PETER CLYDE MARTIN Associate Professor of Education PhillipsHall 194C Ithaca College Ithaca, NY

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1 PETER CLYDE MARTIN Associate Professor of Education PhillipsHall 194C Ithaca College Ithaca, NY EDUCATION THE GEORGE WASHINGTON UNIVERSITY, WASHINGTON, DC Ed.D in Special Education with an emphasis in Bilingual Special Education (2008) Dissertation Collaborative Practices among Teachers to Serve Low-Achieving High School ESL Students. The case study focuses on urban high school teachers working with English language learners who have been chronically failing academically and have particularly low levels of literacy proficiency in their first language. The study examines the teachers collaborative practices, the effect these have on their instruction, and the personal, institutional, and cultural factors that promote effective collaboration in their specific case. The study has wide implications for both in-school collaboration (for teachers, administrators, and teacher educators) and the teaching of low-achieving high school ESL students. THE UNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA M.S.Ed. in Teaching English to Speakers of Other Languages (1994) B.A. Individualized Major: The Interrelationship of Oral and Written Traditions (1990) EDUCATION-RELATED WORK EXPERIENCE ITHACA COLLEGE (FALL, 2009-) Assistant Professor, Department of Education, Ithaca College Instructor of graduate and undergraduate courses on teaching students with special needs, second language acquisition, and diversity in schools. Supervisor of student teachers in the Masters Program in Childhood Education Advisor of Masters students in Childhood and Adolescent Education for teacher inquiry projects Designed and taught courses on urban schools and educational innovation in Washington, DC, and on the institutional realities and potential of public schools (undergraduate level) Helped facilitate and lead the Childhood Education Program s annual field experiences in Harlem and Washington Heights Courses Taught at Ithaca College EDUCATION Second Language Acquisition: Its Nature and Meaning for Educators EDUCATION Educating Children with Special Needs

2 EDUCATION Special Topics: Understanding and Imagining Schools EDUCATION Special Topics: Urban Educational Reform in Washington EDUCATION The Exceptional Child in the Classroom EDUCATION Professional Semester in Education EDUCATION Teaching in Diverse Elementary Schools DC PUBLIC SCHOOLS, OFFICE OF TEACHING AND LEARNING: SYSTEM- BASED TEACHER MENTOR Mentored first year teachers at Columbia Heights Educational Campus in Washington, DC and advised on the restructuring of the local special education program (2009) BILINGUAL COMMUNITY ACADEMY PUBLIC CHARTER SCHOOL, WASHINGTON, DC: INTERIM PRINCIPAL (SPRING, 2008) AND DIRECTOR OF CURRICULUM AND ASSESSMENT ( ) Served as instructional leader of a two-way bilingual middle school Designed and led professional development program for teachers Supervised a staff of sixteen teachers Implemented school-wide discipline program Designed and aligned original curricula for all subjects in a two-way bilingual program Designed a comprehensive academic assessment system Designed literacy assessment tools in both Spanish and English Administered, analyzed, and reported on high-stakes and internal assessments Implemented curriculum Implemented collaborative policies among teaching staff Coached teachers on implementation of curriculum, cross-curricular connections, and differentiated instruction Wrote and led the implementation of the local School Improvement Plan Co-designed and helped administer the school s special education program Led the implementation of Response to Intervention in the school Led the Student Support Team Advised on the creation of a manual for curriculum design for the DC Public Charter School Board NEXT STEP PUBLIC CHARTER SCHOOL, WASHINGTON, DC: CURRICULUM DESIGNER (2004) Designed multi-level, differentiated science curricula for students enrolled in a GED program DC PUBLIC SCHOOLS, OFFICE OF BILINGUAL EDUCATION: CURRICULUM DESIGNER (2003) Co-designed a Native Language Literacy course for secondary school Newcomer Programs 2

