NATHAN CROSBY

Contact information upon request

A T T R I B U T E S : • Team-centered and dedicated to creating a positive learning environment; making a

difference in students’ and colleagues’ lives.
• Values discussing, researching, and implementing alternative strategies for improving
student engagement, learning, and assessment.

E D U C A T I O N A N D C E R T I F I C A T I O N

UNIVERSITY OF NEW ENGLAND (Biddeford, Maine)

MASTER OF SCIENCE IN EDUCATION: CURRICULUM & INSTRUCTION STRATEGIES
January 2015—December 2016

ALBERTA PROFESSIONAL CERTIFICATE

September 2008—Present (Permanent); January 2006—August 2008 (Interim)

UNIVERSITY OF LETHBRIDGE
DEGREE: BACHELOR OF EDUCATION (WITH GREAT DISTINCTION )
September 2004—December 2005

UNIVERSITY OF LETHBRIDGE
DEGREE: BACHELOR OF ARTS, DEPARTMENT OF ENGLISH
September 2001—December 2003

UNIVERSITY OF CALGARY
DEPARTMENT OF ENGLISH
September 1999—April 2001

T E A C H I N G E X P E R I E N C E

ÉCOLE SECONDAIRE FOOTHILLS COMPOSITE/ALBERTA HIGH SCHOOL OF FINE ARTS (Okotoks, Alberta)
LEARNING COACH—Permanent Contract
January 2018—Present

❑ PRINCIPAL: Vince Hunter

❑ JOB DESCRIPTION: supporting approx. 415 students (grade 11)—including those on Individualized Learning Plans.
▪ Work collaboratively to sustain an inclusive environment and meeting the diverse needs of all
students, as well as coordinate with parents, Educational Assistants, and the school-based team to
ensure a continuum of supports and services is responsive to students’ needs.
▪ Build teacher capacity around research-based practices including differentiated instruction, positive
behaviour supports, universal design for learning, response to intervention.
❑ CERTIFICATIONS / TRAINING: PASIprep; MyBluePrint; Respect in Schools; Principles of Standardized Testing
& Issues in Administration of Level B Tests; Fountas and Pinnell / Leveled Literacy Intervention (LLI)

PROFESSIONAL PORTFOLIO: nathanielcrosby.weebly.com

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ÉCOLE SECONDAIRE FOOTHILLS COMPOSITE/ALBERTA HIGH SCHOOL OF FINE ARTS (Okotoks, Alberta)
ENGLISH TEACHER—Permanent Contract
September 2006—December 2017

❑ PRINCIPAL: Vince Hunter (2014-2017); Todd Schmekel (2010-2013); Dave Kennedy (2006-2009)
❑ GRADE/SUBJECT: English 10-1 / 10-2, 20-1 / 20-2, 30-1 / 30-2, Leadership 1080 / 2080 / 3080
▪ Involved in High School Redesign and Curriculum Prototyping projects—facilitated by Alberta Education—
as well as the FSD Action Research cohort on competencies.
▪ IPGP: deepening students’ understanding of content and developing intellectual engagement and
learning abilities through the exploration of visible thinking and critical thinking strategies. Designing a
model of flexible classroom that fits within the curriculum and improving upon student engagement.
❑ EXTRA-CURRICULAR: Falcon’s Celebrations & Happenings Share-Out (newsletter) publisher (September 2017-
Present); Grad Committee (September 2011-Present); Musical Theatre: Annie cameo (December 2014);
FCHS Music Chaperone (April 2009, April 2012, and March 2015); Yearbook Coordinator (2006-2009)

WEST CENTRAL HIGH SCHOOL (Rocky Mountain House, Alberta)

ENGLISH TEACHER—Temporary Contract
February 2006—June 2006

❑ PRINCIPAL: James Clark

❑ GRADE/SUBJECT: English Language Arts 9, English 10-1
▪ Coordinated the administration of Grade 9 Provincial Achievement tests.
❑ EXTRA-CURRICULAR: started Review This! West Central High School’s Film Society; 17th Annual AASCA
Student Leadership Conference: “Experience the Summit!”

P R O F E S S I O N A L G R O W T H

ÉSFCHS / AHSFA LEAD TEACHER (LEAD) & CURRICULUM LEARNING LEADER (CLL)

September 2015—June 2020 (Lead), September 2013—June 2015 (CLL)

Leadership role to build capacity of staff and be a liaison between the Humanities department, Administration,
Instructional Coach, and Learning Support Team. Collaborate with teachers and school-based teams to improve
learning and instruction. Participation in the Alberta initiatives for Curriculum Prototyping and High School Redesign.

