Glen Martin

Expertise in articulately communicating complex ideas using simple, direct terminology to 2,500+ students. Demonstrated proficiency in using observation & assessment to address student preferences, learning styles, and needs. Extensive experience in both creating curricula and defending curricular choices. Adept at creating and maintaining a positive, dynamic, and kindness-based learning environment. Proven ability to listen reflectively and with empathy.

Tutor - GO Learning Center - Blue Bell, Pennsylvania

(2020-06)

Tutor - C2 Education of Ellicott City, MD - Ellicott City, Maryland

(2023-12)

Tutor - Huntington Learning Center - Wyomissing & North Wales, Pennsylvania; Lutherville, Maryland

(2011-06 - 2020-05)

• Deliver instruction in exam preparation, study skills, language arts, and basic mathematics
• Select and regularly reevaluate supplemental curriculum pieces for more than 250 students' individual tutoring programs, including more than 75 exam prep students
• Identify program-wide curricular needs and design materials about vocabulary, grammar, syntax, and punctuation
• Utilize both formative and summative assessments to ascertain students' baseline knowledge, evaluate students' progress, and monitor their understanding
• Analyzed five years of ACT and SAT exams to ascertain the latest trends in vocabulary usage
• Created and developed catalogue of Top 72 vocabulary words used on the ACT and SAT tests
• Use Top 72 catalogue to help expand students' working vocabulary, and to impart skills in recognizing and employing word roots, prefixes, and word charge to manage unknown words
• Using the Huntington model, instruct students regarding strategies for essay preparation; determination of learning goals; prediction and answer elimination; and time management
• Assess each student's individual needs based on observations and conversations about learning style, current abilities, and areas of relative strength and weakness
• Examine students' results on periodic practice tests, using those outcomes and data to more precisely focus on areas of need, targeting instruction accordingly
• Utilize Huntington's online platform, eCenter, to deliver and monitor students' SAT and ACT tutoring programs
• Maintain accurate records documenting student attendance, progress, performance, and needs

Test Prep Coordinator - Huntington Learning Center - Wyomissing & North Wales, Pennsylvania; Lutherville, Maryland

(2018 - 2018)

Adjunct Professor-African American Women's Literature - Albright College - Reading, Pennsylvania

(2016-06 - 2020-10)

• Create new course, developing syllabus and selecting reading and multimedia materials
• Select and regularly reevaluate reading and multimedia materials
• Design and implement curriculum, making adjustments as necessary to address student needs, current events, and the thrust of classroom discussion
• Utilize both formative and summative assessments to ascertain students' baseline knowledge, evaluate students' progress, and monitor their understanding
• Incorporate the latest relevant scholarship into the study of literature
• Develop connections with contemporary and historical events, creating opportunities for students to discover broader contextual and personal understanding
• Facilitate discussion based upon each literary work, seeking to connect it to students' experiences and larger sociocultural issues
• Deliver direct instruction focusing upon historical, political, and literary contexts
• Evaluate and provide feedback on student work, online, in person, and in writing
• Maintain accurate records of student attendance, consultations, and work submitted

Language Arts Teacher - Governor Mifflin School District - Shillington, Pennsylvania

(2001-12 - 2018-06)

• Engaged in daily lesson planning to design instruction for more than 2,500 students
• Aligned learning activities to national, state, and district curricular standards as well as student needs
• Utilized both formative and summative assessments to ascertain students' baseline knowledge, evaluate students' progress, and monitor their understanding
• Introduced new curricular components to 11th grade Honors class focused around Shakespeare's play The Tempest and the documentary film Shakespeare Behind Bars
• Through The Tempest / Shakespeare Behind Bars unit, engaged in exploration of such issues as forgiveness, the aftermath of physical or emotional violence, and restorative justice
• Successfully coordinated defense of Maya Angelou's I Know Why the Caged Bird Sings against community challenge by writing a rationale defending the work's past and future inclusion
• Designed and instructed Multiculturalism, Journalism, and Speech elective courses, selecting curricular materials and learning activities; instructed more than 250 students in those courses
• Incorporated accommodations stipulated in more than 300 students' IEPs and 504 plans
• Designed alternative instructional strategies for special needs students, creating modified tests, working one-on-one with students with learning challenges, and managing the classroom space to optimize engagement and attentiveness
• Delivered instruction, regularly reevaluating and adjusting the instruction based upon student feedback and needs
• Facilitated discussion by creating a safe, kindness-based space in which students felt empowered to participate, confident that their ideas would be heard and valued in a non-judgmental way
• Provided constructive feedback to students in a variety of environments, including during instruction, in one-on-one consultations, via Google Drive, and in writing by commenting on submitted assessments
• Harnessed new technologies to better respond to students' needs, using document sharing platforms such as Google Drive and Google Classroom; and in writing by commenting on submitted assessments
• Collaborated with colleagues, administrators, and parents to develop the most effective customized teaching strategies
• Communicated frequently with students, parents, case managers, counselors, fellow teachers, and administrators to ensure that interventions for special needs students were appropriate, effective, and in compliance with documented accommodations
• Maintained accurate records documenting student attendance, progress, performance, behavior, and needs

Master of Arts - Black Studies - Albright College (2000-12)

Bachelor of Arts - English, German - The Ohio State University (1996-08)

Bachelor of Arts - English, German - Albright College (1995-05)