Grade(s): 9 / 10 / 11 / 12
Second-career, secondary school teacher credentialed in secondary mathematics and physics. I presently teach AP Calculus AB and honors precalculus.
I studied at the United States Military Academy at West Point for two years. My undergraduate degree is a BS in Electrical Engineering from George Mason University. I have two graduate degrees: 1) an MBA in finance and marketing from Santa Clara University, and 2) an MA in Education from Stanford University, specializing in the teaching of mathematics. My teaching credentials include secondary mathematics and physics.
Worked for a quarter of a century in high-tech in engineering, field sales engineering, product management, strategic marketing, public relations, and business development. My employers included Motorola, Qualcomm, Trimble, and Mitsubishi, to name a few.
After 25+ years in high-tech (wireless and GPS mostly), I have embarked on a second career to which I feel a calling: teaching. Something called to me for many, many years but I was never tuned in enough to figure out what. Now, I know. It’s teaching high school students how to make the most of themselves in life as capable, competent citizens, full of self-esteem and self-confidence tempered by some humility and empathy for those who have less, and eager to serve their nation and this world in their life, whatever career path they choose. While the subject I will teach is mathematics, it is simply the conduit for my wish to impart to students, of all socioeconomic backgrounds: knowledge, the ability to think independently and in groups, the confidence to make mistakes and fail while pulling oneself up so as to never give up entirely, the wisdom to seek help, and the desire to do your best.
Now, as for why math? My experiences in life struggling with math, overcoming it, successfully applying it in various technical and business fields, and now, as a teacher, looking at it as an art, in addition to my experiences of math as a science (or a set of tools for use in solving problems), provide me with a range of knowledge, applications and techniques to help the most challenged in math to the most gifted (to a point…). I am passionate about delivering an equitable and accessible math curriculum and instruction, taking into account other pedagogical, special needs and English language learner considerations, so I can be a math teacher for all students: rich or poor, self-confident or self-conscious,