Betsy Jo Divine

Betsy Jo Divine Address: Managua, Nicaragua Contact Information: Phone: 8468-7529 Email: betsyjodivine@gmail.com Education 8/2013-7/2014 Master Online Teacher Certificate University of Illinois Online—Remote 8/2008-5/2010 Masters of Arts in Teaching English as a Second Language Northern Arizona University—Flagstaff, Arizona 10/2007-4/2008 Intensive French Language Program Alliance Française—Paris, France 1/2005- 5/2005 Mandarin Chinese Language Program Xi’an Jiao Tong University—Xi’an, China 7/2004-8/2004 140-hour TEFL Diploma Boland School—Suzhou, China 1/2003-5/2003 Intensive Spanish Language Immersion and Study Abroad Program La Universidad de Sevilla—Sevilla, Spain 8/2000-5/2004 Bachelor of Arts in Political Science and International Studies, Minor in Spanish University of Nebraska Lincoln—Lincoln, Nebraska Professional Experience 8/2016- present Director of Studies International TEFL Academy — Chicago, Illinois ·         Train, evaluate, and manage course instructors ·         Develop and implement methods to achieve best practices ·         Build and hold quarterly teacher meetings ·         Oversee updates and implementation of curriculum 10/2014- 11/2015 TEFL Teacher Trainer International TEFL Academy — Chicago, Illinois ·         Built 80 hours of interactive lectures to certify novice teachers in TEFL ·         Trained new domestic and international satellite schools to implement curriculum    ·         Mapped and aligned course objectives to meet international certification standards ·         Maintained online component, providing assignments and feedback via Moodle 09/2012-09/2014 Academic Writing Lecturer ESL Service Courses, University of Illinois at Urbana-Champaign—Urbana, Illinois ·        Instructed academic writing and presentation courses for international Master and PhD students ·        Developed comprehensive lessons and units for future use by incoming TAs ·        Built and operated course websites; utilizing various technologies to enhance learning ·        Compiled and presented curricular proposal changes to coordinator 06/2012-9/2012 ESL Lecturer Intensive English Institute, University of Illinois at Urbana-Champaign—Urbana, Illinois ·        Instructed function-based listening and speaking elective courses for advanced students ·        Taught lower-intermediate grammar course developing corresponding instructional and assessment materials   ·        Developed and adapted existing materials contributing to institutional course packets 08/2011-01/2012 Third Grade Teacher/Assistant Principal Washington School—San Jose, Costa Rica ·        Instructed third grade native and non-native speakers the subjects of science, reading, social studies, and English by use of thematic units ·        Encouraged curiosity and deeper understanding through incorporating visual, audio, and tactile approaches into lessons  ·        Interviewed, hired and assisted new teachers with lesson planning and instruction ·        Acted as translator (Spanish/English) between parents/students and teachers/staff 7/2010-5/2011 English for Academic Purposes ESL Lecturer/Level Coordinator Program in Intensive English, Northern Arizona University—Flagstaff, AZ ·        Developed and piloted 2 new beginner-level speaking classes ·        Developed and managed practicum teaching of 6 MATESL graduate students ·        Conducted formal observations of 9 instructors, providing oral and written feedback ·        Co-taught a projects-based course for intermediate-level students ·        Coordinated and conducted biweekly level meetings with 6-12 teachers   7/2009-5/2010 English for Academic Purposes Instructor Program in Intensive English, Northern Arizona University—Flagstaff, AZ ·        Instructed an intensive intermediate-level composition course during summer session ·        Taught academic reading, writing, and vocabulary course for advanced-level students ·        Designed syllabi, rubrics, and course materials ·        Developed, revised, and administered achievement tests three times a semester ·        Worked in team-based setting to assess student proficiency levels for placement 08/2008-05/2009 English Composition Instructor College of Arts and Letters English Department, Northern Arizona University—Flagstaff, AZ ·        Taught introductory composition course to native speakers of English ·        Prepared students for academic writing through instruction on rhetorical, informative, analytical, and argumentative composition genres ·        Held individualized tutoring sessions 6 hours/week for ESL students ·        Worked 4 hours/week in University Writing Center assisting walk-in students 7/2007-8/2007 Summer Camp English Instructor Camp England English Immersion Program—Yeoju, South Korea ·        Worked in team setting with 30+ ESL teachers leading educational and sport-related activities for 300+ Korean elementary students ·        Taught children´s listening and speaking classes 4 hours daily ·        Created and organized weekly student drama and dance performances 8/2006-7/2007 English as a Foreign Language Teacher Beijing Foreign Language and Culture University—Beijing, China ·        Instructed beginner and intermediate listening, speaking, and writing classes ·        Planned lessons for 20 contact hours of weekly instruction ·        Taught multicultural student body comprised of diverse nationalities and languages ·        Assisted in redesigning of current assessment materials 10/2005-12/2005 Fourth Grade Teacher St. John’s Episcopal English School—Puerto Cortes, Honduras ·        Taught fourth grade science, reading, and writing in an English immersion setting ·        Organized educational and religious events for students ·        Held individualized parent-teacher conferences in both Spanish and English 9/2004-8/2005 English as a Foreign Language Teacher Aston English School—Xi’an, China ·        Planned for 20 contact hours of instruction/week, teaching within 5 levels ·        Worked in team of four with assessment and placement of new students ·        Led classes of diverse ages, ranging from toddler to adult courses  ·        Promoted school growth through public teaching demonstrations Presentations 2/2014 Facilitating Group Work Professional development presentation given at Teaching Assistants Professional Development Seminar at University of Illinois at Urbana-Champaign  Abstract and materials available upon request 2013 & 2014 Cross-Cultural Classroom Communication Volunteer presentation requested by Center for Teaching Excellence as part of annual international TA orientation program.  