TESTIMONIALS​​

 

Joe Hollenbeck, High School Principal

Asociación Escuelas Lincoln, 2014

The list below includes teaching practices identified as Effective Teaching Practice at Lincoln. The checked items were informally observed to have taken place during the class visited. It is recognized that a class may not be visited for a full 90 minute block and, therefore, not all practices will be observed in a single class. Comments may be included to provide more details.

 

Items that were evident during the observation:

- High Levels of Student Engagement

- Checking for Understanding

- Varied Methods of Instruction

- Positive and Respectful Classroom Climate

- Student Directed Learning

- Clearly Stated Learning Objective(s)

- Frequent Feedback to Students

- Effective Transition Management

- Teacher Use of Technology

- Effective Assessment Practices

- Appropriate Pacing

 

Comments

Class started with review of upcoming homework and events. Students asked to review in pairs to ensure understanding,...excellent! This followed by explanation of new assessment "Card Quiz." Students review questions in advance with a partner. Very high level of engagement, w/great examples of student collaboration, peer teaching, etc. Students then asked to answer one content question (related to the text) aloud. It was a nice touch to ask for student feedback on this process. Further pair or small group work related to more analytical aspects of the reading demonstrated continued high levels of student engagement. Teacher effectively paraphrases when students reported out. Students transition easily back and forth from group work, indicating teacher is consistent in expectations and procedures. Lot to like about this engaging lesson where students are actively learning!

 

Dr. Chris G. Müller, Director

Bonn International School, 2014

"Josefino is a fine teacher and human being. He combines excellent modern educational practice with an empathy and emotional intelligence that makes his classroom a place where students want to learn. In the classroom, his versatility and his solid knowledge base make for a teacher who caters for varying abilities in the class and who stimulates students to explore and build a love for learning. He has a calm and approachable manner with students and they respond to him with enthusiasm and respect. He conducts classes that are fun, challenging and that lead the students on an exciting process of self-discovery. Whether helping students to master the basics of the English language, or teaching literature to IB Diploma students, he elevated the students’ desire to learn to a new level. His methodology was such that students were drawn into the subject matter, whether it was by use of innovative teaching, by collaborating with other teachers, by working together in the media center, or by the use of technology. His results reflected the success of his methods. His colleagues fed off his innovative practices. Parents responded to their children’s learning with respect and excitement. I always enjoyed watching the limits to which his students were stretched, while enjoying themselves in the process. 

 

"As our Community and Service Coordinator for Grades 6 through 10, he developed a whole new perspective on the program – one that consolidated efforts and led to a more sustainable and hands-on service ethic. By setting programmatic guidelines he was able to lead students through a process that allowed adequate time for planning, implementation, evaluation and celebration.

 

"Josefino was always ready to help outside the classroom when needed. His launch and active support of a GSA highlighted his desire to see all people treated fairly and equally. He also made a cameo appearance in the high school musical production. In general, he could always be relied upon to step up and help when needed.

 

"Josefino is a consummate professional and students in his classes are fortunate beneficiaries of the artistry with which he practices his craft. While I fully understood his reasons for leaving, it was sad to see him leave BIS. I wish him well."

 

English Language B HL & English 10 EAL Students

Bonn International School, 2014

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Simon Vanderkelen, Secondary Principal

Bonn International School, 2014

"Josefino is a committed educator who embraced the IB vision for holistic mind, body, soul learning. This was evidenced at Bonn International School in many ways.

 

"His leadership of the MYP Community and Service program brought clarity, a strong theoretical grounding and accountability. It was a pleasure to watch Josefino thrive during this time.

 

"In the classroom Josefino is a high performing teacher. He has moved beyond being a facilitator of learning to an activator of learning. His collaborative approach is infectious. Josefino demands rigour in a context of mutual respect and engagement. His commitment to the teaching profession is also demonstrated by his work with a student teacher over a period of several months. 

 

"Josefino does thrive on being involved in the life of the school beyond the classroom and mandated aspects of the IB programs. An example of this was his sticking performance in school’s musical “Grease” last year.

