As a secondary teacher of writing, I model writing everyday in my classroom. In my school’s academic environment, I publish daily agendas, news stories, feedback on writing, progress reflections, assignment instructions, letters of recommendation, and in 2022, the Penn High School yearbook. For more information, please contact me.
Thank you. -Kevin
Volume 64 of the Penn High School Yearbook
The Penn High School publications class put the finishing touches on volume 64 of the Bittersweet, Penn’s Yearbook in the Fall of 2022. Jostens will ship the 200+ page book in late October. The theme, Better Together, celebrates a return to in-person classes. Remote classes transformed public education in many unforeseen ways, so reuniting in the classrooms, on the playing fields, and in the commons of Penn High School gave this theme a fundamental and lasting appeal.
In the spring of 2019, Indiana House Bill 1002 Career and Technical Education outlined how teachers would need to complete an “externship” of fifteen workforce hours in the community where they teach to renew their license, starting in July that same year. Through the Saint Joseph County Chamber, I obtained an externship at WNIT Public Television Studios. This article and this film came out of that experience.
I started riding the bus for my daily commute a few years ago, and since then, I have seen an increase in youth ridership. In this opinon piece for the South Bend Tribune, I write about public transportation in South Bend and Mishawaka. Since it was published, both Mishawaka and Southe Bend School Corporations have signed deals with Transpo to offer free bus rides for students throughout the year.
In this “Field Trip,” published in RPM: Race, Play, Michiana, I return to the halcyon days of college to recall a concept I still employ today, in cycling and in life. Bloomington, Indiana is where I first took up the “skinny bike,” and it is a lovely place to visit any time of year.
On June 17th., 2015, my project partner, Joseph Karanja & I presented our initial film about our travels to Kenya. In the Colfax Auditorium of the Saint Joseph County Library, we talked about the many stories we heard about the Mau-Mau Revolt of the 1950s. That uprising preceded Kenyan Independence which was achieved in 1963. This trip & all the work surrounding it is made possible by the Lilly Foundation and the Teacher Creativity Grant we received to travel to Kenya and make this documentary.
In order to travel to Kenya to make the above documentary, Joseph Karanja and I wrote a grant application for a Teacher Creativity grant offered every year by the Eli Lilly Foundation in Indianapolis. I had tried for the grant twice before, so I guess the third time was the charm. Additionally, I published my first follow-up report to the Lilly Foundation upon returning to the states and resuming my work in the classroom.
In 2010 I partnered with Dr. Elizabeth Archie, Associate Professor of Biology at the University of Notre Dame, to offer an educational outreach component to the Amboseli Baboon Research Project. I assisted in writing that part of the grant proposal, designed the curriculum to teach high school students how to mass-communicate in the field of Biology, and have sustained the class for fie years now.
I wrote this article in 2001 after I had essentially “flipped” my classroom. In the article I discuss uploading content to the site, using the site as a showcase portfolio for students’ writing, and using the site as a place to host written discourse. I am still doing all of those things today, but now I use a learning management system (LMS) to make the workflow more efficient. You can read this article as a PDF that I scanned, or you can read it at THE Journal’s website.
In this writing, I documented a paddling trip that three friends and I took down the Pine River in western Michigan. My friends and I taught together in the Integrated Studies program, and we often took adventures like this one for the sake of team-building and adventure. My friend Jim Schmidt took the photos.
In 1998, I was living and working in Rio Rico, Arizona. Though that year I did not teach any formal E.N.L. classes, I was still working with a population of second-language learners, and I still used my Spanish everyday. That year I instituted a cross-age tutoring program in my classroom after school. The results were marvelous, and this article is a reflection on that project.