Mason Jones

Developed and delivered skills-based lessons plans for ages and skill levels ranging from absolute beginners to advanced learners already using English at the professional and academic level.

Instructed and mentored students ranging from as young as 3 to 60 and older, with classes primarily catering to students between 7 and 17 years old..

Applied case-by-case criteria to develop new material for a variety of class sizes and student priorities, including 40+ student classes in public schools, collaboration-centered classes in a private institution setting of 10-25 students, and several private classes with one-on-one direction for both teenagers and high-value professional adults.

Directly engaged with institution faculty and staff-members to develop and apply accommodating strategies for students experiencing a range of learning disabilities.

Coordinated with management-level faculty to strategize training and guidance for incoming teachers, providing models for success across several aspects of personal and professional life as a teacher in Vietnam.

Engaged with numerous programs to bring Vietnamese teaching assistants into lead teaching roles, workshopping planning and class management strategies to build on and more fully realize their own substantial experience in the classroom.

Completed 7 consecutive 1-year commitment employment contracts, exceeding standards for covering classes for other teachers and meeting or exceeding repeated assessments of professional standards.

Tutored a roster of 25 K-3rd grade students one-on-one in critical reading skills, ranging from single phoneme recognition and production to short stories and articles.

Conducted twice weekly assessments to track student progress in accordance with standards set for ongoing research at the national level.

Conducted continuing assessments for students who tested out of the program and initial testing for below-reading-level student candidates as they were brought into the tutoring schedule.

Participated in weekly meetings with the school's program director to modify strategies according to student progress and develop accommodating strategies for ongoing stresses experienced by students in their homes.

Participated in an evening childcare program for student parents, coordinating with my Reading Corps colleague to provide fun care for children while parents took part in free-to-access English language classes.

Played a leading role in a presentation on the Reading Corps experience for incoming tutors, with special emphasis on the importance of understanding the challenges posed by students' individual circumstances.

Completed a 1-year program commitment which included tutoring every day of the school year with an additional 500 hours of community service, with hours divided (in order of ascending quantity) between:

1) reading and socializing with senior citizens living at the Arvada Care and Rehabilitation Center, many of whom were living with any number of significant physical and cognitive impairments

2) transcribing audio files of county resident interviews with the Douglas County History Research Center, with particular focus on the experiences of one Betty Naugle in Parker, CO.

3) anything and everything needed at the Habitat For Humanity ReStore warehouse in Wheat Ridge, ranging from negotiating customer sales and returns to loading and unloading donated items and materials at the loading dock to demolishing and disposing of unsalvageable items.