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ANDREW PEARSON

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Andrew Pearson
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274 Senator Place, Apt. 3 ∙ Cincinnati, Ohio 45220 ∙ (513) 702-8150 ∙ pearsoaj@outlook.com

I am a graduate of the University of Cincinnati (2016) with a passion for social justice and
commitment to equal opportunity for all. As a teacher, I believe in creating an environment
that fosters student achievement no matter the hardships they face. As a social studies
teacher, I am eager to help all students understand how they are impacted by the world
around them and guide them in using that knowledge to make reasoned, informed, and
moral decisions.

Education and Professional Certification
Ohio Adolescent to Young Adult (7-12) and Integrated Social Studies
May 2016
 Passing scores on Ohio Assessments for Educators required for licensure.
 285/300, Assessment of Professional Knowledge; 262/300, Integrated Social Studies.
University of Cincinnati
January 2013 - Present
 B.S. Secondary Education—Integrated Social Studies
 Expected Graduation: May 2016, summa cum laude
 3.958/4 cumulative GPA; Dean's List all semesters

Teaching Experience
HUGHES S.T.E.M. HIGH SCHOOL
Student Teacher



August 2015 - May 2016

Co-taught 3 classes of 9th grade world history daily in partnership with mentor
teacher.
Designed original lessons using primary and secondary sources to help students
experience history and a variety of assessments to gauge learning.
Adapted readings and provided supports to allow below-grade readers to
comprehend and fully access content; collaborated with intervention specialist to
identify appropriate supports.
Reviewed and discussed assessment data with mentor teacher to improve
planning and teaching processes.

LAW AND LEADERSHIP INSTITUTE
11th & 12th Grade Instructor



CLIFTON HEIGHTS, CINCINNATI, OH

UNIVERSITY OF CINCINNATI

May 2015 - Present

Designed 4-week summer course based on institution’s content standards in 5
units; individually planned and delivered 4-6 hours of original lessons per day
and met all course objectives.
Prepared team of students to represent organization at statewide We the People
competition during the school year; received scores of 200/240 and 211/240.
Tutored 14 students for the ACT with an average composite score increase of 2.25
in 4 weeks.
Chaperoned students on day-long visits to colleges in Ohio, Indiana, and
Kentucky.

Andrew Pearson
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ANDREW PEARSON
BOYS & GIRLS CLUBS OF GREATER CINCINNATI
Assistant Program Leader




Volunteer

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AVONDALE, CINCINNATI, OH

March 2014 - August 2015

Planned and implemented educational, athletic, and service-learning programs
for low-income K-12 students.
Tutored high school junior with moderate learning disorder in history and
algebra; both grades improved from F to B within one quarter.
Built impactful relationships with students, families, and community members to
better serve students’ individual needs and increase the quality of programming
for all.
Successfully balanced 25-hour work weeks with obligations of a full-time college
student.
August 2015 - Present

Preserved active tutoring and mentoring commitments after leaving previous
position.

Andrew Pearson
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SHRODER HIGH SCHOOL

MADISONVILLE, CINCINNATI, OH

Practicum Candidate January 2015 - May 2015


Led lesson segments and 3 full lessons under supervision of mentor and
university supervisor.
Developed rapport with more than 60 students and identified their individual
strengths and needs.

Professional Development
Library of Congress Teaching with Primary Sources workshop
October 2015
Ohio Council for Social Studies Conference
October 2015
 Drafting proposal to present at upcoming 2016 Conference.
Literacy Network of Greater Cincinnati training
May-August 2014, May 2015
 Featured in training video facilitating “Winners Walk Tall” character
development.
PeaceBuilders training
April 2014
 Program run by PeacePartners, Inc. designed to prevent youth violence & create
safe learning environments in troubled communities.

Other Experience
CENTER FOR EXCELLENCE IN ELEARNING

UNIVERSITY OF CINCINNATI

eLearning Consultant September 2015 - Present




Advised faculty and eLearning support staff on Blackboard course design; hosted
Open Consultation Days for faculty at beginning and end of terms.
Designed and distributed rubric soliciting faculty input on remote test proctoring
software; feedback guided recommendation of software for campus-wide use.
Member of student panel at Junior Faculty Learning Community; gave
suggestions relating to pedagogy, course design, and building relationships with
students.
Asked to participate in eLearning Focus Group to improve school’s eLearning
policy.
Assisted athletics department with implementing Observer roles in Blackboard
for athletic advisers; created database to enable tracking of student-athlete
improvement.