Hong Kong SAR
Hello! I am a versatile science educator with a decade of experience teaching secondary school students (Years 7 to 13). I am a science teacher and Head of Science at the Korean International School in Hong Kong. Previously, I taught at Vanke Meisha Academy (万科梅沙书院) in Shenzhen, China, and YES Prep West in Houston, Texas. My teaching background encompasses a diversity of subjects: Cambridge (CAIE): • IGCSE Biology (Year 10 and 11) - 2019-Present • A-Level Biology (Year 12 and 13) - 2021-Present • A-Level Marine Science (Year 12 and 13) - 2024-2026 • Lower Secondary Science (Year 7, 8, and 9) - 2022-Present • Integrated/Combined Science (Grade 9) - 2019-2021 Advanced Placement (AP) and Texas (US) curriculum: • AP Environmental Science (Grade 13) - 2015-2019 • Environmental Systems (Grade 12) - 2015-2019 My educational philosophy revolves around three core principles: 1. Cultivating curiosity and fostering a passion for lifelong learning among students. 2. Encouraging students to comprehend the 'why' and 'how' behind what they learn. 3. Promoting metacognitive thinking through self-reflection to facilitate student growth. Clifton StrengthsQuest(TM) Signature Themes: Relator, Empathy, Developer, Context, Adaptability
Team Leadership and Development: • Manage a team of teachers, overseeing their performance and development to ensure high performance standards are maintained. Curriculum Development: • Lead the creation of resources, schemes of work, and teaching strategies, ensuring alignment with the Cambridge (CAIE) curricula. Administrative Duties: • Organize, maintain, and update educational resources, schemes of work, and lesson plans shared by teachers within the department. • Monitor and manage the departmental budget to ensure adequate resources for the academic year. Parent Communication and Student Reporting: • Effectively communicate with parents to highlight achievements or report academic concerns. • Review student report comments to ensure consistency and accuracy. Recruitment: • Collaborate with senior leadership in staff recruitment processes to select qualified teachers who align with the school's and science department's vision and values. School Engagement: • Contribute to the broader school community by participating in extracurricular and enrichment activities, enriching the overall educational experience.
Curriculum Design and Instruction: • Develop and deliver captivating lesson plans in alignment with the Cambridge curriculum, encompassing Lower Secondary Science, IGCSE Biology, A-Level Biology, and A-Level Marine Science. Student Assessment and Support: • Assess student performance through a blend of formative and summative evaluations, including quizzes, unit tests, and end-of-term exams. Provide tailored feedback to pinpoint areas for growth. • Offer support to students based on their individual needs, providing additional resources to enhance learning outcomes for both struggling and high-achieving individuals. Classroom Environment: • Foster a nurturing classroom environment where students are encouraged to inquire, developing critical thinking skills and a deep appreciation for scientific concepts. Collaborative Curriculum Development: • Collaborate with peers to refine curriculum materials and educational resources, ensuring they meet established standards and promote effective teaching practices. Parent Communication: • Maintain transparent and consistent communication with parents and senior staff, facilitating discussions on student progress and addressing any concerns promptly and effectively. School Community Involvement: • Participate in school events such as the Christmas Fair, Spring Fair, performances, and Adventure Week, actively contributing to the school community and enhancing the educational experience for all involved.
Role as Instructional Coach: • Among a team of eight dedicated teachers who volunteered as Instructional Coaches for the academic year. Coaching Responsibilities: • Mentored a second-year science teacher utilizing methodologies from "Get Better Faster" and "Teach Like a Champion" for guidance. • Conducted biweekly classroom observations, offering constructive feedback on areas of proficiency and areas for improvement. Professional Development and Collaboration: • Participated in biweekly training sessions with fellow Instructional Coaches to hone coaching skills, including delivering effective feedback and designing professional development sessions for teachers.
CAIE (Cambridge) Biology Instruction (2020-2022): • Taught IGCSE Biology (Grades 10 and 11) and A-Level Biology (Grade 12) to students in the UK track program preparing for the June 2022 exams. • Provided structured support through guided notes and scaffolded instruction to enhance student comprehension. Integrated Science Instruction (2019-2021): • Created and delivered the Integrated Science curriculum tailored for Grade 9 students in the Vanke Meisha Academy Arts program. • Aligned the course with the IGCSE Combined Sciences curriculum, offering guided notes and scaffolded instruction for student support. General Biology Instruction (2019-2020): • Conducted General Biology classes for students in Grades 10 to 12 within the US track program. • Collaborated with fellow Biology educators to design and evaluate exams, exchange teaching strategies, and refine the curriculum to meet the Next Generation Science Standards (NGSS) from 2021 onwards. UK Intermediate Biology Olympiad Coaching (2021-2022): • Mentored five students over six weeks in preparation for the UK Intermediate Biology Olympiad (IBO). • Achievements: 1 Silver, 1 Bronze, 2 Highly Commended, 1 Commended.
The Hollyhock Fellowship welcomes high school teachers from across the country who are interested in deepening and developing their content-specific instructional practices and creating equitable access and opportunities for all learners in their classrooms. Hollyhock Fellows make a commitment to remain at their current school for the duration of the two-year fellowship so that they can support one another in their professional growth and make an impact at their schools. The two-year experience consists of two components each year: Summer professional learning at Stanford University and virtual coaching during the school year. At the Hollyhock Summer Institute, fellows participate in a sequence of research-based professional development. The institute engages the fellows in four programmatic goals: • improve instruction by focusing on core practices of teaching • strengthen pedagogical content knowledge • foster ways to develop equitable learning opportunities for all students • build professional community within and across participating schools
• Taught junior squash classes for 5 to 10 students aged 6 to 15 years old once per week. • Developed and implemented drills to develop racquet skills and overall fitness and agility.
AP Environmental Science and Environmental Systems Instruction (2015-2019): • Implemented and instructed the AP Environmental Science and Environmental Systems curricula for Grade 12 students. • Developed daily lesson plans and provided students with structured support through guided notes. • Engaged in collaborative initiatives with fellow Environmental Science educators during "Content Days" for professional development. Chess Club Advisor (2015-2019): • Led the YES Prep West Chess Club, overseeing member enrollment and participation in the annual YES Prep Chess Tournament. • Achievements: 2nd place (middle school team) and 2nd place (high school team) in 2016. APIA Diversity Summit Organizer (2016-2018): • Initiated and organized the inaugural and subsequent YES Prep Asian and Pacific Islander American (APIA) Diversity Summits. • The one-day summit provided a supportive platform for APIA students, teachers, and staff to address pertinent APIA issues at both national and local levels.
Teacher Support: • Provided assistance to new and experienced Environmental Systems teachers within the YES Prep schools, addressing content-specific challenges and fostering professional growth. Collaboration and Professional Development: • Partnered with the Science Content Director to oversee and facilitate the bi-annual "Content Day," a professional development event for science educators district-wide. • Conducted workshop sessions for Environmental Science teachers, focusing on reviewing upcoming curriculum topics, establishing goals, and refining pedagogical approaches. Curriculum Development and Data Analysis: • Revised and updated unit and long-term instructional plans as necessary, ensuring alignment with educational objectives. • Analyzed data from unit exams to inform instructional strategies and student support. • Shared effective teaching practices and collaborated with fellow educators to enhance overall teaching quality.