Professional Resume of Anne Shaw - PDF by sya20756

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									Professional Resume of Anne Shaw




                                        Professional Portfolio.

                                        Education

                                        Credentials

                                        Memberships

                                        Employment History

                                        Professional Activities
     Anne Shaw
                                        Current Projects
     648 Green Pine Drive
                                        Web Sites
     Pensacola, FL 32506
                                        Post Graduate Studies
     Phone: (850) 457-2946
                                        Presentations at Conferences
     Fax: (850) 457-2930
                                        Teaching Assistantship at the University of Texas
     Anne_Shaw@21stCenturySchools.com   at Austin

                                        Professional References
EDUCATION


Post-Graduate         Curriculum and Instruction                 University of Texas at Austin
Studies
                      Specialization: Curriculum Studies
over 100 hours, 3.9
GPA



M.A.                  Educational Administration                 University of Houston, Victoria



                      Elementary Education
                                                                 Northeastern Oklahoma State
B.S.
                      Minor: Mathematics                         University, Tahlequah, OK




CREDENTIALS:

Teaching Certificates - Texas (current) and Oklahoma (expired)



MEMBERSHIPS:

National Education Association

National Staff Development Council

Texas State Teachers Association

Alliance for a Media Literate America

National Partnership for Service-Learning

Phi Delta Kappa, University of Houston at Victoria

Association for Supervision and Curriculum Development

American Association for the Advancement of Curriculum Studies
EMPLOYMENT

January 1997 to Present, Director, 21st Century Schools - Professional Development &
Curriculum Design

September 1998-May1999, Teacher, 5 th Grade, Highland Park Elementary, Austin,
Texas.

August 1995 to January 1997, Assistant Instructor and General Elementary Cohort
Director, University of Texas at Austin

September 1994 to June 1995, Teaching Assistantship - Student Teaching Supervisor,
University of Texas at Austin

June 1992 to August 1994, Director, Futures Unlimited, Educational Consultants,
Pensacola, FL

January 1992-May 1992, Associate Consultant, High Success Network, Dr. Bill Spady,
headquarters in Denver, Colorado

August 1988-1991, Teacher, 4th grade two years, 4th/5th combined one year, Madison
Elementary, Calhoun County ISD, Port Lavaca, Texas

August 1987-June 1988, Teacher, 1st grade, Trinity Episcopal School, Victoria, Texas

August 1978-May 1981, Teacher, 5th-6th grade combined, 3rd-4th grade combined, 1st
grade, Tiawah School, Claremore, Oklahoma



PROFESSIONAL ACTIVITIES

Staff Development Coordinator - Calhoun County ISD, Port Lavaca, Texas. I was
invited by Calhoun County ISD to serve as Staff Development Coordinator for the school
district as fulfillment of the internship requirement for my Master's Degree in
Educational Mid-Management. In this role I assumed the planning and supervision of
staff development for all district personnel - from the superintendent and all central office
and campus administrators to all bus drivers and custodians. This began with the district-
wide in-service at the beginning of the school year. Duties included organizing,
planning, record-keeping and submitting required documentation to the state.

Curriculum/Professional Development Advisory Committee, AISD/UT Collaborative,
1994-95

Research and Development Committee, AISD/UT Collaborative, 1994-95 (Austin
ISD/Univ. of Texas)
Five Year Planning Committee - Calhoun County ISD, Port Lavaca, Texas. In this role I
participated in regular sessions for redesigning and aligning the district curriculum in all
subject areas and grade levels. I was a member of the Social Studies planning group, and
I also served as representative of the Five Year Planning Committee when reporting
progress and results to the district school board.


OTHER PROFESSIONAL ACTIVITIES

Ethnographic Research Conference: The Role of Educational Ethnography in Pedagogy:
Critical Ethnography in a Global and Interdisciplinary Perspective, February 11-12, 2000,
University of Houston.

University Filmmaker's Alliance - Conference 2000 - Interview with Film, RTF-UT,
Spring 2000



CURRENT PROJECTS
                                                                       st
Current projects and research interests include the development of 21 century
curriculum. Critical attributes of this curriculum include the use of technologies and
multimedia as tools to deliver an interdisciplinary, project-based, integrated, real-world,
rigorous curriculum that is relevant to the students of the21st century. Our students, or
iKids, live in a media and technology saturated world. Curriculum and instruction for
the21st century must be aligned to that world.

Key components include online collaborative projects, the use of multimedia, and service
learning.

I am currently in the process of developing courses to be delivered via a virtual
classroom, i.e., online courses which are real-time, live events. I am also developing
online courses which are self-paced. These virtual and self-paced online courses are
appropriate for K-16 students as well as for professional development workshops for
educators.