FOOTHILLS SCHOOL DIVISION ACTION RESEARCH (3 YEAR COMMITMENT)

September 2015—June 2018

Part of a cohort of school leaders who explored the following goals: 1) To investigate the impact of competencies
on students’ intellectual engagement and academic achievement, and 2) to explore how teachers can best design
and assess competencies to ensure all students are intellectually engage and able to learn at high levels. Focusing
on the integration and assessment of the “Knowing How to Learn” and “Critical Thinking” competencies.

FOOTHILLS SCHOOL DIVISION 3RD YEAR COHORT (FACILITATOR)

November 2016—January 2018

What does designing for understanding look like in a transformative, technology rich classroom? New teacher
mentorship program: supporting teachers as they design authentic learning experiences, use assessment to
inform instruction, and infuse technology into their classrooms.
PROFESSIONAL PORTFOLIO: nathanielcrosby.weebly.com
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FOOTHILLS SCHOOL DIVISION: ENGAGING LEADERSHIP

October 2014—December 2014 & October 2012—March 2013

Professional development course that focused on developing distributive leadership capacity in teachers of FSD.
Presented theories and case studies of current trends in education and asked that participants consider their role
in shaping the future of learning.

MENTORSHIP OF STUDENT TEACHERS

September 2008—December 2017

As a mentor teacher for eight student teachers, have had the opportunity to aid them in blending their ideas
about teaching with those of their education programs. At the same time, can reflect on own teaching practice
and grow professionally.

DIPLOMA MARKER: ENGLISH 30-1 & ENGLISH 30-2

June 2009—December 2017

Participation in marking of English 30-1 & 30-2 Diplomas for Alberta Education. This valuable PD has helped
to further growth in collaboration and assessment practices.

PRESENTATIONS DEVELOPED & LEAD FOR STAFF

❑ MEET MICROSOFT TEAMS

October 18, 2018
Foothills School Division System Learning Day
An introduction to Microsoft Teams—a digital hub that brings conversations, content, assignments, and apps
together in one place, letting educators create vibrant learning environments. Build collaborative classrooms,
connect in professional learning communities, and connect with colleagues—all from a single experience.

❑ THINKING OUTSIDE THE BOX

August 30, 2017
Foothills School Division System Learning Day
This session is designed to help teachers engage students in thinking “out of the box”—beyond the
worksheet—and supports teachers as they foster a culture of thinking and learning in their classroom. For
as students develop a greater awareness of their own metacognitive strategies and problem-solving skills,
they become more independent and capable of directing their own learning.

❑ RIGOUROUS AND RELEVANT CURRICULUM

February 17, 2016
FCHS / AHSFA PD Day
Rigourous and relevant curriculum challenges students to use higher order thinking skills, demonstrate
proficiency in discipline-specific concepts and skills, and to apply what they learn to real world situations.
Offered staff an overview of how to align teaching materials and assessment strategies to encourage students
to meet the high standards set out for them.

❑ FROM GIMMICKS TO GOOD PRACTICE: INFUSING TECHNOLOGY AND FEEDBACK IN THE CLASSROOM
February 20, 2015
Palliser District Teachers’ Convention 2015
This session introduced strategies for thoughtfully integrating technology into classroom practice to engage
students and to effectively collect / distribute feedback.

PROFESSIONAL PORTFOLIO: nathanielcrosby.weebly.com

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PRESENTATIONS DEVELOPED & LEAD FOR STAFF CONTINUED…

❑ MAKING PARENT COMMUNICATION EFFECTIVE AND EFFICIENT

February 18, 2015
FCHS / AHSFA PD Day
This session offered a variety of strategies that teachers could use to establish effective, ongoing
communication with parents.

❑ AN INTRODUCTION TO GOOGLE
October 10, 2014
FCHS / AHSFA PD Day
Focused on providing teachers with meaningful ways to implement Google Apps in the classroom in order to
increase efficiency, collaboration, and engagement.

R E F E R E N C E S : Available upon request A P P E N D I C E S #1: Professional Development Courses

A P P E N D I C E S #2: Leadership Philosophy

PROFESSIONAL PORTFOLIO: nathanielcrosby.weebly.com

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P R O F E S S I O N A L D E V E L O P M E N T C O U R S E S

LEARNING COACH TRAINING

❑ TOOLS FOR TEACHING CONCEPTUAL UNDERSTANDING

Ainsley Rose & Julie Stern
November 1, 2019 & May 1, 2020
Workshop demonstrated practical ways teachers can begin to build the schema in students’ brains that
facilitates deeper understanding and the ability to unlock complex problems through learning transfer.

