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Dear Colleagues,

I have an extensive and successful tutoring, teaching (the link to the voices of my former students), research, and administrative experience.

After getting a Masters of Science in theoretical physics from Perm State University (Russia) I almost immediately turned to teaching and researching in teaching (please, scroll down for a full CV). Soon after that I entered a field of teacher professional development and then also became a consultant on education techniques and policies and their implementation at an individual, school, district or regional levels, later in a combination with an administrative positions. I have a PhD in Education from a Moscow Academic Institute with concentration in andragogy. My Doctoral work was focused on tools for igniting school teachers’ sustainable desire to grow professionally and on helping teachers with their continues professional development.

For a number of years I had been working at a regional institution for teacher professional development providing various courses and trainings to teachers and school administrators (combining this practice with my own teaching practices). Individually and as a member of a team I was consulting and auditing individual teachers, schools, and school districts regarding educational policies, teaching technologies, learning outcomes, and quality of education in general. Alone and with my colleagues I was traveling to towns and villages of the Perm Region to meet with teachers and administrators and helping them with adjusting teaching and administrative strategies and techniques in order to achieve better learning outcomes of their students; including preparing strategic plans for systemic development of a school, a district and a regional education system.

I have been involved in many collaborative projects which had lead to development of new curricula, new course content, efficient tools for managing teaching activities and learning experiences, facilitating teacher professional development (my PhD concentration), running professional development workshops for teachers and administrators.

In 2000 I was hired by the Perm State (a.k.a Region, a.k.a Oblast') department of Education as a consultant to help draft the “Program of the Development of the State Educational System for the period from 2001 to 2005”. This was one of the highest levels of the recognition of me as a professional educator and a consultant.

From 1992 to 2000 I was a member of so called “Moscow – Perm Socratic group” – a collaboration of educators dedicated to promoting the Socratic Method of teaching.

My administrative experience involves running a department of computerization at Perm Institute for Continues Teacher Education, working as an assistant to the President of Faculty Assembly, and later running the Center for Development of the School System of City of Perm (my last position before moving to the US).

No matter which position I held and in which project I was involved I always have been teaching. In addition to conducting research and executing administrative functions in the field of education, I also have a long and successful experience in teaching various mathematics and physics courses, course for pre-service and in-service teachers and school administrators. Since 1988 I have been teaching Mathematics and Physics to all possible categories of students (i.e. to middle- and high- school students, 2-year and 4-year college students, university students, to students with learning difficulties, and to school teachers). Since 1993 I have been teaching various curses for in-service teachers (in parallel with teaching math and physics).

In 2002 I won a Green Card and moved to the USA. Having no English and no professional network it took some time for me to reestablish myself again on the path to my career as an educator (and I am pretty proud I was able to do it). Since then I have been teaching Boston University PY105/106 Elementary Physics courses, as well as teaching College Mathematics, Physics and Problem solving at ITT Technical Institute (Norwood, MA), Wentworth Institute of Technology, Bridgewater State University, BU High School Academy. Currently I am also restarting my career as a consultant in the field of teacher professional development.

Over the years of my teaching and research practice I have developed numerous math and physics middle-, and high- school and college curricula, syllabi and lesson plans; problem sets, worksheets and hands-on activities. I have an experience in developing websites and using such ones as webct, moodle, blackboard, webassign, masteringphysics, wileyplus; creating new demonstrations, filming movies and posting them online, using Java applets and audience responds systems (eInstruction, Turning Technologies); developing laboratory experiments and writing manuals. I have been and am using different teaching strategies, including different media to motivate students to learn and to help students to master a subject.

Throughout all my professional life as an educator I have always had good relationships with my students and colleagues. I always respect all my students and they know it, and they respect me back even if they do not have the grade they would like to have for the course. My years of personal tutoring and teaching provided me with invaluable insights on how people learn and how to help them to master a subject and to become more efficient learner. I have been sharing this experience with many students, teachers, and colleagues. I have strong communication skills, deep understanding of pedagogy, wide teaching experience, and competent in using a variety of educational software products.

I firmly believe in a scientific approach to teaching and to research on teaching. A teacher should be able to state specific goals, list the assumptions, formulate the criteria of a success, and establish measuring tools and procedures, and a researcher should be able to do the same as well. I am also convinced that contemporary technologies allow bringing teaching to a new level.

My personal teaching experience is one of the most helpful assets I have and use when working with teachers, because I know what teachers want and need, what obstacles they encounter and need to overcome, and how to help them to do that.