WEB SITES

Possibilities - the Critical Pedagogy Web Site

Formerly located at http://wwwvms.utexas.edu/~possible/INDEX.HTML; this web site
was shut down by UT, so Possibilities has been relocated to
www.21stCenturySchools.com/Possibilities.htm

21st Century Schools http://www.21stCenturySchools.com
WORKSHOPS – presented in various location across the United States

Designing the 21 st Century Classroom – a curriculum design and classroom strategies
workshop. www.21stCenturySchools.com/Designing_21st_Century_Classroom.htm

Academics in Action – Service Learning - a one-day introduction to service learning in
which participants examine the components of a service learning project and learn how to
design a curriculum unit that delivers all the standards through that project.
www.21stCenturySchools.com/Academics_in_Action.htm

Smaller Learning Communities – an introductory workshop examining the best practices
informing and sustaining successful smaller learning communities.
www.21stCenturySchools.com/SLC_ws.htm

New workshop under development: Want a Million Dollars for Your School? Go Get It!
Here’s How . . . www.21stCenturySchools.com/Million_Dollars.htm

iKids – Technologies and Multimedia Deliver the Curriculum - learn more about our
digital natives (students) and how to connect the curriculum to their world. Learn how
students' brains absorb and process information in fundamentally new ways; about media
devices through which students filter information; how to incorporate these technologies
into the classroom; see how to exceed the standards using these technologies. Go back
to your school or classroom armed with a plan on specific strategies for incorporating
technologies and multimedia into your lessons.

Designing the 21 st Century Classroom – Advanced – a follow-up for those who attended
the first curriculum design workshop. In this one-day follow-up we will evaluate the
implementation of the curriculum framework designed during the first workshop, then
proceed to refine and define the details of the unit, or develop a new unit.



THE VIRTUAL CLASSROOM

Participate in a live, real-time course from the comfort of your home, office or anywhere
on Earth as long as you have an Internet connection. Attendees may register for one of
our regional workshops offered in the virtual classroom, or we can develop a custom
virtual classroom for a district or campus.

Participants can raise their hand, ask questions via voice, email, discussion board or
whiteboard; they can share desktop control; view videos; utilize the Internet; and they
can collaborate with others on projects using the breakout rooms and whiteboards!
Virtual Classroom Page
ONLINE COURSES

These are the same workshop materials and activities experienced in the regional
workshops and on-site workshops, but designed to be delivered online as a self-paced
course with continuous email support. See Online Courses Page.



PRESENTATIONS (partial list)

“Designing the 21st Century Classroom”, to be presented at the International Learning
and Teaching Consortium Symposium in Orlando, April 2008.

“Possibilities - Critical Cyber-agency for Transformative Education”, presented at the
National Communication Association Annual Convention, Seattle, Washington,
November 2000

“21st Century Schools” presented at the 45th Annual Superintendents’ Workshop for
Educational Leadership: Creating High Performance Systems, July 18-21, 1992,
Pensacola, FL.

“Schools for the 21st Century: Prospects, Plans and Problems”, Designing Patterns in
Learning Conference, Temple, Texas February 25 and 26, 1993

“Implementing Outcome-Based Education and Teachers’ Needs for Staff Development”,
addressed to the High School Task Force of Texas, Texas Education Agency Board
Room, Pensacola, FL, May 1991.

“Implementing the Total Quality Classroom as Conceptualized by Deming and Glasser:
Prospects, Plans and Problems”, a presentation at the New Directions in Education III
Conference, Texas A&M University, College of Education, Commitment to Education,
June 15, 1992.

“Educational Outcomes: Ways to Achieve Them - Outcome-Based Education and the
Total Quality School”, Symposium at New Directions in Education III Conference, Texas
A&M University, June 16, 1992. Other panel members included Moderator: Darvin M.
Winnick, Chair, Coordinating Committee, Texas Business and Education Coalition;
Charles Lee, Director of Human Resources, Southwestern Bell; Dr. Harry Griffith,
Superintendent, Goose Creek ISD; and Joe Randolph, Manager of Training, Texas
Eastman Company.

“Steps to Success in TAAS Writing: OBE the Classroom Way”, a presentation at the
Implementing Transformational Outcome-Based Education Conference, High Success
Network and Peak Performing Schools, San Antonio, Texas, January 1992.
“The Multi-Age, Multi-Grade Level Classroom”, a presentation at the Texas Elementary
Principals and School Administrators Conference, San Antonio, TX, Fall 1991.

