A cover letter

Dear Colleague,

I have a PhD in education from a Moscow academic institute and a Masters of Science degree in theoretical physics from one of the top 10 Russian universities; I have a long and successful experience in teaching mathematics and physics courses, as well as conducting research and administrative functions in the field of education. I had a pretty good career in Russia, but when I had a chance to move my family to the US, I took that chance.

When I moved to Boston I could not speak, write, read, or understand a word of English, had a huge debt, $300 in my pocket and two months of free leaving in my friend's apartment.

Having no formal education in English and no networking connections I started my career from a scratch (working together with my son as a janitor at a Show's was a very insightful experience for both of us - no joking1). It took me some time to restart my teaching career , and I am also looking for an opportunity to apply my other skills and knowledge.

The two strongest passions in my life are teaching physics and mathematics to students, and helping school teacher to master their teaching skills.

My professional experience can be divided into three highly interconnected areas: (A) I am a long-term and experienced math and physics teacher; (B) a curricula and content developer; (C) and a consultant in the field of education.

(A) For several years in Russia I had been teaching Mathematics and Physics to all possible categories of students (i.e. to middle- and high- school students, 2-year and 4-year college students, university students, to students with learning difficulties, and to school teachers). For a number of years I used to teach on average 20 lessons a week (that is in addition to an intense tutoring practice and to my full time job at the Perm State Technical University and then at the Institute for Continuous Education). I have an experience in teaching algebra, geometry, trigonometry, calculus, algebra based physics, calculus based physics, problem solving (and also had developed and taught a physics course for students with difficulties in learning). After moving in the USA I have been teaching BU Elementary Physics courses PY105/106, as well as teaching College Mathematics, Physics and Problem solving at ITT Technical Institute (Norwood, MA), Wentworth Institute of Technology, Bridgewater State University, BU High School Academy.

 (B) I have been combining my extensive teaching practice with a considerable experience in developing teaching tools and learning aids for students of different ages. In Russia I was a member of a team developed an automatic testing system to test physics knowledge of prospective students applying at the Perm State Technical University. Over the years of my teaching practice I have developed numerous of math and physics middle-, and high- school and college curricula, syllabi and lesson plans; problem sets, worksheets and hands-on activities. I have an experience in developing websites and using such ones as webct, moodle, blackboard, webassign, masteringphysics; creating new demonstrations, filming movies and posting them online, using Java applets and audience responds systems (eInstruction, Turning Technologies); developing laboratory experiments and writing manuals.

Throughout all my professional life as an educator I have always been at very good relationships with my student (and colleagues). I always respect all my students and they know it, and they respect me even if they do not have the grade they would like to have for the course. My years of personal tutoring provided me with invaluable insights on how people learn and how to help them to master a subject and to become more efficient learner. I have been sharing this experience with many students, teachers, and colleagues.

 (C) From 1992 to 2000 I was a member of so called “Moscow – Perm Socratic group” – a collaboration of educators dedicated to promoting the Socratic Method of teaching. In 1998 I turned to research in education and got my PhD in 2000. I firmly believe in a scientific approach to teaching. A teacher should be able to state specific goals, list the assumptions, formulate the criteria of a success, and establish measuring tools and procedures.

 For a number of years I had been a member of a team consulting and auditing individual teachers, schools, and school districts regarding educational policies, teaching technologies, learning outcomes, and quality of education in general. I was a deputy director and then a director of City Perm Center for Development of City School System (my last position in Russia before I moved to Boston).

         Sincerely,

         Dr. Valentin Voroshilov

          Physics Department/BU

          590 Commonwealth Ave, SCI 111

617-353-2634