Sincerely,

Dr. Valentin Voroshilov

EDUCATION: (see my diploma and transcripts)

PhD in Education: “Managerial and Pedagogical Conditions Necessary for Acquiring by School Teachers the Methods of Designing Individual Professional Activities” (within a framework for methods for motivating teachers towards continuous professional development). 

 (a library link); referat (russian); full text (russian); the core ideas (in English)

Moscow Academic Institute for Innovations in Education; Moscow, Russia, 2000

M.S. in Theoretical Physics:  “Homogeneous Relaxation in Weakly Non-ideal Bose Gas”

Minor in Education:  Methods for Teaching Physics at a Middle and High school

Perm State University; Perm, Russia: 1985

MEMBERSHIP:

American Association of Physics Teachers

Areas of expertise:

A)   administrative practices related to running a unit of an administrative structure, such as a department, or an institution, including but not limited to:

1. strategic and tactical planning

2. observing, guiding, coordinating, evaluating the performance of employees

3. analyzing individual reports, preparing and presenting cumulative

4. managing everyday workflow

B)    consulting on developing teaching practices at different levels (individual teachers, teams of teachers, schools, school districts)

C)    auditing teaching practices of individual teachers, teams of teachers, schools, school districts

D)    public relations – representing the team of developers to different groups of prospective clients (teachers, administrations of different levels)

E)    analytical practices:

1.     developing and employing various analytical tools – surveys, interviews, tests

2.     conducting analysis and presenting reports

F) developing and teaching various courses for pre-service and in-service teachers, including but not limited to:

1. philosophy of education

2. role of teaching in human practices

3. curriculum development and lesson plan preparation

4. assessing learning outcomes of students

5. classroom management with and without differentiation

6. how to become an effective teacher (the role of self-reflection in professional development)

G)    developing and teaching various Math and Physics courses for undergraduate students (non-physics majors, including pre-service and in-service teachers):

1.     writing a syllabus (structuring the course, establishing learning paths)

2.     writing lecture notes and composing assessment tools (problem sets, quizzes, surveys)

3.     developing problem solving strategies and guiding techniques

4.     lecturing, guiding, tutoring students (including teachers in service)

5.     developing, testing, performing physics demonstrations and laboratory experiments

6.     video and audio capturing, editing, posting, streaming

H)    teaching creative courses as such “Lateral thinking”, “Problem solving strategies”

I)    as a faculty member of a research university: facilitating, monitoring, consulting faculty on developing curriculum, preparing lectures, incorporating various teaching activities into a course, analyzing the learning outcomes of students.

J)    using and consulting on using online teaching instruments (blackboard, webassign, mastering physics, etc.) and personal response system

PROFESSIONAL EXPERIENCE

Teach0logy Consulting, Boston, MA: 09/2015 – present time

Founder and Executive Director.

Boston University, Boston, MA; Physics Department: 03/2007 - present time

Lecture Enhancement Coordinator (Physics Department Demonstration Facility Director)

Responsibilities: Cooperating with the faculty on using existing and developing new physics demonstrations and helping faculty with implementing contemporary teaching research-based techniques into the teaching practice. (including webct, blacboard, moodle, webassing, wielyplus, youtube movies and captures).

Boston University, Boston, MA; Physics Department: 09/2007 - present time

Lecturer (PY105/PY106 courses):

Responsibilities: Curriculum development; developing and editing lecture notes, homework assignments, laboratory manuals, exams; lecturing, overseeing work of teaching fellows and learning assistants.

Bridgewater State University, MA; 2010 - present time

Visiting Lecturer: Algebra Based Physics.

European Journal of Physics: 2015 – present time

Reviewer

Wentworth Institute of Technology, MA; 2008 - 2015

Adjunct Lecturer: Algebra Based Physics.

Boston University, Boston, MA; Physics Department: 08/2012 – 08/2013

PDGK12 program/ Program Manager:

Responsibilities: Organizing and guiding teaching fellows – participants in GK12 project – on the use of physics demonstrations in Boston schools.

Boston University, Boston, MA; Physics Department: 08/2012 – 08/2013

BU ERC Lecturer:

Responsibilities: Curriculum development for and leading workshops “Physics - Demystified” for BU students.