3 BELL MULTICULTURAL HIGH SCHOOL, WASHINGTON, DC: COORDINATOR AND TEACHER OF REMEDIAL LITERACY ( ). Spear-headed and co-designed a basic Spanish literacy class Developed a diagnostic Spanish literacy assessment tool for native speakers of Spanish Coordinated Spanish literacy and ESL instruction Designed strategies and curriculum guidelines for a tutoring program for LEP students in reading Consulted in the implementation of the Struggling Readers Program for special education students THE GEORGE WASHINGTON UNIVERSITY Adjunct Professor for Supervision, Bilingual Special Education Program, Department of Teacher Preparation & Special Education. Supervised, observed, and advised teaching interns in the Masters Program in Bilingual Special Education (2004) Graduate Assistant, International Education Program, Department of Educational Leadership. Co-wrote a proposal for a grant to establish basic education and literacy development programs in Ethiopia, participated in research on going to scale in educational program development, and assisted in additional grantwriting activities ( ) OYSTER BILINGUAL ELEMENTARY SCHOOL, WASHINGTON, DC ( ) Taught Reading, Math and Social Studies in a bilingual (English/Spanish) school (Grade 3) Taught ESL in both inclusion and pull-out situations to students grades 3 through 6 Assisted in providing special education services to students grades 2 through 6 Headed the Oyster School Teaching Assistance Team Co-wrote the local school plan for a new non-categorical early childhood bilingual special education program Designed a syllabus for coordinated Spanish and English literacy development Led an Acting Club for English Language Learners (Grades 3 and 4) Mentored new teachers NUMBER 3 MIDDLE SCHOOL ATTACHED TO EAST CHINA NORMAL UNIVERSITY, JINSHANWEI, SHANGHAI, PRC: ESOL TEACHER ( AND ) Taught Spoken English to high school students Designed curriculum and teaching materials Co-designed and taught a class around extended role playing activities to improve conversation skills Taught an advanced English Conversation class for English teachers 3

4 LET S LANGUAGE INSTITUTE, PUSAN, SOUTH KOREA: ESOL TEACHER (1996) Taught English conversation and grammar at all levels (primary school-adult) UNIVERSITY OF PENNSYLVANIA: ESOL INSTRUCTOR, ENGLISH LANGUAGE PROGRAMS (1995) Taught a course on conversational strategies to foreign university students LINGUA, ZLIN, CZECH REPUBLIC: ESOL TEACHER AND CURRICULUM DESIGNER (SUMMERS 1994 AND 1995) Spear-headed, directed, co-designed, and taught in a summer program to develop English skills through theater exercises and improvisations MANESOVA BASIC SCHOOL, OTROKOVICE, CZECH REPUBLIC: ESOL AND GERMAN TEACHER ( ) Taught English and German conversation and grammar to students in grades 5-8 ACADEMIC PUBLICATION AND PRESENTATION PEER-REVIEWED PUBLICATIONS Articles Published in Peer-Reviewed Journals Martin, P.C. (2015). Contradictory reforms: When NCLB undermines charter school innovation. Current Issues in Education, 18(1). Retrieved from Martin, P.C. (2014). Stumped by student needs: Factors in establishing effective teacher collaboration. Electronic Journal for Inclusive Education, 3(2). Retrieved from =ejie Martin, P.C. (2013). Role-playing in an inclusive classroom: Using realistic simulation to explore differentiated instruction. Issues in Teacher Education, 22(2), Martin, P.C. (2012). Misuse of high-stakes test scores for evaluative purposes: Neglecting the reality of schools and students. Current Issues in Education, 15(3). Retrieved from Martin, P.C. (2011): Selecting one story and hiding others: How AYP chooses the portrayal of a school. Current Issues in Education, 14(1). Retrieved from Articles Currently Under Review Technology and equity: Connecting the tool to the educational purpose. Coauthored with Jonathan Davies. Collaboration among teachers serving ESL students with low literacy skills: Unmet needs, little support, and reasons to hope. 4

