My philosophy of teaching comes from many years of teaching a diverse population of students. I believe that all are capable of learning if they are willing to work hard, and if they are taught in a manner in which they can learn. Learning takes work, willingness, and dedication on both the part of the teacher and the part of the student.
There are many theories to learning and I have employed most in my attempts to reach my students. As a teacher, one must take into consideration the student’s cognitive functioning level, their learning style, educational background, culture, living circumstances, and even peer and social interactions. With the wide range of students and abilities in each classroom, curriculum must be differentiated to each individual learner to engage and challenge each student.
I have created much of my classroom curriculum in the past; most often utilizing a backwards planning model. I first research the standards and skills the students are to demonstrate to move to the next level. Once this is completed, I organize the skills in a step by step sequence, so that each skill builds upon the next. Finally, I research and/or create the activities each child will complete and develop the assessment to demonstrate mastery of the skill.
Additionally, I believe that there are many roads to learning and assessment. While standardized testing is the norm for most schools, many students have the ability to demonstrate they have mastered concepts in a variety of ways. Formal and informal assessments through project work, verbalization of skills, written communication, and even art can demonstrate mastery of standards.
While teaching methods and standards may change from decade to decade, it is my belief that anyone is capable of learning, given the right tools, dedication on the part of both teacher and student, and a little hard work.
I have had 15 years experience in education, including as a middle school teacher and K-12th grade school principal. I have knowledge of Common Core State Standards, student engagement strategies, and curriculum and coursework design. My students are successful and engaged in learning.
LYNN E. PIKERO, PH.D.
PRINCIPAL/DIRECTOR OF EDUCATION/CURRICULUM DEVELOPER
STRATEGY | LEADERSHIP | PERFORMANCE
Dedicated and proactive Educational Leader with 15+ years of extensive experience in administration, accreditation, curriculum development, classroom technology implementation, management, conducting and evaluating research, and management and usage of data.
AREAS OF EXPERTISE
Accreditation Implementation and Maintenance
Behavioral Management Research Evaluation
Goal Sharing & Development
Policy/Procedure Development and Implementation
Responsible for all aspects of Principal for Ross University School of Medicine’s International Preparatory School, including but not limited to budgeting, procurement of staff and materials, curriculum design, assessments, technology implementation, teacher observation, counseling, and mentoring. Additionally, I have added a virtual high school program to the course offerings to allow for a complete Per-kindergarten through twelfth grade educational experience.
Directed all aspects of Director of Education/Principal for Truckee Meadows School, a private, K-12 institution, including accreditation implementation and monitoring, and curriculum design and development, teacher training and mentoring.
Developed and implemented K-12 curriculum designed to meet the Common Core State Standards while considering the vast needs of children in a residential treatment center. Tailored individual middle and high school curriculum according to each child’s graduation requirements and needs.
Mentored teachers in a variety of pedagogical and instructional methods to enhance student academic success.
Counseled graduating high school seniors to obtain future college or employment goals.
Directly and solely responsible for obtaining accreditation through AdvancEd for Truckee Meadows School.
Acted as consultant to department chairs to develop, implement, and monitor blended university curriculum.
Mentored faculty to improve classroom retention rate.
Conducted outreach to academic units and individual staff to build awareness of and involvement in community-engaged scholarship.
Assisted in developing new curriculum and community-based research opportunities.
Monitored credit recovery program for Language Arts utilizing Plato and Soar for Success programs.
Utilized various teaching methods, including visual, tactical, and auditory materials to teach and reinforce basic concepts of the oral and written English language to a wide-range of students in class, including diverse learners without English as native language and special education students.
Developed and implemented Classroom Management Plan.
Served on the Educational Leadership Committee and School Improvement Committee.
Assisted in the development, implementation, and monitoring of a permanent curriculum to aid students in their English language acquisition.
Constructed programs designed to connect faculty and community members who share similar work and interests, emphasizing education, health, and the environment.
LYNN E. PIKERO, PH.D. – PAGE 2
Managed budgets and grants from endowments, including development, planning, monitoring, and year-end reconciliation.
Skilled in addressing issues of diversity and multiculturalism and in building community among different groups in schools, universities, and community settings.
Provided classroom and English instruction to an annual average of 175+ students.
Volunteered on test preparation committees to effectively prepare students and coordinated Department Leadership Team to implement effective policy and procedure developmental plans.
Utilized multiple teaching methods to meet individual needs of both teachers and students to facilitate learning.
Collaborated and advocated for diverse student and family population’s medical, educational, and community needs.
Comprehensive knowledge of all relevant teaching laws, academic policies, and administrative regulations.
Partnered with HR to manage new employee orientation and curriculum development, professional skill checklist teaching and monitoring, and annual staff updates for education training.
Mentored, supervised, and evaluated students.
Mentored, supervised and evaluated prospective teachers and practicum students from a wide variety of educational institutions.
Liaised with community educational institutions to implement higher education best practices.
PRINCIPAL, ROSS SCHOOL OF MEDICINE PREPARATORY SCHOOL-2017-PRESENT
DIRECTOR OF EDUCATION/PRINCIPAL, TRUCKEE MEADOWS SCHOOL, 2015-2017
Middle School Teacher, Swope Middle School, 2008-2015
Substitute Principal, Swope Middle School, 2012-2015
Middle School Teacher, Pine Middle School, Summer School, 2008
Middle School Student Teacher, Swope Middle School, 2007
Middle School Substitute Teacher, Washoe County, 2006-2007
Vice President, Kevin Pikero and Associates, CPA, 2000-2007
Sales Representative, Babich and Company, 1993-1998
Sales Representative, Pitney Bowes Corporation, 1986-1993
National Sales Manager, C.B.S. Inc., 1982-1986
Volunteer, Boy Scout Troop Leader, 1997-2002
Religious Education Instructor, 1997-2003
Room Parent/Librarian Assistant/Physical Education Program, Roy Gomm Elementary School, 1996-2006
Ph.D. Educational Leadership – University of Nevada - Reno, NV
Ed. S. Administrative Endorsement - University of Nevada - Reno, NV
Master of Arts – Education (English concentration) – University of Phoenix – Reno, NV
Bachelor of Arts – English – University of Connecticut – Storrs, CT
• English Language Arts, Grades 9-12 – State of Nevada, Permanent Licensure
• Highly Qualified to teacher middle school language arts and social studies
• Certified to teach grades K-6
• Member of Phi Lambda Theta Honor Society
• Substitute License, 2006-Present – State of Nevada, Permanent Licensure
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