KMN TEACHING

​​Teaching Experience: Social Studies, Technology & Media Literacy 

Certification

​State of Ohio Department of Education
​ 5 Year Professional Comprehensive High School (7-12) License
  • Responsible educator with excellent communication skills demonstrated by ten years of full-time teaching experience along with numerous years of related educational experience.
  • ​Driven to integrate and improve the modern educational environment with technology to address multiple learning styles and cross curriculum potential.  
  • Motivated to foster an organized student-centered learning environment.
  • Successful in managing unique students effectively and maximizing learning opportunities in diverse educational environments.

2020 - MEDIA LITERACY INSTRUCTOR

​College of Education, Health and Human Services, Kent State University - Kent, Ohio
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Kent State University, Fulbright Teaching Excellence and Achievement (TEA) Media Literacy Program for international educators sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) and implemented by IREX, a nonprofit organization that addresses global education
  • Developed and instructed 35 hours of Media Literacy training to 22 TEA Fellows from 11 nations
Please visit my Media Literacy page for an overview of the content and resources I utilized as a Media Literacy Instructor.
2017-2019 - HIGH SCHOOL SOCIAL STUDIES TEACHER
Garaway High School - Garaway Local Schools - Sugarcreek, Ohio
Develop several blended social studies courses using the learning management system Schoology, that enhances the Ohio Department of Education curriculum.
  • Instructed American History 
  • Instructed Sociology
  • Instructed Contemporary World Issues
  • Co-Instructed American History through Media 
  • Utilize Schoology learning management system to create a blended/flipped learning environment 
  • Achieved a 79% Proficiently Pass Rate on the ODE American History test (2017-2018) - second highest achievement in the district’s 7-12 environment.
  • Achieved over 88% Proficiently Pass Rate on the ODE American History test (2018-2019) - highest achievement in the district’s 7-12 environment.
  • Earned evaluation distinction of ‘Accomplished’
Please visit my ODE U.S. History and ODE Contemporary Affairs pages for an overview of the content and resources I utilized.
​As I have done in previous classrooms, at Garaway I created a visual timeline along two of my walls.  This timeline included all U.S. Presidents and their elections, along with key American History topics and vocabulary words. I am a strong supporter of visual learning and believe a classroom timeline allows students constant review as well as to develop critical skills in cause/effect as well as sequencing.
My American History course was broken down into 13 units (including an ODE review). Most units covered two chapters of the School Board approved textbook. Each unit provided common structured and transparent expectations (objectives) and consisted of briefs summaries of the corresponding textbook chapters, a unit outline, a vocabulary/historic events list, as well as an agenda (schedule).  These resources were provided in traditional formats (paper) as well as on the Schoology LMS.  I would like to believe, I maximized the Schoology LMS. I developed a keen knowledge of this LMS and a sincere appreciation for its availability and functionality. ​
All three of my Garaway course were designed to mimic collegiate course that utilize a LMS. Below are screenshots of my American History (U.S. History) course and an example Unit Plan. 
​My online assessments utilized textbook images as well as other educational resources. Assessment methods included multiple choice, order, timeline, matching, short answer, and essay questions. Although historical and critical thinking skills were the primary objectives of my courses, they were also designed to prepare students for ODE end of the year online testing.   
To ensure comprehension and promote independent learning, I often incorporated quality videos into each unit. I wanted to ensure that students received an alternative instruction on topics. Developing students ability to see bias and patterns in media is a critical skill for the 21st century. Multiple videos were also used to gather insight towards students' preferences.

