MARTIN KIMELDORF COMPREHENSIVE RESUME (Street address furnished upon request) 360-754-4035 (home & message phone) Tumwater, WA 98502 Kimeldorf@comcast.net. CAREER GOAL: APPLY MY CREATIVE TALENTS IN PROGRAMS AND ENTERPRISES DEALING WITH EDUCATION, TRAINING, COMMUNITY RELATIONS, WRITING, EMPLOYMENT, OR RESEARCH. PROFESSIONAL HIGHLIGHTS SUMMARY PUBLISHING 1982-Present Authored over 25 books and manuals on the following topics: „ Mainstreaming students with disabilities in technology education „ Bike education (repair, safety, applied academics, journaling) „ Portfolios for school, careers, and personal development „ Career education (job search, resume writing, entrepreneurship) „ Designing and presenting workshops „ Leisure wellness, creative writing, journaling, drama „ Computer and online learning „ Community service-learning „ Gourmet Aging and interergenerational programming PUBLIC RECOGNITION 1986, 1993, 1995, & 1997 The following titles garnered praise from experts and reviewers: Job Search Education , Educator's Job Search, Serious Play, and Portfolio Power. Joyce Lain Kennedy and Richard Nelson Bolles wrote introductions for my books. 1970s-2000s Scripts produced in regional and national playwriting contests & theaters. PEER RECOGNITION 1985 & 1993 „ Teacher of the Year, Washington vocational-special needs teachers. „ Literati Award, awarded by the International Journal of Career Management (Australia) for outstanding journal piece. LEGISLATIVE SUPPORT 1988 House Bill H-3691 in the Washington legislature provided job search (Washington state) training for all juvenile rehabilitation facilities. Advocates cited success based on my previous work in this area. WORKSHOP SUCCESS 1975-Present Presented over 90 workshops for agencies, schools, and businesses on topics including vocational assessment, special needs, portfolios, theater, leisure wellness, intergenerational programming, community service, entrepreneurial projects, journaling, cooking, aging well, and workshop design. Consistently received high ratings on feedback forms. FREELANCE CONSULTANT Full Time 1982-85 Part time 1985-Present Clients included publishers, a dental lab, correctional facilities, schools, colleges, departments of education, social service agencies, professional organizations, dot-coms, and service clubs across the country. EDUCATOR 1975-Present Teaching experience in Special, Regular, and Vocational education serving school districts in Washington and Oregon. Currently working in the North Thurston School District, Lacey, WA. YOUTH SERVICE SPECIALIST 1990-1991 Conducted a state-wide study, prepared a report, wrote a strategic plan for promoting youth service in the state of Washington. Worked for the Department of Community Development. SCHOOL-TO-WORK PROJECT COORDINATOR 1985-1988 Coordinated a national research project on school-to-work transitions for mildly handicapped youth. Also served as an adjunct professor at Portland State University in special education. SUMMARY OF FUNCTIONAL SKILLS AND EXPERIENCE Streamlining And Systematizing Operations Maple Lane School Rochester, WA 1982-85 Vulcan Dental Lab Portland, OR 1982-Present Reforming A Work-and-Schooling Programs Coordinated the revamping of a highly fragmented work experience program in a juvenile correctional facility. All staff were involved including teachers, social workers, and employers. Job sites were analyzed for skill requirements, employer expectations, and linkage to school preparation. The new program emphasized consistency, follow-through, and career goal setting. Created job ladders, employer evaluation forms, and disciplinary plans geared to student-worker success. This resulted in a reduction of student turnover by 45% and increased the number of students receiving raises (80%). The results were discussed in professional journals and disseminated nationally. Improving Efficiency Of Management Duties Helped to stabilize the employee recruitment, evaluation, and motivation policies. Designed forms and procedures for interviewing, checking references, and employee evaluations. Later design a data base used in customer billing. Using Practical Research Skills To Improve Programs and Techniques Various Programs 1983-present Portland State University 1985-88 State Center for Voluntary Action. Department of Community Development. 