Glen ROYCE

• Monitored day-to-day activities of of teams employees, noting areas needing improvement and implementing plans for rectification.
• Developed curricula, instructions, documentation and written tests for training courses regarding Japanese and self-actualization.
• Developed new training programs such as online modules, interactive software, language labs and online programs and provided ongoing training to foreign staff with the purpose of helping them to improve their Japanese language skills.
• Created and oversaw team-building and employee integration programs at a company-wide level.
• Developed lesson plans, instructional materials, language labs and written practice tests for Japanese courses, focused on both passing the JLPT and bettering communication with Japanese staff.
• Verified proper tracking in newly created databases of all foreign employees regarding, attendance, test/exam scores and improvement regarding Japanese skills
• Coordinated workshops for employees to better understand company mission, promote employee integration (especially among Japanese and foreign employees) aligning worker and company priorities.
• Liaised between executives and employees, facilitating smooth communication and successfully achieving a climate that supports employees' self-actualization.
• Appropriately allocated resourced, budgets, inventories and training support to improve communication and collaboration among Japanese and foreign employees.
• Collaborated on planning phase of introducing a Diversity & Inclusion Committee within the Company.
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• Served as Middle School Pre-DP Program Coordinator and Humanities teacher.
• Served as IB Spanish & Theory of Knowledge teacher
• Served as Head of House for extracurricular activities (Gr. 7-12)
• Planned and implemented integrated curricula & lessons to meet standards.
• Communicated frequently with parents, students and faculty to provide feedback and discuss instructional strategies.
• Attended and facilitated IEP meetings for students and families.
• Implemented and encouraged debate-style classroom environment to increase student engagement and promote critical thinking.
• Incorporated exciting and engaging activities to achieve student participation and hands-on learning.
• Kept students on-task with proactive behavior modification and positive reinforcement strategies.
• Fostered team collaboration between students through group projects.
• Evaluated and revised lesson plans and course content to achieve student-centered learning.
• Devised and implemented strategies to create and maintain cohesive school community within virtual classroom setting.
• Incorporated multiple types of teaching strategies into classroom.
• Enhanced student knowledge of technology by integrating various web-based applications for research and assignments.
• Supervised learning groups of students in classroom stations.
• Reviewed curriculum and devised alternate approaches to presenting lessons to increase student understanding.
• Worked cooperatively with other teachers, administrators and parents to help students reach learning objectives.
• Promoted physical, mental and social development using classroom games and activities.
• Developed curricula, lesson plans and training modules regarding preparation for university applications, including CV-building workshops.
• Advised students and parents on the application process and coordinated with teachers regarding how students could maximize their potential in each IB course via self-study; achieved 80% acceptance rate to Top-50 universities (QS Rankings) in both years at AIC.
• Served as MS basketball girls' basketball coach.

• Created, prepared and executed English curricula for Year 8 & Year 9 Intensive English programs, serving students to both prepare for the high school entrance exam and study abroad programs.
• Collaborated with a variety of teachers to plan, prepare and execute lessons that were uncommon in a Chinese middle school: team-taught lessons, student-led lessons, group work activities and a variety of evaluation methods beyond normal MCQ tests.
• Prepared and led workshops for teachers of English to introduce a variety of teaching and evaluation strategies that are not often found in Chinese schools.

• Served as a teachers of English, German and Spanish.
• Designed curricula, unit plans, lesson plans & task-oriented activities and games to facilitate better language acquisition.
• Employed diverse teaching approaches to help students of all abilities understand material.
• Provided written and oral feedback to parents on students' progress.
• Immersed students in unfamiliar cultures by devising hands-on activities.
• Tailored classes to students' learning styles by designing engaging and informative activities specific to needs.
• Collaborated with fellow teachers to streamline lesson plans, share creative activities and accelerate student learning.
• Prepared course materials such as syllabi, homework assignments and handouts.
• Determined learning needs and styles of students to target lesson plans.
• Developed personal teaching materials from scratch, including worksheets, PowerPoint presentations and speaking activities.
• Facilitated positive learning environment by using enthusiastic and energetic instructional strategies and consistent classroom management.
• Served as supervisor of the English Club, assisting students in independently preparing, rehearsing and executing theatrical plays and speeches for both city-wide and prefecture-wide competitions.
• Served for two years as one of two designated specialists to help prepare the oral section of the prefecture-wide high school entrance exam.
• Served as prefecture-wide assistant coordinator for all foreign ALT's (assistant language teachers), offering support for many native English speakers who had never lived abroad, or never taught in classroom, or both.

In order to keep this section brief, I invite the reader to ask me directly for more details regarding this 5-year adventure of mine. In a nutshell, I chose to practice what I preach and at the age of thirty-five, followed my dream to become a professional of Argentine Tango, before Father Time caught up to me on the dance floor. The experience has proven to be invaluable to me as an educator. Upon achieving all my goals in the realm of Argentine Tango, I listened to my calling and returned to education, which I truly had missed (as only a fellow educator could understand).

• Served as both PYP classroom teacher and ESOL support specialist.
• Served as MYP Humanities and Language Arts specialist.
• Assisted in developing student-led after-school tutoring program to teach at-risk students.
• Administered assessments to determine each student's specific educational and social needs.
• Developed and implemented classroom routines to address varying student needs.
• Assisted students of all ability levels develop life-long learning skills and good study habits.
• Implemented a variety of technologies to engage students in class instruction and diversify approaches and Improve students' analytical skills.
• Shifted between formal and informal methods of teaching to keep students interested, including debates, practical activities and experiments.
• Met with parents to resolve conflicting educational priorities and issues.
• Implemented reading and writing workshops to increase student literacy and support school reading programs.
• Communicated (in English, Spanish, Japanese, Chinese & Korean) frequently with parents, students and faculty to provide feedback and discuss instructional strategies.
• Designed detailed learning plans for struggling students based on test, homework and assignment records.
• Worked with staff members and teachers to design comprehensive and individualized plans to optimize student education.
• Increased educational expertise and knowledge of PYP and MYP curricula and ESOL learning strategies by organizing and leading peer workshops.
• Created and developed lesson plans according to students' academic needs, including both group and individual work.
• Modified lessons and curriculum to accommodate diverse learners by using strategies such as peer-assisted learning and group work.
• Serving as Field Trip Coordinator, created a database and collaborated with teachers regarding off-campus destinations for K-12 field trips and experts to invite on-campus as special guests, when a field trip was not possible (especially true at the DP level).
• Coached both boys' and girls' teams in basketball, rugby, soccer and volleyball, at both the middle- and high school level.