“Trials, Tribulations and Triumphs of Team Teaching”, a presentation at the OBE Fiesta
Texas Style Conference of the Texas Network for Outcome-Based Schools, San Marcos,
Texas, February 10-12, 1991.

“Trials, Tribulations and Triumphs and Team Teaching - Mastery Learning with OBE in
the Classroom”, a presentation at the OBE Fiesta Texas Style Conference of the Texas
Network for Outcome-Based Schools, Temple, Texas, April 26-27, 1991.

“OBE 101”, a presentation at the OBE Fiesta Texas Style Conference of the Texas
Network for Outcome-Based Schools, Temple, Texas April 26-27, 1991.

“OBE 101”, a presentation at the OBE on the Bay Conference of the Texas Network for
Outcome-Based Schools, Baytown, Texas, November 15 and 16, 1991.

Teaching Assistantship at the University of Texas at Austin

General Cohort Director: involved placement of student teachers and interns, resolving
conflicts/problems among students, cooperating teachers, and/or principals when
necessary; preparing and conducting seminars for cooperating teachers at beginning of
each semester; recruiting cooperating teachers; conducting evaluation and selection of
cooperating teachers and principals; advising student teachers and interns; rewriting
student teaching handbook; assigning teaching assistant supervisors to schools; assisting
other student teacher supervisors as needed.

Courses Taught at the University of Texas at Austin:

EDC 364, Internship for Student Teaching, Elementary - supervising interns

EDC 667E, Student Teaching in Elementary School - supervising student teachers

EDC 370E, Social Studies Methods for Elementary School - taught with Dr. Judith
Marrou

EDC 331, School Organization and Classroom Management for Elementary Teachers -
co-taught with Dr. Judith Marrou

EDC 364 and EDC 667E involved advising, observing, and evaluating interns and/or
student teachers in their placement at public schools; working with the cooperating
teachers and principals; evaluating cooperating teachers; recruiting cooperating
teachers; working with parents of student teachers as needed; designing and
implementing regular seminars for the students.
Major Research Interests

Current Research Interests

Current research interests include the role and implementation of emerging technologies,
                                                                          st
especially the Internet and multimedia, as tools to design and deliver 21 century
curriculum and instruction. This includes, but is not limited to, the use of these tools to
create virtual learning environments, online courses, collaborative projects for students,
and professional development for educators.
                                                    st
Other research interests include development of 21 century schools, from the actual
architecture of the buildings, to designing the classroom; creating change, or paradigm
shifts in how we think about education; examining emerging new schools; and
developing 21st century curriculum and instruction.

Course Descriptions for Independent Study Coursework at University of Texas at
Austin:

PHL 388        Digital Research - examining the role of hypermedia in conducting and
publishing research. In what ways do the roles, or interpretative messages, contained in
and delivered through various media impact educational research? An introductory
exploration into digital, or hypermedia, research. This was a basic level investigation
into digital research. What is digital research, how does it differ from other methods of
research, how does a digital, or virtual, researcher address issues such as validity,
reliability, and generalizability? This investigation led to topics such as: hypermedia as
a new medium for authoring, linking together of data, analysis and interpretation in the
same medium; video as a document; video data collection and analysis; conducting
research online; evaluating online resources; creating virtual communities in research;
multimedia technology as provider of new tools for historical research and
documentation; qualitative research methodologies and their philosophical
underpinnings ; the role of narrative in designing interactive multimedia systems;
cyberspace, virtual reality and critical theory.

PHL 388       Qualitative Research Design - an exhaustive effort to determine types of
research and their design methodologies for a philosophical, theoretical dissertation. As
this researcher’s interests and studies have been largely composed of the analysis and
critique of various theories, and it was determined that experimental research was
inappropriate for this dissertation as were the most commonly treated qualitative methods
such as ethnographic studies, case studies, action research, etc., an intensive search was
conducted to determine what other types of research methodology would be most
appropriate for this dissertation. This research not only involved an intensive search of
the materials available at the PCL at UT, but also involved a highly scrutinized
investigation of methodologies used in recent dissertations, and finally, an intensive
search via the Internet.
EDC 396V Herbert Marcuse, the Frankfurt School and Critical Theory – an in-depth
study of the life, work and theories of Herbert Marcuse, a member of the Frankfurt
School and founders of Critical Theory.