❑ PRINCIPLES OF STANDARDIZED TESTING & ISSUES IN ADMINISTRATING LEVEL B TESTS

Dave Carter
October 21-23, 2019
Calgary Regional Consortium (Calgary, Alberta)
Develop in-depth understanding of the principles of standardized testing, the international and provincial
standards for Level B assessment, ethical test selection and use, understanding measurement statistics
(standard deviation, T, z, standard and other score transformations, standard error of measurement,
confidence intervals, etc.).

MASTER OF SCIENCE IN EDUCATION: CURRICULUM & INSTRUCTION STRATEGIES

❑ EDU 600: Teacher as Leader Spring 2015

❑ EDU 610: Differentiation Theory & Strategies Spring 2015
❑ EDU 615: Motivational Theory and Class Management Summer 2015
❑ EDU 707: Instructional Leadership Summer 2015
❑ EDU 721: Using Technology within Inclusion Education Fall 2015
❑ EDU 723: Teaching & Learning in Inclusion Setting Fall 2015
❑ EDU 742: Study Skills & Content Literacy Spring 2016
❑ EDU 743: Connecting Reading with Writing for Success Spring 2016
❑ EDU 695: Portfolio Summer 2016
❑ EDU 690: Action Research Fall 2016
University of New England (Biddeford, Maine)
Challenging areas of literacy, inclusion, and educational leadership to build skills to implement solutions in
and beyond the classroom.

HARVARD GRADUATE SCHOOL OF EDUCATION

❑ CREATING CULTURES OF THINKING

February 26, 2018 to May 27, 2018
Harvard Graduate School of Education (Cambridge, Massachusetts)
Creating “cultures of thinking,” communities where a group’s collective as well as individual thinking is
valued, visible, and actively promoted. Explored 8 cultural forces present in every group learning situation—
language, time, environment, opportunities, routines, modeling, interactions, and expectations—and how
they influence the group’s cultural dynamic.

❑ VISIBLE THINKING
February 26, 2018 to May 27, 2018
Harvard Graduate School of Education (Cambridge, Massachusetts)
Visible Thinking has two goals: to cultivate students’ thinking dispositions, and to deepen content learning.
This course explores three themes: thinking routines, thinking dispositions, and documentation of student
thinking.
PROFESSIONAL PORTFOLIO: nathanielcrosby.weebly.com
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CURRICULUM PROTOTYPING & HIGH SCHOOL REDESIGN

❑ MOVING FORWARD WITH HIGH SCHOOL REDESIGN

October 14, 2014 & March 3, 2015 & October 6, 2016
Alberta Education (Calgary, Alberta)
Moving Forward with High School Redesign is about more than simply shifting a timetable. It is about
shifting mindsets. The shift in mindset to a focus on student-centered learning happens as a number of key
practices are put in place, including personalizing learning, intentionally developing meaningful relationship,
creating rigorous and relevant learning opportunities, and supporting mastery learning.

❑ CURRICULUM DEVELOPMENT PROTOTYPING SYMPOSIUM

December 1-2, 2014
Inspired Curriculum (Calgary, Alberta)
Symposium part of an ongoing collaboration with educators, students, parents, and community partners
across Alberta, where expectations and processes for Alberta curriculum emerged.

INSTRUCTIONAL STRATEGIES

❑ FORMAL SOCRATIC DIALOGUE: ENHANCING LITERACY DISCUSSIONS FOR ALL STUDENTS

Tammy Wolinsky
March 3, 2015
Calgary Regional Consortium (Calgary, Alberta)
How to build, enhance, and sustain a Socratically-driven discussion in the classroom; students who would
not ordinarily be able to articulate their points of view at a high academic level are empowered to present
their thinking in ways that demonstrate scholastic intelligence and understanding while providing teachers
with formative / summative feedback.

❑ PRACTICAL STRATEGIES FOR WORKING SUCCESSFULLY WITH DIFFICULT STUDENTS

Dr. Jane Bluestein
November 19, 2009
Bureau of Education & Research (Calgary, Alberta)
Focusing on the notion that working effectively with difficult students means changing the school culture,
minimizing the reasons for acting out, and helping students to achieve success and improve academic
performance.

PROFESSIONAL LEARNING COMMUNITIES

❑ PROFESSIONAL LEARNING COMMUNITIES AT WORK

AUTHOR / PRESENTER: Richard DuFour, Rebecca DuFour, Robert Eaker
DATE: October 24-26, 2010
INSTITUTION: Solution Tree (Ottawa, Ontario)
DESCRIPTION: As an organizational arrangement, the professional learning community is a powerful staff
development approach and a potent strategy for school change and improvement. It is a culture that fosters
professional collaboration, and results.

