Professional Resume of Anne Shaw
EDUCATION
Post-Graduate Studies
over 100 hours, 3.9 GPA |
Curriculum and Instruction
Specialization: Curriculum Studies
|
University of Texas at Austin
|
M.A.
|
Educational Administration
|
University of Houston,
Victoria
|
B.S.
|
Elementary Education
Minor: Mathematics
|
Northeastern Oklahoma State University, Tahlequah, OK
|
Teaching Certificates - Texas (current)
and Oklahoma (expired)
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
January 1997 to Present, Director, 21st
Century Schools - Professional Development & Curriculum Design
September 1998-May1999, Teacher, 5th
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
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.
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 and research interests include the development of 21st
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.
Possibilities -
the Critical Pedagogy Web Site
Formerly located at http://wwwvms.utexas.edu/~possible/INDEX.HTML;
this web site was hut 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 21st
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 21st 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, especially the
Internet and multimedia, as tools to design and deliver 21st
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.
Other research interests include
development of 21st 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 21st 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 curriculum and instruction for the 21st
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 - follow this link.
Professional
Resume of Anne Shaw