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JILL TORRES

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					JILL TORRES
4014 McCulloch Street  Duluth, Minnesota 55804  218.525.1791  jtorres@umn.edu



EDUCATION
UNIVERSITY OF MINNESOTA, TWIN CITIES
        M.Ed. in Secondary Social Studies, 2004
        Teacher Licensure in Secondary Social Studies, 2001

UNIVERSITY OF CALIFORNIA, BERKELEY
        B.A. in Sociology, 1993
        Minor: Conservation and Resource Studies
        Honor’s Thesis: Environmental Racism: Case Study of Richmond, California

LICENSURE
Social Studies Education (5-12), State of Minnesota, 2001

TEACHING EXPERIENCE
INSTRUCTOR
University of Minnesota – Duluth, Duluth, Minnesota, 2005-present
 Developed, taught, and assessed curriculum for courses in Secondary Education Program including EdSe 3204-General
    Instructional Methods, EdSe 3205-Apprenticeship – Middle School, and EdSe 3206-Apprenticeship – High School
   Serve as a university supervisor overseeing student teachers in fields of math, physical education, science, and social
    studies – serve as mentor and provide feedback in content and instructional strategies (EdSe 4600/50-Student Teaching)
   Coordinated teacher-candidate observations of a diverse urban school setting at Patrick Henry High School with over
    25 participants
   Teamed weekly with Secondary Teacher Education Program faculty to coordinate curriculum and guide teacher-
    candidate development

SOCIAL STUDIES TEACHER
Patrick Henry High School, Minneapolis, Minnesota, 2001-2005
   Cooperating Teacher for Spring semester 2005 – mentored and provided feedback, taught backward design with
    standards, coordinated teacher development with advising professor
   Building representative to district’s state standards alignment committee and textbook adoption - created yearlong maps
    for 9-12 social studies classes to be used by all Minneapolis high school social studies teachers
   Collaborated and designed interdisciplinary curriculum with English and Science departments
   Developed and co-taught English Language Learner Social Studies class with ESL instructor
   Developed and implemented vertical alignment strategies in social studies curriculum for grades 9-12
   Designed curriculum units for world history to help standardize curriculum across small learning communities using
    Education Trust, Content Landscape format
   Implemented Points of Light Youth Leadership Institute curriculum on service-learning; students designed service
    learning projects that assisted in addressing needs of community
   Member of 10th grade interdisciplinary team in the Open Small Learning Community, met daily regarding rigor of
    curriculum, instructional needs, literacy strategies, and student support
   Designed, taught, and assessed on-line after school make-up credit class for grades 9-12
   Participated in weekly Standards In Practice curriculum evaluation developed by Education Trust
   Developed, taught, and assessed curriculum for world history classes
   Hosted and advised one-two classroom volunteers per quarter
   Held weekly after school tutorials and detentions
                                                                                            JILL TORRES, Page 2


STUDENT TEACHER
Folwell Middle School, Minneapolis, Minnesota, Spring 2001
   Developed, taught, and assessed daily lesson plans incorporating the social sciences, fine arts, literature, and writing for
    7th and 8th grade Humanities classes
   Collaborated with artist-in-residency photographer in teaching the use of art as a tool for social change, specifically
    building community within a middle school with a diverse student body
   Actively assisted cooperating teacher in Multicultural History and Advisory classes
   Participated in daily team meetings and weekly staff meetings

Hopkins High School, Minnetonka, Minnesota, Fall 2000
   Developed and taught unit on ancient Roman history for 11th grade World Studies class
   Assisted teachers and students (11th and 12th grades) in Freshwater Academy, an interdisciplinary, hands-on program
    incorporating social studies, English, science, and physical education
   Participated in week-long field trip to Boundary Waters Canoe and Wilderness Area

RELATED EXPERIENCE
Park Ranger, Minnesota Valley National Wildlife Refuge, U.S. Fish & Wildlife Service,
Bloomington, Minnesota, 1999-2000
   Designed and delivered environmental education programs to students in preschool – 12th grade
   Coordinated and wrote 15-year long-range management plan for 14,000 acre refuge
   Wrote and secured grant to bus inner-city schools to refuge
Museum Interpreter, Minnesota History Center, Minnesota Historical Society,
St. Paul, Minnesota, 1998-1999
 Conducted exhibit-based interpretive demonstrations to school groups and general public
Education Coordinator, Golden Gate National Recreation Area, U.S. National Park Service,
San Francisco, California, 1994-1997
   Designed and taught curriculum-based education programs to students in grades 3 - 12
   Collaborated with teachers in design of programs to fit individual classroom needs
   Project Learning Tree and Project Wild Instructor
   Created and coordinated high school internship and service-learning program
   Developed outreach strategies (grant writing, etc.) to involve low-income and diverse student populations

PROFESSIONAL DEVELOPMENT
           Standards in Practice training and weekly workshops, 2003-2005
           Interdisciplinary Teaming Workshops, 2003-2004
           Curriculum Mapping, 2004
           Cooperative Learning, Johnson & Johnson, 2004
           Points of Light Youth Leadership Institute (Service Learning), 2002- 2005
           Bridge for American History Federal Grant Participant, 2001-2004
           Scaffolding for Rigor, Education Trust, 2004
           Instruction For All, Paula Rutherford, 2003-2004
           EnVoy Workshop: The Seven Gems of Classroom Management, 2002
           Peer Coaching, 2002
           Patrick Henry High School Residency Teaching Program, 2001-2002
           Designed and completed Action Research and Cultural Inquiry projects through The College of Education &
            Human Development, University of Minnesota, 2000-2001
   Test Proctor for MBST Reading, Math and Writing, MCA Reading, and ACT tests 2001-2005
   Participant, Project Africa, National Geographic Society, 2000-2001
                                                                                JILL TORRES, Page 3



MEMBERSHIP & VOLUNTEER ACTIVITIES
      Community board member of Center for Environmental Education, University of Minnesota – Duluth, 2005
      Member of Association for Supervision and Curriculum Development since 2005
      Member of National Council for Social Studies since 2001
      National History Day Judge, 2002-2005
      Classroom Volunteer, Minneapolis Public Schools, Connection Center, 2000
      ESL Volunteer Tutor, Bloomington Public Schools, 2000

HONORS AND AWARDS
      Who’s Who Among America’s Teachers, nominated by student, 2003 and 2004
      Multicultural Teacher Development Project (MTDP) Scholarship, College of Education and Human
       Development, University of Minnesota, Twin Cities, 2000-2001
      Service Fellowship, College of Education and Human Development, University of Minnesota, Twin Cities,
       2000-2001
      STAR Award – Distinguished Service, U.S. Department of Interior, 1997 and 1999
      Highest Honors, Department of Sociology, University of California, Berkeley, 1993

				
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