KMN TEACHING
Teaching Experience
CERTIFICATION
State of Ohio Department of Education - 5 Year Professional Comprehensive High School (7-12) License
Google: Certified Educator 1
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I am a responsible secondary school teacher with excellent communication skills demonstrated by ten years of full-time teaching experience along with numerous years of related educational knowledge. I have a passion for instruction, especially integrating and improving the modern social studies curriculum with technology. I am a motivated, enthusiastic, modern educator with a strong desire to foster an organized student-centered learning environment. I specialize in managing unique students effectively and maximizing learning opportunities in diverse classroom settings.
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2020 - Media Literacy Instructor
College of Education, Health and Human Services, Kent State University - Kent, Ohio
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
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
2017 - 2019 - HIGH SCHOOL SOCIAL STUDIES TEACHER
Garaway High School - Garaway Local Schools - Sugarcreek, Ohio
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 United States History
- Instructed Sociology
- Instructed Contemporary Affairs
- Co-Instructed American History through Media
- Utilize Schoology learning management system to create a blended/flipped learning environment
- Achieved over 80% on Ohio American/US History test - second highest attainment in the district’s 7-12 environment.
- Earned evaluation distinction of ‘Accomplished’
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Recently, I earned the opportunity to instruct a high school curriculum again using Schoology. I would like to believe, I maximized the experience. I developed a keen knowledge of this system and a sincere appreciation for its availability and functionality.
My k-12 courses were designed to mimic design principles that learned at the university level.
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 designed to prepare students for state 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 alternative instruction of topics to identify possible bias and to promote additional resources that students may find more appealing.
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My U.S. History course was broken down into units, for a total of 13 (including an ODE review). Most units covered two chapters of the School Board approved textbook. Each unit provided common structured and transparent expectations (objectives). Each unit consisted of a brief 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 documented on Schoology. Concise organization and expectations led to an efficient learning environment.
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 
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2015 - 2017 - SUBSTITUTE TEACHER
Copley-Fairlawn City School District - Copley, Ohio
Coventry Local Schools - Akron, Ohio
Green Local Schools - Uniontown, 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
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)
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)
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 Apps/Multimedia/Programming) using the learning management system Schoology, as Technology Teacher.
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 Apps/Multimedia/Programming) 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
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2004-2008 – HIGH SCHOOL SOCIAL STUDIES TEACHER
Smithfield High School - Isle of Wight County Schools - Isle of Wight, Virginia Developed modern courses that enhanced the Virginia Department of Education curricula.
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A Visual & Physical Learning Environment:
SHS Classroom Food Integration |
A Visual Learning Environment: SHS Classroom Timeline
“Mr. Nedved’s classroom is one to behold!”
-William D. SHS Mentor Teacher
-William D. SHS Mentor Teacher
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
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
1999-2000 - SUBSTITUTE TEACHER
Logan-Hocking School District - Logan, Ohio
1999-2000 - STUDENT TEACHER
Alexander High School - Alexander Local Schools - Albany, Ohio
- Instructed World History
- Instructed United States Government