Abstract and materials available upon request 2/2013 How to Catch Plagiarism Joint professional development presentations with Cassandra Rosado given at Teaching Assistants Professional Development Seminar at University of Illinois at Urbana-Champaign  Abstract and materials available upon request 10/2010 Five Creative Activities for Teaching Reading and Vocabulary Joint conference presentation with Anna Nesterova presented at AZ-TESOL (Arizona-Teachers of English to Speakers of Other Languages) 2010 Conference in Phoenix, Arizona. Abstract and materials available upon request 11/2010 The Joy of Scaffolding Presentation given at Faculty Professional Development Seminar for ESL instructors and staff at Northern Arizona University’s Program in Intensive English in Flagstaff, Arizona. Abstract and materials available upon request 2/2010 Technology in the Classroom: Help or Hindrance? Panelists in colloquium with E. Jones, O. Parlak, and N. Ziegler and moderator R. Koch given at PEAKS Interdisciplinary Studies 2009 Conference hosted by the NAU Organization of Graduate Students of English in Flagstaff, Arizona. Abstract and materials available upon request Relevant Computer Skills Proficient in basic webpage construction Advanced in building content in Moodle and Blackboard Proficient in video editing  Proficient in COCA Professional Memberships TESOL (Teachers of English to Speakers of Other Languages) Awards/Recognitionn 2013 & 2014 Student Evaluations Ranking: Outstanding Instruction Center for Teaching Excellence. University of Illinois at Urbana Champaign—Urbana, Illinois 5/2010 Degree Honors with Distinction (Grade Point Average 3.91) Northern Arizona University—Flagstaff, Arizona 12/2009 Student selected “Level III Teacher of the Year” Program in Intensive English—Flagstaff, Arizona 5/2002 Dean’s List (Grade Point Average 3.64) University of Nebraska Lincoln—Lincoln, Nebraska 12/2001 Dean’s List (Grade Point Average 3.80) Hawai’i Pacific University—Honolulu, Hawai’i Languages English: Native Spanish: Advanced French: Intermediate Mandarin: Advanced Beginner Personal Interests History Books Oil Painting Jogging ++++++++++++++++++++++++++++++++++++++++++++++++++++++ Teaching Philosophy The most effective educators are motivators who inspire students to learn both inside and outside the classroom. For me, I see this as being the foundation of my teaching philosophy. It is something I have strived for consistently throughout my career. My animated and outgoing personality combined with a strong passion for language learning enable me to teach every class with a motivating lively spirit. My students respond to this positive energy with increased motivation and active participation. Language learning is a complex and lengthy process; therefore, I believe it is important for teachers to make every effort to generate and maintain motivation.  Another important factor towards achieving success in the classroom is being knowledgeable about the diverse learning styles and needs of students. As a result, I believe it is essential for teachers to conduct needs analyses and recognize as well as build on existing student knowledge. In my classes, I incorporate those practices as well as work towards addressing different learning styles through integrating visual, tactile and auditory components into lesson plans. For example, instead of simply reading about a subject, I may bring in objects, short videos, or activities related to the content. This works to bring life to the textbook as well as to increase student interest and desire to interact with classmates. Effective teachers also demonstrate that they are organized leaders. To achieve this role, I start each class by writing a plan and language goal(s) on the board. I also briefly explain to students the logic behind new learning methods or activities. Given that international students often hold different teacher and classroom expectations, I believe that explaining goals and purposes encourages student motivation, participation in communicative activities, and confidence in course objectives. One of my primary aims in developing courses and lesson plans is to scaffold material in a way that enables students to learn language in manageable chunks. I strive to break up language so that in-class tasks are challenging yet feasible for the proficiency level of the students. One way I work towards accomplishing this is by actively researching different scaffolding techniques for the varying language skills. For instance, in my writing classes I teach students to compose by use of the writing process so that they learn the importance of brainstorming, outlining, and drafting in clear steps. Furthermore, I believe that the most effective teachers are those who not only use scaffolding, but also know how to slowly take that scaffolding away in a manner that permits students to become more autonomous learners better prepared to deal with authentic language tasks. For me, a good language teacher also strives to understand both the cultural differences as well as language needs of their students. My experiences teaching and studying language in Asia, Europe, Central and South America have helped me understand cultural differences and establish rapport with international students. I strive to be knowledgeable about current affairs and other cultures. Also, having spent many years as the language student in a foreign country, my students often respect my language background and study advice. Above all, regardless of teacher experience, it is essential to remember the importance of continued professional growth. There is no “perfect” teaching method, style or persona. In order to remain a strong teacher, I must continue to research, reflect, and build on my existing skills throughout my career. Only through this continued reflection and research, will I be able to continue growing as a language teacher.