EDC 396V Integrating Theory into Practice: a Course for Student Teachers – designed
a course for preservice teachers which enabled future teachers to understand the
connections between theory and practice – the connections between what is done in the
classroom and why it is done. The course is designed so that student teachers learn in the
same way they are being taught to teach – they learn through actual experience, not by
listening or reading only. Project-based, this course prepares student teachers to enter
their first classroom prepared to teach and assess their students authentically. Theories
included are those of William Glasser, Lev Vygotsky, John Dewey, Howard Gardner,
Jerome Bruner, and others, related learning, curriculum design, instruction and
behaviors.

EDC 396T Democracy and Education - the Purpose of Schools and Critical Pedagogy
- the theories and ideals of John Dewey form a large part of the foundational ideals of
critical pedagogy. This course examines the writings of John Dewey as they pertain to
social justice, democracy in society, the democratic school and classroom, freedom,
consciousness and citizenship, social change, the nature of reality, of learning, of
growing, and the constantly evolving purpose of education as it relates to the wider
society.

EDC 396T Creating the 21st Century Classroom - Interdisciplinary, Thematic and
Integrated Curriculum Design - examines the development and implementation of a
curriculum which is aligned with the needs of 21st century life. Several different thematic
and interdisciplinary units are designed which incorporate a variety social, cultural,
behavioral, psychological, instructional and learning theories. Here we find that there is
no real separation of curriculum, classroom management, instruction, learning, teaching
and assessment. Rather, the curriculum is designed on several levels simultaneously –
learning and curriculum theories, scheduling, arrangement of the learning environment,
selection of activities and materials, determination of learning outcomes, methods of
authentic assessment and matters pertaining to diversity and social issues.

PHL 388 Possibilities – a Digital Archive - this ongoing project is the development of
a web site which will serve as a significant portion of a doctoral dissertation. Constantly
evolving as a result of further research and learning on the part of the web site designer,
as well as a result of the interactions between the web site designer and visitors from
around the globe, this web site strives to 1.) contribute knowledge to the field of critical
pedagogy, and 2.) expand knowledge of critical pedagogy, its implementation and
possibilities, to educators.

PHL 388 Philosophical Foundations of Critical Pedagogy - an archaeology of the
sociohistorical and theoretical foundations of critical pedagogy, including Marcuse,
Hegel, Marx, Husserl, Heidegger, Lukacs, Korsch, the Frankfurt School, Horkheimer,
Freud and others.
PHL 388 Technology, the Media and Education in the New Millennium - a first look
at the rapid developments in technology and the media and how these developments
impact the field of education. Primarily researched through the Internet, and
supplemented by print texts, this study strives to establish a foundational knowledge in
the wide area demarcated by the intersections of technology, media, education and life in
the new century.

PHL 388 Intersections – Media and Education - an examination of cultural and media
studies which analyses the saturation of daily life by multiple forms of media, and what
this means for education. This saturation by the media extends from the global -
 transnational capitalism, nation-states, to the individual – and the processes of identity
formation and perceptions of reality. Examination of the phenomenon of media and
education is conducted from multiple perspectives such as media studies, cultural studies,
critical theory, feminist theory, critical race theory, postmodern theories and
communication theories.

PHL 388 Learning Theories and Critical Pedagogy - an examination of the
contributions of various learning theories to the development of critical pedagogy.
Includes Vygotsky, Bruner, Dewey, and Gardner.

PHL W388 Multiple Literacies and Critical Pedagogy - a study which investigates the
multiple literacies required for successful life in the 21 st century. Beginning with a
review of what literacies were considered as necessary in the 20th century, this study then
ferrets out a new set of literacies required as a result of drastic and rapid changes in
society due to technology, making a call for equally drastic changes in how schooling is
structured, and how curriculum is designed and delivered. New literacies required
include media literacies, financial literacy, ecoliteracy, cultural literacies, computer
literacy, and many more.

PHL W388 Media Literacies and Pedagogy - a relatively new arrival to the field of
education in the United States, media literacies have been an integral part of education in
Canada , New Zealand, Australia and the United Kingdom. This course involved an
investigation of the development and evolution of media literacy as an integral part of
                                      st
curriculum and instruction for the 21 century, an exploration of topics and methods
utilized in more experienced programs in other countries, an exploration of the
beginnings of media literacy as part of education in the United States, discovering the
many facets of media literacy, and locating resources for educators who wish to pursue
media literacy, or the critique and use of multiple forms of media, as part of their
curriculum.