BU Academy, MA; 2009 - 2012

Substitute Lecturer: Elementary Physics

ITT Technical InstituteNorwood, MA; 06/2004 – 2011

Adjunct Physics Instructor:

Responsibilities: Teaching Physics, College Math I and II, Problem Solving

Boston University, Boston, MA; Physics Department and School of Education: 09/2006 – 06/2007

Adjunct Instructor

Responsibilities: Teaching Physics to in-service high school teachers

Boston University, Boston, MA; Physics Department: 09/2004 – 03/2007

Lab Tech Coordinator

Responsibilities: Coordinating a preparation and carrying out of undergraduate teaching labs; managing the equipment; developing new teaching labs; consulting TFs

Boys and Girls Club of Boston, Roxbury Clubhouse, Boston, MA; 07/2004 – 11/2004

Teacher’s Assistant, Math and Science tutor:

Responsibilities: Tutoring in Math and Science to Club Members 

Wentworth Institute of TechnologyBoston MA: 01/2004 – 05/2004

Physics Laboratory Instructor: Department of Applied Mathematics and  Sciences.

Responsibilities: Guiding students through a variety of Physics I and  Physics II laboratory work

Tutor: Academic Resource Center. 01/2004 – 05/2004

Responsibilities: Tutoring students in Mathematics (Algebra, Geometry, Trigonometry, Calculus) and Physics

Various professional positions in Boston area (after moving in the US): 05/2002 – 07/2004

City of Perm, Perm Region (holding different full- and part-time positions described below, and working as a member of a team of consultants): 1992 – 2000

Management consulting to school and district officials on education policies in general and new teaching techniques and education policies implementation;

Fall, winter, and spring workshops for teachers and school officials ( project based professional development, critical thinking, Socratic method, programming school practices enhancement);

Summer bootcamps for teams of teachers and students (team building, professional development).

Center for Development of City School System, Perm, Russia: 2000 – 2002  

Interim Director

Responsibilities, including but not limited to:

Developing strategy and plans for the Center (in coordination with the Department of Education of the City of Perm)

Establishing long term and short term goals for the Center and for the individual employees

Observing, guiding, coordinating, evaluating the performance of the Center employees

Analyzing individual reports, preparing and presenting the reports on the outcomes of the Center’s activities

Managing everyday workflow of the Center

Institute for Continuous EducationPerm, Russia: 1993 - 2000

Associate Professor: Department of Teachers’ Skill Development. (1993 – 1995 as an invited team member, 1995 -1997 as an adjunct, 1997 – 2000 as a full time professor, assistant to the President of Faculty Assembly, and director of a department of computerization)

Responsibilities:

Teaching a wide spectrum of courses to school teachers and principals of the city of Perm and Perm region

Examining teachers’ curricula

Evaluating the quality of teaching in physics and mathematics

Courses developed and taught included: 

Methods for Problem Solving in Mathematics and Physics

Using Mathematics in High School Physics Courses

Modeling of Mental Processes of Students while Problem Solving

Methods for Preparing Educational Tests

Planning Effective Teaching Activities

Introduction to Educational Policies

Director (1998 – 2000 in parallel with professorship): Department of computerization and information technologies.

Assistant to the President of Faculty Assembly (1998 – 2000 in parallel with professorship)

Perm State Technical UniversityPerm, Russia: 1988 - 1997

 Assistant Professor: Physics Department.

Responsibilities:

Teaching a wide spectrum of courses to undergraduate students

Training students in Math to prepare them to study Physics

Developing physics and math curricula

Developing educational aids for students

Courses developed and taught included:

Mechanics;   Thermodynamics;   Electrostatics; Magnetism;   Optics;   Atomic and Nuclear Physics

Fundamentals of Quantum Mechanics; Algebra, Geometry, Trigonometry, Pre-Calculus, Calculus

Methodological development included:

Curricula in Physics for Undergraduate Students; Midterm and Final Physics Exams;

Collection and compilation of Physics Problems and solutions for Undergraduate Students

Perm State UniversityPerm, Russia: 1985 - 1988

Hardware Engineer: Department of Computerized Calculations:

Responsibilities: Technical support

Middle and High Schoolsthe City of Perm, Russia:  1991 – 2001

Part-time Teacher/Tutor:

Teaching a wide spectrum of courses to students

Developing curricula and midterm/final tests for courses taught

Training students to Math/Physics competitions

Developing and testing learning tools for students with learning disabilities

Courses developed and taught included:

Algebra;    Geometry;    Trigonometry; Fundamentals of Probability Theory; Physics

Methodological development included:

High School Curriculum in Physics with Elements of University-level Physics

Math Curriculum for High School Students in Physics Classes

Introductory Lectures on Basic Quantum Phenomena for High School Students

Midterm and final physics exams

SELECTED CONFERENCES AND PUBLICATIONS (some additional publications can be found at http://www.teachology.xyz/lc.htm)