❑ HOW TO GRADE FOR LEARNING

Ken O’Connor
November 4, 2008 & November 21, 2017
Solution Tree: Calgary Regional Consortium (Calgary, Alberta)
Recognizing the need to critically examine established grading practices and the complexity of grading.
Implementing guidelines for standards-based grading to encourage authentic learning.

PROFESSIONAL PORTFOLIO: nathanielcrosby.weebly.com

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ASSESSMENT

❑ GOT DATA? NOW WHAT? CREATING AND LEADING CULTURES OF INQUIRY

Laura Lipton
February 23, 2015
Calgary Regional Consortium (Calgary, Alberta)
An inquiry driven framework for using data to focus conversations around student learning. Session offered
tools and strategies to use qualitative and quantitative data to help demonstrate that what Moving Forward
schools are doing is making a difference in student engagement, student achievement and teacher practice.

❑ COMMON ASSESSMENTS: FROM FORMATIVE TO SUMMATIVE

Kay Burke
October 24-26, 2010
Solution Tree: Assessment Institute (Edmonton, Alberta)
Creating common assessments—including authentic performance tasks to motivate students—while
designing criteria checklists and rubrics to assess learner outcomes.

❑ TALK ABOUT ASSESSMENT: 8 BIG IDEAS TO SUPPORT LEARNING FOR ALL STUDENTS
Damien Cooper
October 24-26, 2010
Solution Tree: Assessment Institute (Edmonton, Alberta)
Simplifying assessments and achieving a balance of assessment for learning (to promote learning) and of learning
(reporting). Shifting from sorting students based on grades to excellence for all.

❑ GRADING AND REPORTING PRACTICES

Ainsley B. Rose
October 24-26, 2010
Solution Tree: Assessment Institute (Edmonton, Alberta)
Examining critical issues surrounding current grading practices—focusing on the need to calibrate grading
systems against achievement targets.

❑ ALIGNING GOOD ASSESSMENT WITH SOUND GRADING PRACTICES” / “QUALITY ASSESSMENT: AN

INDISTINGUISHABLE PART OF INSTRUCTION
Deborah McFarlane and Brian Smith
October 26-27, 2007
Assessment: Keys to Unlocking Learning: Fall Conference (Edmonton, Alberta)
The process of “chunking” key learning outcomes and the framework for designing a unit “backwards,” to
focusing on effective feedback and how it can improve student learning. Moving from traditional and
inconsistent grading practices to thoughtful, school-wide approach to focus on student learning.

❑ ASSESSING UNDERSTANDING
Jay McTighe
October 26-27, 2007
Assessment: Keys to Unlocking Learning: Fall Conference (Edmonton, Alberta)
Examining the framework for gathering evidence of student understanding using six “facets of
understanding” and a variety of assessment methods.

❑ DIFFERENTIATED INSTRUCTION: A KEY TO UNLOCKING LEARNING FOR EACH STUDENT

Carol Ann Tomlinson
October 26-27, 2007
Assessment: Keys to Unlocking Learning: Fall Conference (Edmonton, Alberta)
In the face of growing academic diversity, it is increasingly imperative that students be provided with the
richest possible learning and assessment experiences to prepare them for their roles in a complex world and
to help them find personal fulfillment.
PROFESSIONAL PORTFOLIO: nathanielcrosby.weebly.com
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THEORY:
I believe that I must be a life-long learner, dedicated to continuous and judicious self-improvement, in order to
be an effective leader.
I believe that creativity is key and taking risks strengthens ones resolve.
I believe that discipline and focus magnify effort.
I believe that transparency and vulnerability create trust.
I believe that people want to contribute and make a difference; more importantly, that teamwork accelerates
success.
I believe that collaboration is a powerful way to help myself and others grow.

ATTITUDE:
My thoughts will be positive, constructive, and encouraging; even when I must have crucial and/or difficult
conversations.
My words will empower and encourage others to be their best and give their best.

PRINCIPLES:
I will be authentic and do what inspires me, even if others feel differently.
I will lead by communicating a clear and energetic vision.
I will lead by helping and encouraging people to grow.
I will lead by believing in others and acting with compassion.
I will lead by example (and with transparency); by always performing to the best of my abilities.

BEHAVIOR:
I expect to be dependable in situations where others have given up.
I expect to always ask thought provoking questions and listen to the advice of others.
I expect to respond—not react—to challenging situations, focusing on seeking solutions rather than placing
blame.
I expect to take time for reflection.
I need to admit when I am wrong, and in these moments of amenability, learn from my mistakes.

Nathan Crosby [2022]

PROFESSIONAL PORTFOLIO: nathanielcrosby.weebly.com