PHL W388 Paulo Freire and Multimedia - this course examines the writings and life of
the Brazilian educator, Paulo Freire. Considered by many as the “father of critical
pedagogy”, he has been criticized by some as being “anti-media”. This course examines
the theories of Freire and how they actually support multiple media literacies as a
necessary part of education today.
PHL W388 Panopticon Elementary – an autobiographical narrative. Adopting a
storytelling format as she relates her experiences, observations and feelings, the author
reflects upon and analyses her experiences as a teacher implementing critical pedagogy at
an elementary school. During this experience, the author is able to connect many of the
theories of Henry Giroux and Peter McLaren to real life in a particular school and
community. As a result of her studies in critical pedagogy, which are based upon the
works of Giroux and McLaren, the author is able to observe with heightened awareness
the injustices and inequities which operate within our educational and social systems that
are based on race, class, gender, ethnicity, religion, etc. These observations lead to new
understandings of critical pedagogy and ideas for its development and implementation.
Professional References
Dr. Douglas Kellner, UCLA
George F. Kneller Philosophy of Education Chair
Social Sciences and Comparative Education
UCLA Graduate School of Education & Information Studies
3022B Moore Hall, Mailbox 95121
Los Angeles, CA 90095-1521
Phone: (310) 825-0977 Fax (310) 206-6293
kellner@ucla.edu

Formerly: Dissertation Committee Chair for Anne Shaw; Professor, Graduate
Department of Philosophy, University of Texas at Austin


Dr. Toni Turk
Assistant Superintendent
San Juan ISD
200 North Main
Blanding, Utah 84511
Phone: (435) 678-1210
turk.toni@do.sanjuan.k12.ut.us



Dr. Arturo Acosta
Planning and Operations Assistant
Office of Secondary Schools
Career and Technical Education
Division of Teaching and Learning
52 Chambers Street, Room 209
New York, NY 10007
Office Phone 212.374.5219
General Office Fax 212.374.5763
AAcosta22@nycboe.net

Dr. Acosta, of the New York City Board of Education, attended one of our workshops
with a team from the NYCBOE (both from his department, and teachers from the
Automotive HS). We have kept in touch, and he emailed me news that the Automotive
High School was featured on ABC News in April of 2006. You may read his comments
at the workshop on our web site at www.21stCenturySchools.com/Comments.htm
Eleanor D. Leonard
Principal Administrator and Program Director
   st
 21 Century Schools Community Learning Centers
Region 8
New York City Board of Education
Brooklyn, NY
Phone 718-935-3683
eleonar@schools.nyc.gov



Dr. Larry Robinson
Dean of College of Education
University of Central Arkansas
Mashburn Hall Room 100
201 Donaghey Avenue
                        Conway, Arkansas 72035
Phone: (501)450-3175
Fax: (501)450-5358
lrobinson@uca.edu



Dr. Hattie McLin Bronson, Principal
Johnson Elementary
1339 Oakpark Drive
Jackson, MS 39213
Phone: (601) 987-3501
hmclin@jackson.k12.ms.us



Dr. Reagan Flowers
CEO and President
CSTEM Teacher & Student Support Services, Inc.
3226 Alabama Street
Houston, TX, 77004
Phone: (713) 443-4521
Fax: (713) 748-7454
rflowers1@cstem.org

CSTEM - Computers, Science, Technology, Engineering and Mathematics.
Carol Mosteit, Principal
High School of Law Enforcement and Criminal Justice
4701 Dickson
Houston, TX 77007-7398
HISD Rt. 5
Phone: 713-867-5100
cmosteit@houstonisd.org



Carole Terrizzi
Director of Special Education
Bergen County Technical Schools
Hackensack, NJ
carter@bergen.org



Ernest Singleton
Director of Curriculum and Instruction
Benavides ISD
Drawer P - 106 West School Street
Benavides, Texas 78341
Phone: (361) 256-3000
Fax: (361) 256-3005
Ernest Singleton <esingleton@benavidesisd.nu>



Ignacio Salinas, Jr.
Superintendent
Benavides ISD
Drawer P - 106 West School Street
Benavides, Texas 78341
Phone: (361) 256-3000
Fax: (361) 256-3005
Ignacio Salinas, Jr. <isalinas@benavidesisd.nu>

Member, Texas House of Representatives 1999-2003
Past President, Texas State Teachers' Association, 1995-2001
Dr. Judith Marrou, Professor
Director, General Elementary Program
University of Texas at Austin
430 Greenridge Road
Georgetown, Texas 78628
Phone (512) 863-4176

Dr. Marrou invited me to co-teach three courses with her at the University of Texas. She
also invited me to be a Director of a Cohort of Student Teachers.



Bibliography

Bibliography is online at http://www.21stcenturyschools.com/Bibliography.htm and has
not been updated for a while. Still, an impressive selection!



Contact Anne Shaw:

Phone 850-457-2946

Anneshaw21@gmail.com

								
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