Unit Example:

​Unit 10
Textbook Chapters 28 & 29
​Social Transformations in the United States (1945-1994) A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, and the expansion of civil rights
​Chapter 28: The Civil Rights Movement, 1945–1966
Chapter Points
I.    AMERICAN COMMUNITIES
The Montgomery Bus Boycott: An African Community Challenges Segregation
In 1955, Montgomery’s black community mobilized when Rosa Parks violated segregation laws by refusing to give up her seat on a city bus. Baptist minister Dr. Martin Luther King Jr., and other leaders organized a bus boycott that drew upon a network of local activists; they organized car pools using hundreds of private cars to get people to and from work. Leaders endured violence and legal harassment, but ultimately won a court ruling that the segregation ordinance was unconstitutional. The vignette illustrates how direct action campaigns were shaking American communities and how a community grew together to challenge injustice.
 II.   ORIGINS OF THE MOVEMENT 
 Following WWII, African American demands for equality began increasing, leading to the civil rights movement of the 1950s-60s.
a. Civil Rights After World War II
b. The Segregated South
c. Brown v. Board of Education
d. Crisis in Little Rock
 III. NO EASY ROAD TO FREEDOM, 1957–1962 
 Brown opened the door to the use of federal courts to push for civil rights, but reluctant federal and state government support weakened the strategy and black communities realized they would have to help themselves.
a. Martin Luther King Jr. and the SCLC
b. Sit-Ins: Greensboro, Nashville, Atlanta
c. SNCC and the “Beloved Community”
d. The Election of 1960 and Civil Rights 
e.  Freedom Rides
f. The Albany Movement: The Limits of Protest
 IV. THE MOVEMENT AT HIGH TIDE, 1963–1965 
 After the events of 1960–1962, Civil Rights movement leaders looked to build a national consensus by broadening their base of support.
a. Birmingham
b. JFK and the March on Washington
c. LBJ and the Civil Rights Act of 1964
d. Mississippi Freedom Summer
e. Malcolm X and Black Consciousness
f. Selma and the Voting Rights Act of 1965
V. CIVIL RIGHTS BEYOND BLACK AND WHITE  
 The civil rights movement inspired other minorities to adopt more militant strategies in pursuit of their civil rights and immigration reform.
a. Mexican Americans and Mexican Immigrants
b. Puerto Ricans
c. Japanese Americans
d. Indian Peoples
e. Remaking the Golden Door: The Immigration and Nationality Act of 1965 
​2015-2017 - SUBSTITUTE TEACHER
Copley-Fairlawn City School District - Copley, Ohio
Coventry Local Schools - Akron, Ohio
​Green Local Schools - Uniontown, Ohio
  • Instructed Grade 8 Social Studies, long-term substitute teacher Green Middle School (Fall 2016)
Massillon City School District - Massillon, Ohio
Minerva Local School District - Minerva, Ohio
Nordonia Hills City School District - Northfield, Ohio
Plain Local Schools - Canton, Ohio
R.G. Drage Career Technical Center - Massillon, Ohio
Springfield Local School District - Akron, Ohio
Tallmadge City Schools - Tallmadge, Ohio
Tuslaw Local School District – Massillon, Ohio
  • Instructed Grade 7 Intervention Support, long-term substitute teacher Tuslaw Middle School (Spring 2017) 
Woodridge Local School District - Peninsula, Ohio
2013-2015 - HIGH SCHOOL TECHNOLOGY TEACHER & TECHNOLOGY INTEGRATION SPECIALIST
Sandy Valley High School - Sandy Valley Local Schools - Magnolia, Ohio

Incorporated technology into the classroom through training and collaboration, while also administering the district learning analytics system (Renaissance Learning). In addition, I developed three secondary technology courses ( Google Educational Applications, 21st Century Skills: Multimedia Applications, Introduction to Computer Programming: Code.org and Codecademy) using the learning management system Schoology, as Technology Teacher. 
  • Utilized Schoology learning management system to create a blended/flipped learning environment
  • Instructed Digital Technologies: Google Educational Applications
  • Instructed 21st Century Skills:  Multimedia Applications
  • Instructed Introduction to Computer Programming: Code.org and Codecademy
  • Monitored Digital Math Lab: Plato Learning Management System  
  • Successful Intervention Assistance Team member​