5 NON-PEER-REVIEWED PUBLICATION Martin, P.C. (2003): Supporting English language learners with low literacy skills in the high school classroom. In High school reform and English language learner students: Perspectives from the field. Washington, DC: Council of State School Officers. CONFERENCE PRESENTATIONS Martin, P.C. (2015): Qualities of a Master Teacher and Differentiator in an Inclusion Setting at the annual national Council for Exceptional Children conference in San Diego, CA. Martin, P.C. (2014): Learning from a Master Differentiator in an Inclusive Setting at the annual New York State Council for Exceptional Children conference in Syracuse, NY. Martin, P.C. (2014): From Student Information to Lesson Planning: Helping Prospective Teachers Use Assessment and I.E.P. Data to Design Differentiated Instruction in Inclusive Classrooms at the annual national Council for Exceptional Children conference in Philadelphia, PA. Martin, P.C. (2014): Developing a Bilingual Literacy Program through Teacher Initiative and Collaboration at the annual TESOL conference in Portland, OR. Martin, P.C. (2014): Addressing Second Language Literacy through Teacher Collaboration at the annual National Association for Bilingual Education conference in San Diego, CA. Martin, P.C. (2013): Guiding Preservice Teachers in Truly Differentiated Lesson Planning at the annual New York State Council for Exceptional Children conference in Melville, NY. Martin, P.C. (2012): Using Role-Play to Focus on Differentiated Instruction with Preservice Teachers at the annual national Council for Exceptional Children conference in Denver, CO. Martin, P.C. (2012): Using Role-Play to Focus on Differentiated Instruction with Preservice Teachers at the annual New York State Council for Exceptional Children conference in Saratoga Springs, NY. Martin, P.C. (2007): Strategies for Establishing an Effective Alone-Standing Dual Immersion Middle School for All at the annual National Association for Bilingual Education conference in San Jose, CA. Martin, P.C. (2003): Collaborative Practices among Teachers to Serve Low- Literacy ESL Students at the annual National Association for Bilingual Education conference in New Orleans, LA. CURRENT RESEARCH Performing a year-long qualitative research study on the differentiated instruction practices of a teaching team in the local public schools Performing a survey study on the long-term impact of instruction in differentiation practices on the approaches of classroom teachers Performing an ongoing study on innovative school designs in major U.S cities 5

6 PRIMARY RESEARCH INTERESTS How differentiated instruction and inclusion are and can be addressed in teacher education and in professional development for teachers What skills, factors, and practices are most instrumental in allowing some teachers to truly meet the needs of each of their students Teacher collaboration School-based educational innovation and community- and mission-/vision-based schools,, especially in urban contexts Schools approaches to exceptional student needs, especially in the context of No Child Left Behind How student exceptionality is defined and approached, both in the US and in other countries Issues of inequity in public schools, especially in urban contexts SERVICE-RELATED ACTIVITIES Students and Department Participated in independent studies with undergraduate students on the topics of special education law, designing a special education program in South Africa, art and second language acquisition, use of theater in special education, uses of technology in general and special education, understanding professional occupations working with children, and music instruction for students with special needs (Fall, 2009 ) Initiated and facilitated a discussion group on issues in educational innovation and reform with Ithaca College students (Fall, 2010 Spring, 2011) Collaborated with a student on the development of a website dedicated to issues of educational innovation and reform (Fall, 2010) Served on the Education Department s subcommittee on curriculum review (Fall, 2010 ) Served on the Education Department s subcommittee on course evaluation (Fall, 2012 Spring, 2013) Served on the Education Department s subcommittee on diversity (Fall, 2013 Spring, 2014) Served on the Education Department s subcommittee on developing an Education minor (Fall, 2013 Spring, 2014) Served on three faculty search committees (Fall, 2010; Fall, 2011; Fall, 2012) School of H & S Served as a regular member of the H & S Teacher Education Committee (TEC) (Fall, 2009 ) 6

7 Served on and helped facilitate the H & S Education Advisory Committee (EAC) (Fall, 2012 ) Served on the committee on devising an internship program in Harlem (Spring, 2013 Fall, 2013) Served on the H & S Experiential Learning Committee (Fall, 2013 ) Chair of the H & S Experiential Learning Committee (Fall, 2014 ) Coordinator of the Ithaca College Partnership with Washington Heights Academy in New York City (Spring, 2015 ) All-College Served on the all-college Summer/Winter Advisory Group (SWAG) (Fall, 2012 Spring, 2013) Served on the all-college Diversity Committee (Fall, 2013 ) Presented on English language acquisition issues to students in the School of Music at Ithaca College (Fall, 2009) Presented on assessment and reform issues to students in a writing class at Ithaca College (Spring, 2010) Community Served on the ICSD Professional Development Committee (Fall, 2012 Spring, 2013) Assisted in the provision of specialized education services to Kindergarten students at South Hill Elementary School (Fall, 2010 Spring, 2011) Twice served as a peer reviewer for the journal Teaching Education (Spring, 2011; Fall, 2012) Served as a reviewer for the journal Urban Education (Spring, 2014) Served on a discussion panel of educational experts following a public screening of the film Race to Nowhere at the Cinemapolis theater in Ithaca (Spring, 2011) Consulted with the Ithaca branch of United Way on the role of non-profit organizations in providing services for young children and collaborating with local public schools (Fall, 2013) Served as an unpaid consultant in the reconceptualization of academic services and professional development initiatives related to the education of English language learners across DC Public Schools (Fall, 2013 Spring, 2014) Served on the ICSD advisory committee on Special Education (Fall, 2014) 7

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