Bridgette Fincher's Résumé

Bridgette Ann Fincher

548 S.E. 14th Street Bartlesville, Oklahoma 74003, USA

Telephone (U.S. and Taiwan): 1-918-398-0121

Education

Master of Arts in Educational Technology	Pepperdine University	2006
Summer Program towards MLit.	Middlebury College (Bread Loaf School of English)	1998 (summer)
Elementary and Reading Certifications	University of Houston – Clear Lake	1989
Master of Arts in Teaching (Early Childhood)	Oklahoma City University	1985
Bachelor of Science in Special Education	Oklahoma State University	1980

Certification

Middle School Language Arts/ Social Studies; Middle School Mathematics/Science; and Special Education (P-4, 4-12) (Arkansas Standard Certification)
Elementary Grades 1-8, Elementary Reading 1-8, Generic Special Education 1-8 Physically Handicapped (PK-12) and Mentally Retarded (PK-12) (Texas Lifetime Certification)

Experience

Elementary School: Fifth, Fourth, and Second Grades

Accomplishments:

Executed the first grade level and whole school web site presence 1995, 2005.
Piloted and standardized ongoing fourth grade student laptop program which then branched out into other grades.
Created a myriad of social studies, language arts, and technology simulations based on the geographic theme of place and mathematics.
Collaborated on cross-site technology initiatives with ninth, eighth, sixth, fifth, second and kindergarten-aged children.
Presented at various technology and reading conferences internationally and in the United States.
Taught a class to other teachers for three years on class web site development and mentored them through the process.
Lead cultural exchange programs, Bunka and Numazu, between American and Japanese schools.
Lead outdoor education science programs.
Served as WASC Language Arts Committee Chair and Team Leader.
Served on the Professional Growth Committee for three years that researched, introduced, and set in place a new evaluation system which was adopted as the standard for the school.
Served multiple years on various language arts, science and mathematics committees.
Oriented and settled new faculty to Japan for seven years, with assistance ranging from helping them select housing to acculturation and Japan life skills.
Received the ISS Innovative Practice Award.
Trained in the cadre system of leadership.

Old Wire Elementary School	Rogers, Arkansas, USA	2005 - Present
Taipei American School	Taipei, Taiwan	2004 - 2005
The American School in Japan	Tokyo, Japan	1991 - 2004

MS Gifted and Talented Reading, MS Reading, MS and HS Learning Disabilities

Accomplishments:

Served as the NCAA Facilities Chair.
Served as Special Needs Team Leader.
Ran the first integrative gifted and talented full classrooms in a middle school.
Administered and interpreted academic tests for placement.
Implemented a strong reading program in the special education departments.
Facilitated the mainstreaming of special services students into the regular classroom.
Supervising teacher for special services aides.
Ran the Young Astronauts and Renaissance Programs.
Middle School Student Council Chair and the High School Honors Society Chair.
Reviewed books for the University of Houston Literature Review Board.
Presented at reading conferences in Texas.
Trained in Neuhaus Advanced Dyslexia and Here’s Looking at You, 2000 programs.

Seabrook Intermediate School	Seabrook, Texas, USA	1987 - 1991
Davis Middle School	Evanston, Wyoming, USA	1984 - 1987
Clinton High School	Clinton, Oklahoma, USA	1982 - 1983
Marshall Middle School	Marshall, Oklahoma, USA	1980 - 1981

Early Childhood

As an internship for first master’s degree, taught students ages three to five using the prescribed Montessori method in an A.M.I. accredited school. Discovery World Montessori Preschool, Woodward, Oklahoma, USA 1981-1982

Current Research

Raising the bar and setting new challenges is all part being a master teacher. Currently, I am the midst of my second master’s degree to be completed at the end of this school year. This program in educational technology is built on three pillars: educational leadership, change, and technological innovation. My current school provides a prime example of how I use those pillars in practice. This newly opened school has no computing infrastructure or support on site aside from thirty-five networked computers. However both students and staff are projected to double next year. Because of my extensive experience using technology with students and teachers and providing professional development to others in technology, I’ve chosen an Action Research Project to construct a site-based intranet to serve the organizational needs of the current staff and as a way to integrate new staff members into the culture of the school. Identifying key cultural, educational and organizational structures in this still-evolving school is a fundamental challenge, yet doing so while building consensus requires group leadership skills. My charge is to create a viable intranet that is self-sustaining, responsive, and capable of being adapted over time to provide a variety of services to the school community.

Educational Philosophy

Inquiry, change, risk, action, reflection, continued growth and service to others—these are hallmarks of what I do. The world is tremendously interconnected and becoming more so; understanding these connections and interdependence are foundations for learning to live and living to learn.

Deep-seated changes occur if students are allowed to grow towards becoming responsible, aware agents of their own learning. Reflection and achieving high personal standards are fundamental to this process. As a judicious mentor and fellow learner, my job is to encourage this through an environment that is challenging, respectful, creative and inviting. Innovating and adapting materials or processes provide for the diversified needs of the students, yet with a focus on students having control through open-ended, integrated, projects-based units. Learning is a social activity and collaboration, within the class or across grades, is vital to their growth as humans. Students work collectively towards a group goal but understand that, as individuals, they are accountable for their own learning. Spontaneity, fun and laughter are woven through all of this in a way that only “hard fun” can bring. The young people I have had the pleasure to teach know who they are as people, and as learners, and understand the contribution they can make now and in their yet unknown future.

Professional Affiliations

International Reading Association, National Council for the Teachers of English, National Council for Teachers of Mathematics, National Council for Teachers of Social Studies, Association for Supervision and Curriculum Development

Recommendations

Recommendations available on request.

Last Maintained 12/13/2005