​Teaching 21st Century Skills

As a Technology Teacher, I developed and instructed three courses, Google Applications, Multimedia, and Introduction to Programming. These three courses were designed to be fully immersed in Schoology as a blended experience. I also administered another learning management system for a online credit recovery class (Plato).  
​2004-2008 - HIGH SCHOOL SOCIAL STUDIES TEACHER 
Smithfield High School - Isle of Wight County Schools - Isle of Wight, Virginia
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Developed modern courses that enhanced the Virginia Department of Education curricula.
  • Instructed Virginia/American History 
  • Instructed Virginia Modern World History (VAWHII) –honors and general studies
  • Raised VAWHII SOL proficiency scores from 67% to 86% within one semester –Fall 2004 
  • Maintained a 90% or above VAWHII SOL pass rate -Spring 2005 - Spring 2008
  • Dedicated after-school tutor
  • Successful Intervention Assistance Team member
  • Member of the School Leadership Team –Fall 2006
  • Interim Smithfield High School, Social Studies Department Chair –Spring 2007
  • Mentored five Social Studies Department peers
  • Coached Varsity Soccer –Spring 2005
  • Coached Academic Team –Winter 2005, 2006, 2007, 2008
  • Independently designed, financed, and built two theater production sets –2007, 2008
​A Visual & Physical Learning Environment:
SHS Classroom Food Integration 
Growth: Everyone loves ‘food’!  
Growth is what I call my lessons based off of food.  All students express interest  when lessons contain food.  I have many “Growth” lessons, that range from elementary to secondary.  Incorporating meaningful lessons with food has been a successful strategy for reaching students of all levels.  

A Visual Learning Environment: SHS Classroom Timeline

I am very proud of my classroom at Smithfield High School.  In my Social Studies classroom, I created a visual timeline along two of my walls.  This timeline not only brought an aesthetic appeal, it also proved to be a wonderful teaching resource.  As a resource it taught students historical sequence as well as clearly identify each Virginia World History II (VAWHII) Standards of Learning (SOLs) -each object/word/artifact directly related directly to a VAWHII SOL.  Many of the ‘artifacts’ were student work and students displayed great pride when their ‘artifact’ was selected to be added onto my timeline wall! -KMN
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“Mr. Nedved’s classroom is one to behold!”
-William D. SHS Mentor Teacher

​Examples as Stage & Set Designer

Kind Words from SHS Theater Production as Stage & Set Designer

​2002-2003 - SUBSTITUTE TEACHER - VARIOUS DISTRICTS
Dublin City Schools – Dublin, Ohio
Hilliard City Schools – Hilliard, Ohio 
Gahanna-Jefferson Public Schools – Gahanna, Ohio 
Grandview Heights City School District – Columbus, Ohio
Whitehall City Schools – Whitehall, Ohio 

2001-2002 - HIGH SCHOOL SOCIAL STUDIES TEACHER 
Oberlin High School - Oberlin City Schools – Oberlin, Ohio

Developed several social studies courses that enhanced the Ohio Department of Education curriculum.
  • Instructed Modern World History
  • Instructed Ancient World History
  • Instructed World Geography 
  • Participated in National History Day
  • Dedicated after-school tutor
  • Established successful inclusive education environment
  • Coached (Assistant) Varsity Soccer –Fall 2000, 2001

2000-2001 - MIDDLE SCHOOL SOCIAL STUDIES TEACHER 
Langston Middle School - Oberlin City Schools – Oberlin, Ohio

Developed several social studies courses that enhanced the Ohio Department of Education curriculum.
  • Instructed Early American History –honors and general studies
  • Instructed Modern American History –honors and general studies
  • Participated in National History Day
  • Dedicated after-school tutor
  • Successful Intervention Assistance Team member
  • Coached Middle School Track –Spring 2001, 2002
  • Advised Middle School Chess Club
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​1999-2000 - SUBSTITUTE TEACHER 
Logan-Hocking School District - Logan, Ohio
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1999-2000 - STUDENT TEACHER 
Alexander High School - Alexander Local Schools - Albany, Ohio   

As a Student Teacher, assisted Cooperating Teacher in the development and instruction of the Ohio Department of Education curriculum. 
  • Instructed World History
  • Instructed United States Government
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