1990-1991. Pursuing Practical Research Created research instruments for gathering information in a needs assessment. Used phone interviews, expert interviews, and focus groups to gather field data Designed data gathering grids for summarizing findings. Applied Research--Results Oriented Identified effective job search training curriculums and set up 5 demonstration high school sites in urban, rural, and suburban high schools. The students in the project were compared against a control group. Students receiving the job search instruction achieved an 81% employment rate as compared to the control group 59%. This was one of the highest rates in the country for self-directed job search programs. In addition, students learned how to re-use job search skills to find leisure opportunities. Using Information Gathering To Build Consensus Developed survey tools and a process for gathering hard-to-get information about the amount and type of youth volunteer efforts in Washington. Information in the final report was gathered from over 100 people using focus groups and personal interviews. Worked with youth, adults, educators, community organizations, practitioners, administrators, business leaders and unions. This project also required building bridges between groups which were previously hostile or competitive towards one another. Interpreting and Evaluating Rules, Policy, and Legislation Office of Superintendent of Public Instruction (OSPI) Olympia, WA and North Thurston Public Schools 1990, 1991, 2002 Department of Community Development (DCD)1990 North Thurston School District. Lacey, WA 1992-2002 OSPI (State Ed. Agency WA) 1983, 1984 (DCD) 1991 Preparing Grants Helped the state education agency prepare a state-wide grant targeted at the new federal legislation. The funding promoted youth and community service and work with at risk-youth. This grant involved evaluating new legislative mandates and federal guidelines. Writing Legislative Summaries Wrote a definitive summary and analysis for the then emerging federal legislation on youth community service (National and Community Service Act 1990 ). Groups in Washington used this summary to help plan their strategy and grants. Designing Legislative-compliant Forms Based on review of existing school-to-work legislation in 1993, designed forms compliant with vocational mandates in special education. Forms endured for over 6 years without modification, even though the original law changed. Evaluating grants and awards: Sat on two committees evaluating grant applications: „ Office Superintendent Public Instruction. 1983. „ Commission for Vocational Education. 1984. „ Reviewed awards nominations for Partners in Education and Governor's Volunteer Service Award. Communicating and Disseminating Information „ Various Projects 1980s-present „ Department of Community Development 1990-1991 „ Portland State University 1985-88 „ Maple Lane School 1984-85 „ Department of Vocational Rehabilitation 1983-84 Writing Efforts Well Received Authored articles, books, reports, curriculum, manuals and research protocols. Many of the documents were discussed in professional journals and disseminated nationally at conferences. My materials were always praised for their comprehensive quality and specific program suggestions. Titles available upon request. Giving Legislative Testimony After being trained, gave testimony in both the state Senate and House legislative bodies on new laws pertaining to community service. Creating With Desktop Publishing Acquired the necessary software and publishing skills for designing and publishing brochures, newsletters, and flyers. These documents were used to promote and disseminate information about projects, organizations, and events using Promoting Ideas A six year pursuit of my vision for in-school job search education involved speaking, traveling, and writing articles. It resulted in a publication with 1000 back-orders prior to its release in 1985. Training The Trainers Tools For Teachers 1983-Present Portland State University 1985-88 Train the Trainers Provided training and consultation for different agencies in the area of: work shop presentation techniques, job search training, leisure education, drop-out prevention, and vocational evaluation. Clients have included: Department of Services for the Blind, in Washington; and Oregon; Schools in Thurston County, WA and Portland, OR. Specialized settings such as Parrot Creek Boys Ranch, WA; Employment programs including Project WAGE in Spokane WA, DVR in Olympia, WA, Washington County, OR, and community colleges such as Seattle Community College and Rio Hondo College in Los Angeles, CA Graduate students at Portland State University trained in my presentation techniques were asked to provide workshops at Pacific Northwest and national conferences. Teaching Students North School District 1988-present. Freshman Studies Program. Timberline H.S. 1993-94 Maple Lane School Rochester, WA 1983-85 Olympia Public Schools 1979-1982 Olympia, WA Washington High School Portland, OR 1975-79 Portland State University Theater Arts Dept. Summer 1979 Community Program Specialist and Classroom Teacher Have worked and am working part and full time as a work experience coordinator. Over the years I have also taught English, Social Studies, Health, and Science to self-contained special education students. Special education students produced one of the first in-class newsletters