic motivation, but it's also about failure. "Slipping down" and point-counting mentality creates risk-averse students; to put it bluntly, it encourages mediocrity. For students to thrive and acheive not just mastery but excellence, they need to fail. One goal of my class is to create a safe place for students to fail and recover.

As we begin the school year, I am asking both students and parents to trust me and to be open to intrinsic, rather than extrinsic, motivation. In return, I am offering a considerable amount of my time; consider for a moment how much extra conferencing and grading I am committing to with the policy described above.

Personal

I am thrilled to be teaching at SLHS in part because I am a proud San Leandro resident, and I value feeling connected and invested in my community. My wife and I bought a home here in 2016, and our young son will start attending San Leandro schools in a few years. I grew up in Berkeley, where I attended Berkeley public schools, and I've spent most of my life living here in the East Bay.

Some things about non-teacher me: I love to spend time with my family; I'm a bit of a homebody. I'm obviously an avid reader--an omnivorous, wide-ranging autodidact. I am a devoted weightlifter. I practice meditation daily. I obsessively follow NBA basketball. I do the New York Times crossword puzzle religiously (irresistable flex: I'm currently riding a 219-day streak). I also have a background in classical singing, and have sung for many years with various Bay Area chamber choirs. Lastly, I love Star Trek. All the Star Trek.