 

"Josefino is on a journey seeking new knowledge in different educational contexts. I wish him luck and would be happy to endorse his skills."

 

 

Peter Dawson, Secondary Principal

Bonn International School, 2013

"The category of 'Instruction: Teaching, Learning, and Assessing' is an area of particular strength for Josefino.  His enthusiasm for his content and for working with students is both obvious and infectious.  He shows this not only in words, but in his actions – the fact that not a second is wasted sends the message that, 'What we are doing is important.'  His individual lessons are varied and balanced and so is the whole unit.  No class looks exactly alike except for the constant emphasis on mutual respect and support for one another.  

"Another particular strength is his ability to develop strategies that work for all students, including the EAL learners.  Those same strategies seem to be good for all learners.  I think that he will be able to play a lead role in helping other members of our staff to develop their skills in this area.  Because of his concern for others and the respect that he shows them, he has quickly become a person who is respected by students and colleagues alike."

 

​

Ivan Hauck, College Counselor

American Overseas School of Rome, 2011

"So often teenagers will sit passively in awkward silence while teachers meander through a lecture.  But not with Josefino.  He calls on students.  He engages students.  His flexible and captivating teaching style allows him to reach even the most distant learners.  In a 30-minute window upon my first visit to class, in which he was teaching ethos, pathos, and logos and the necessity of all three in formulating an argument, he demonstrated himself ready and willing to explore all avenues of inquiry and discussion (and as you might imagine, there were many).  More importantly, he had our students asking the right questions; our suddenly intrigued young adults were no longer seeking generic facts but instead beginning to formulate their own ideas with profound excitement.  Not bad for a teacher with a group ranging from basic English learners to aspiring New Yorker journalists.  As caring as he is versatile, Josefino possesses that indelible teacher quality – he makes every young adult feel special.  Our students may not always walk into our school feeling secure in their abilities, but they walk out of Josefino’s class ready to take on the world.  Or at least the English language."

 

​

Steve Hope, Associate Superintendent

Mountain View-Los Altos Union High School District, 2009

“Josefino Rivera has been an English teacher at Mountain View High School since August of 2007. During that time, he has consistenly been an outstanding teacher. He has also served as the teacher/adviser to the school newspaper. During his time as teacher and adviser to the newspaper, the quality of that student publication has improved significantly. The articles are well written and researched. The students have exhibited a more professional approach to their publication. His teaching style is one of student centered engagement that supports the learning and progress of all students in his class. He has actively contributed to and participated in the design of staff development for the school. Josefino is one of the best teachers in the district.”

 

 

Manisha Rai, Student Editor-in-Chief of the Oracle

Mountain View High School, 2009​

"When you first joined Mountain View High School, you hit the ground running; and you haven't stopped since.  No doubt, your internal drive and commitment to excellence reflects in the quality of the Oracle (MVHS's school newspaper); but it has also made me question where I can eliminate complacency in my own life.  It's been a joy to work with you, even at 11:00pm when the pages won't upload.  Thank you!"



 

Neal Kawas, Honors American Literature Student

Mountain View High School, 2008

"Every single teacher teaches; there is no question about that.  But you did something more: you enlightened.  You went beyond just the words on the page. By pushing us to address issues such as racism, sexism, gender orientation, and others that have plagued society for ages, you made me grow not just as a scholar – but as an individual as well.  You contributed to my identity.  And for that, I am honored to give you the first of many National Merit Scholar Awards."



 

Ann Rounds, Teacher Education Program Supervisor,

Stanford University, 2007

"I have been impressed with the quality and thoughtfulness of Josefino’s lesson planning.  He focuses on making his learning outcomes very clear, and uses varied strategies to engage him students, such as journal writing, outside speakers, complex instruction using structured groups, and appeals to students’ experiences. For example, before beginning Huck Finn, Josefino engaged students in an examination of their own racial experiences, taking them outside and asking them to respond by stepping forward in response to  various common situations experienced by racial minorities in the United States.  This example also illustrates Josefino’s willingness to take risks and deeply engage his students."