Professional Designing as One of Key Competencies of Modern Teacher: an Ability Which Every Teacher Needs to Have” // In “Facilitating In-Service Teacher Training for Professional Development”, February, 2017 (http://www.igi-global.com/book/facilitating-service-teacher-training-professional/164920)

Becoming a STEM Teachers: a crash course for people entering the profession”// Amazon.com ebook, (Sept., 2016)

The excitation energy spectrum for a system with electron pairs tunneling in a two-leg ladder has a doping depended gap”: http://www.teachology.xyz/vv16.pdf (Aug., 2016) or at arxiv.org

Presentation at 2016 PhysTech conference: http://www.teachology.xyz/pr16.htm

Learning aides for students taking physics”, Phys. Educ. 50 (2015) 694-698, http://stacks.iop.org/0031-9120/50/694 (October, 2015; an unedited version is free at http://www.teachology.xyz/lc.htm)

Education reform needs a new paradigm” // http://www.teachology.xyz/np.thm (Sept. 2015)

Math self-test for students planning on taking a physics course” // http://www.teachology.xyz/mst/mst.thml (Sept. 2015)

What does “thinking as a physicist” mean?” // http://www.teachology.xyz/sp.htm (Mar. 2015)

A Map of Operationally Connected Categories as an instrument for classifying physics problems and a basis for developing a novel tool for measuring learning outcomes in physics.” // http://www.teachology.xyz/mocc.htm (Mar. 2015)

Why have hundreds of millions of dollars been spent on developing the common core math standards if content-wise they are not much different from the ones they replace?” // http://www.teachology.xyz/3r.htm (Mar. 2015)

Critical reading of “Making sense of confusion” by Eric Mazur et al.” // http://www.teachology.xyz/msm.html (Mar. 2015)

To test or not to test?” This is NOT the right question.// http://www.edutopia.org/discussion/test-or-not-test-not-right-question (Mar. 2015)

Teachology 99.9: everything, people who care about education, should know about teaching//http://www.teachology.xyz/Teachology99.htm (Feb, 2015)

A one day workshop with Prof. Novak for teachers interested in concept mapping:http://www.teachology.xyz/sciencetalksite/index.htm (Aug. 2014)

The existence of a quantum phase transition in a Hubbard model on a square lattice// http://www.arxiv.org/abs/1404.3140, April (2014).

The existence of a quantum phase transition in a Hubbard model on a quasi-one-dimentional two-leg ladder// http://www.arxiv.org/ftp/arxiv/papers/1312/1312.3218.pdf , December (2013).

On electron pairing in a periodic potential // Physica C: Supercunductivity, V 470, # 21, November (2010), pp. 1962 – 1963 // http://www.dx.doi.org/10.1016/j.physc.2010.08.007.

On a possibility of effective electron attraction without "a glue" // http://www.arxiv.org/abs/1011.5141 (Nov. 2010) 

An actual level of difficulty of test problems and its subjective perception by students // Poster, 2009 AAPT Winter Meeting, Chicago, Feb. 15 (2009).

On the existence of Cooper Pairs in the Hubbard Model // www.arxive.org, arXiv:0902.1924v1, Feb 11 (2009).

On a Definition of Work // The Physics Teacher, Val. 46, May 2008, p. 260.

Energy from nothing? // Physics Teacher, Vol. 45, No. L1, p. L1, July 2007.

On “Putting Physics First” // “Interactions”, March/April 2007, p. 6 -7;

The Comparison Between Russian High School And American College Curricula” // poster at 2007 AAPT Winter Meeting, January 2007.

Constructing Learning Aids for Teaching Algebra Based Physics” // poster at 2006 APPT Summer Meeting, July 2006.

Classification of Educational Self-Determination of Students” // in the journal “School Principal”, Moscow, Russia, 2001.

Universal Algorithm for Solving School Problems in Physics” // in the  book "Problems in Applied Mathematics and Mechanics". - Perm, Russia, 1998. - p. 57. // http://www.teachology.xyz/general_algorithm.htm  

On the Necessity of Modeling by a Teacher of His/Her Own  Pedagogical Activity” // in the book “Development of Scientific Intercommunications in Eurasia”. - Berezniki, Russia, 1997. - p. 172.

Application of Operationally-Interconnect Categories for Diagnosing  the Level of Students' Understanding of Physics” // in the book “Artificial Intelligence in Education”, part 1. - Kazan, Russia, 1996. - p. 56.

Quantitative Measures of the Learning Difficulty of Physics Problems” // in the book “Problems of Education, Scientific and Technical Development and Economy of Ural Region”.- Berezniki, Russia, 1996. - p. 85. 

REFERENCES

For the list of references feel free to contact me directly.

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