Zack14

RESUME (ROUGH DRAFT) Zachary Donnini

Currently enrolled in VA Department of Education's Career Switcher Program at Old Dominion University; Norfolk, VA; expected completion date: 21 June 2014 · Nov 2013: VCLA (total score: 563; reading: 288, writing: 275) · Dec 2013: Praxis II Social Studies: Content Knowledge (score: 200; qualifies for Educational Testing Service's recognition of excellence)
 * Teaching Experience:**

1996-1999 ESL Teacher (Korea Herald Language Institute); Seoul, South Korea · Taught conversational English to students, businesspeople and government employees with varying levels of English language competency · Prepared lesson plans · Aided in development of multilevel curriculum · Conducted placement interviews for prospective clients · Trained incoming teachers on curriculum and classroom practices · Taught writing and video comprehension classes

Oct 2008-Dec 2013 Counter-Terrorism Analyst (L3 Communications); Molesworth, United Kingdom · Authored multiple all-source finished intelligence products, including in-briefs, briefing slides, and intelligence articles for European Command (EUCOM) · Built personality profiles and conducted social-network analysis to support EUCOM force protection process · Supported CT-Crisis Intelligence Teams (2009, 2010) · Attended various professional development courses, including Critical Thinking · Received National Intelligence Meritous Unit Citation, Oct 2011
 * Other Work Experience:**

Jul 2005-Oct 2008 Maritime Analyst (SAIC 07/05-07/07; ONI 07/07-10/08); Suitland, MD · Conducted intelligence analysis to monitor threat trends of international and domestic maritime-based critical infrastructure for Office of Naval Intelligence · Authored multiple strategic-level, all-source intelligence products · Developed Excel spreadsheet threat-rating scale using weighted factors for analysts to strengthen analytic positions

Jan 2005-Jun 2005 Customs and Border Protection Specialist (SAIC); Washington, DC · Monitored Container Security Initiative (CSI)-related concerns for Customs and Border Protection (CBP) · Researched and authored 40 port threat assessments

Oct 2003-Dec 2004 Regional Analyst (SAIC); Pearl Harbor, HI · Monitored military, political and counter-terrorism concerns in South Asia for US Pacific Command (PACOM) · Authored/co-authored over 25 all-source Joint Intelligence Bulletins, 3 Joint Special Reports and daily country updates and assessments as tasked by the customer

Sep 2001-Oct 2003 Specialist Intern (US Army civilian) at HQ Training and Doctrine Command (TRADOC); Fort Monroe, VA · Civilian intern at US Army Training and Doctrine Command (TRADOC) · Completed unclassified research products on topics as varied as Islamic extremist ties to non-Muslim radicals in US and asymmetric Chinese counter-insurgency operations · Completed Military Intelligence Officer Basic Course; Fort Huachuca, AZ

1999-2001 Graduated from University of Pittsburgh’s Graduate School of Public and International Affairs; Pittsburgh, PA · MA in International Affairs with concentration in Security Studies; certificate in Asian Studies; 3.8 GPA
 * Education:**

1992-1996 Graduated from James Madison University; Harrisonburg, VA · BA in International Affairs; minored in Asian Studies; 3.2 GPA · Studied at Beijing Capital Normal University of Foreign Languages; PRC (Summer 1993)

· Competent in MSWord, Excel, and PowerPoint · Adult/Pediatric First Aid/CPR/AED certification (Jan 2014)
 * Other Qualifications:**

LESSON PLAN (ROUGH)

// TLW create a fictional biography using knowledge of events and viewpoints prior to the Declaration of Independence ////. // // TLW outline general reasons for colonial agitation and subsequent responses. // || // TTW hand out and orally read 7x primary-source quotes which express various opinions prior to the Revolutionary War. TLW, in small groups, reason the possible identity of the individual quoted, the audience, and the message. TTW lead class discussion on student results (20 minutes). // || // Butcher paper // // Screen for PPT slides // // Quotation handouts // // Answer/Biography ideas handouts // // Closure handouts // ||
 * Grade Level: 11 ||
 * Subject Area: Virginia and US History ||
 * Short Description: ||
 * // TLW learn about American Revolution causes and differing viewpoints of affected players prior to the Declaration of Independence. // ||
 * Standards ||
 * State Curriculum Standards met in this lesson: ||
 * // TLW demonstrate knowledge of events and issues of the Revolutionary Period by describing the political differences among colonists concerning separation from Great Britain (VUS.4c). TLW formulate historical questions and defend findings, based on inquiry and interpretation (VUS.1c). TLW develop perspectives of time and place (VUS.1d). TLW demonstrate knowledge of the causes of the American Revolution by identifying issues of dissatisfaction (USI.6a). TLW sequence events in US history (USI.1c). // ||
 * Instructional Outcomes: ||
 * // TLW determine multiple colonial viewpoints using primary sources. //
 * Enduring Understandings/Essential Knowledge: ||
 * // As a result of the French and Indian War, Britain took several actions that angered the American colonies and led to the American Revolution; these included the Proclamation of 1763, which prohibited settlement west of the Appalachian Mountains, and new taxes on legal documents, tea, and sugar. Resistance, as evidenced by the Boston Tea Party and Boston Massacre, to British rule mounted, leading to war. Colonists were divided into three main groups: Patriots, Loyalists (Tories), and Neutrals. // ||
 * Essential Questions: ||
 * // What differences existed among Americans concerning separation from Great Britain? // ||
 * Procedures ||
 * Lesson Set: ||
 * // TLW, in assigned small groups, perform a "walkabout" exercise to determine why an individual might rebel against a state and identify previously-learned knowledge of American Revolution causes. TLW state the results to the class (10 minutes). // ||
 * Techniques and Activities: ||
 * // TTW instruct students on writing Cornell notes. TTW lecture on events preceding Declaration of Independence using 4x PPT slides. TTW provide transition by indicating the lecture shows only the colonial rebels' viewpoint but no conflict is so simplistic (10 minutes). //
 * Lesson Closure: ||
 * // TLW fill in the blanks on a handout regarding reasons why the colonists agitated and how they responded. TTW explain homework: TLW create fictional but realistic biography of an individual affected by at least three of the events described during direct instruction. TTW provide handout with names and brief descriptions of real individuals whom students can optionally research to stimulate ideas for their characters (10 minutes). // ||
 * // Resources // ||
 * // Notebook //

ABSTRACT on WHAT YOU GOT OUT OF CLASS

- I found the discussion on controversial topics in a social-studies classroom and how to handle them very helpful, especially as this subject was a concern of mine. - I will use the 6+1 trait-writing rubric and its 1-3-5 point system as a model/baseline for my own grading criteria.

NOTES (AS DESIRED)