using desktop publishing software in 1989! Designed various forms and databases to track IEP and student scheduling. Community Liaison for Interdisciplinary Recruited speakers and arranged special events for this innovative program. We tried to provide a more integrated approach to the transition to high school. Educational Consultant Wrote curriculums integrating reading and math instruction with vocational courses. Helped develop student programs for driver's education and small engine repair. The materials helped increase the number of students successfully completing these courses and was disseminated statewide. Adapted a computerized vocational evaluation system to the needs of incarcerated youth. The manufacturer later requested copies of the modifications. Vocational reports sent to community centers. Vocational Evaluator and Teacher Designed procedures and fine-tuned a comprehensive vocational evaluation system serving mildly through severely handicapped high school students. Provided vocational assessments using commercial and teacher-made work samples. Work samples cross referenced to local employment and training opportunities. Created a system for observation, reporting, conferencing and referral to community resources. Used peer tutoring to increase program accessibility. Additional assignment included teaching one of the first career special-education classes. The course included career decision making, occupational awareness, job search, and work experiences. Several at-risk students stayed in school as a result of this class. Designed a peer tutoring program for vocational classes. Regular education students helped special education students complete work in Home Economics and Reprographics. These efforts were reported in national journals. Electronics & Industrial Arts Taught electronics, drafting, and introductory Industrial Arts courses. Developed job sites in the telephone company and a local electronic game manufacturer. Set up a peer tutoring system to facilitate mainstreaming students in my classes. Developed curriculums to incorporate Chapter 1 math and reading skills in a beginning technology course. Program Coordinator. Arts For The Handicapped. Helped to set up a program to develop arts-education skills in teachers working with special needs students. Taking Risks To Develop Innovative, Model Projects North Thurston School District, Work-Based Learning Program 1998-99 Timberline High School 1993 North Thurston School District, all three comprehensive high schools 1990-present Timberline High School 1991 Maple Lane and North Thurston High Schools 1983-85 Bike Club Wrote a curriculum which to guide one of the first in-school bike repair and safety curriculums in the country. Used with at-risk, special education students. Later published online. Portfolios When the idea of portfolio assessment was just hitting the school house I wrote one of the first student-workbooks. The booklet helps students craft portfolios. This was based on my own use of portfolios as a teacher 20 years earlier! The book was later published in print. Intergenerational Programming Developed the first in-school intergenerational program. In 1999 the program became the basis for the first commercially published student book and teacher guide about visiting nursing homes. Pre-Vocational Latt Bar When Starbucks was only in Seattle, I tasted the future and wrote a mini-grant to start-up a student run latt bar. We served drinks to teachers at the end of the day. Starbucks went on to make many more coffees and my critics went silent. In School Job Clubs Developed the first in-school job club in the country. It involved students in both Maple Lane and Rochester High School Diversified Occupations class. The curriculum used in this model later became the workbook Job Search Education, published in 1984 and still in print, unrevised! A second after-school job club was set up at North Thurston High School involving students referred from both special education and the diversified occupations class. Those completing the course averaged about 70% employment. Similar results reported in a national project run at Portland State University. Personnel Recruitment and Selection Department of Community Development 1990 Portland State University 1985-88 Staff Development Worked on a staff committee planning a training-retreat. Asked to participate on the workplace diversity committee. Recruitment and Selection Work involved advertising the project, recruiting, interviewing and selecting graduate assistants to serve as project staff. Both project staff and classroom teachers received training in effective job search training. Training emphasized career counseling and self-directed jobs search behaviors. Team teaching model used. Additional duties included student teacher supervision and evaluation. Comprehensive Resume...Martin Kimeldorf