CV

Lance Piantaggini

Education

Degrees & Certificates

  • Doctor of Philosophy (Ph.D.) Candidate
    University of Massachusetts Amherst, working on it
    Teacher Education & School Improvement
    Amherst, MA
  • Program Evaluation Graduate Certificate (15-credit program)
    University of Massachusetts Amherst, working on it
    Teacher Education & School Improvement
    Amherst, MA
  • Education Specialist (Ed.S.)
    University of Massachusetts Amherst, 2025
    Teacher Education & School Improvement
    Amherst, MA
  • Instructional Leadership Certificate (ILC)
    Harvard University, 2024
    Cambridge, MA
  • SIT Graduate Institute’s TESOL Certificate (130 Hours)
    International Language Institute, 2016
    Northampton, MA
  • Masters of Arts in Teaching (M.A.T.)
    Kent State University, 2013
    World Languages – Latin, Grades 7-12
    Kent, OH
  • Bachelor of Arts (B.A.)
    University of Massachusetts Amherst, 2007 cum laude
    Classical Civilization
    Amherst, MA

Grading, Assessment, Leadership, Fellowships (beyond degrees)

  • AERA Classroom Assessment SIG Distinguished Paper Award Assistant, 2025
    Public Writing Fellow, University of Massachusetts Amherst, 2024
  • Ungrading to Break Barriers Toward Learning, Drake University, 2023 (3 Graduate Credits)
  • Grading for Equity Virtual Institute, 2021 (3 days)

Second Language (beyond degrees)

  • Teaching Women Writing Latin, 2020 (8 hours)
  • iFLT Language Conference, St. Petersburg, FL, 2019 (30 hours)
  • National TPRS Conference, Danvers, MA 2018 (40 hours)
  • National TPRS Conference, San Antonio, TX, 2017 (40 hours)
  • National TPRS Conference, Reno, NV, 2016 (48 hours)
  • iFLT Language Conference, Chattanooga, TN, 2016 (25 hours)
  • CI 810: Comprehensible Input for Language Acquisition, Portland State University, OR, 2015 (3 Graduate Credits)
  • PEDU 9425 Storytelling Practicum, University of the Pacific, CA, 2015 (3 Graduate Credits)
  • Blaine Ray TPRS Workshop, Boston, MA, 2015 (12 hours)
  • Blaine Ray TPRS Workshop, Hartford, CT, 2014 (12 hours)
  • Paideia Institute’s Living Latin in NYC, NY, 2015 (8 hours)
  • Conventiculum Lexingtoniense, Lexington, KY, 2013 (70 hours)
  • Conventiculum Dickinsoniense, Carlisle, PA, 2013 (60 hours)
  • L’Academia Vivarium Novum, Rome, IT, 2011 (163 hours)
  • DIKEMES / College Year in Athens, 2006/2007

Teaching Licenses

  • Massachusetts (Latin and Classical Humanities, 5-12)
    • Initial Educator (2nd tier license, renewed), 2015 – **
  • Connecticut (Latin and Classical Humanities, 7-12)
    • Provisional Educator (2nd tier license), 2015 – 2023
  • Vermont (Latin – Modern and Classical Language, 7-12)
    • Level 1 (Initial license), 2016 – 2019
  • Ohio ( World Languages – Latin, K-12)
    • 4-Year Resident Educator License, 2013 – 2017

Licensure Tests

  • MTEL Communication and Literacy – Passed 2015
  • MTEL Latin and Classical Humanities – Passed 2014
  • PRAXIS II Latin – Passed 2013
  • PRAXIS II Principles of Learning and Teaching – Passed 2012

Experience

Research & Peer-Review Experience:

Reviewer, 2025
American Education Research Association (AERA)
Journal of School Administration, Research, and Development (JSARD)
Practical Assessment, Research, and Evaluation (PARE)

Research Associate, 2024–2025
Harvard Graduate School of Education, Cambridge, MA

Research Associate for Jack Schneider, Summer 2024
Center for Educational Policy, Amherst, MA

Professional Experience in Higher Education:

University Program Supervisor 2023-current
Teaching Assistant 2023-current
CAP (Candidate Assessment of Performance) Subcommittee Member 2025-current
180 Days MEd program, UMass Amherst/Springfield/Shelburne Falls

  • Observes, instructs, and coaches pre-service educators
  • Assists planning and teaching of EDUC 500, and EDUC 698
  • Develops resources for educator prep programs
  • Coordinates University Program Supervisors
  • Develops observational tools
  • Created and led four True Formative Assessment Model (TFAM) sessions to increase understanding and use of formative assessment
  • Prioritized criteria under the state’s Professional Standards for Teachers, and the CAP 7 Essential Elements by identifying the highest-leverage practices for effective teaching and learning, used in student teacher supervision

Professional Experience in Secondary Education:

Equitable Grading Coordinator 2021-2023
Lead Latin Teacher 2017-2023
Springfield Honors Academy, Springfield, MA
Springfield Honors Academy (SHA) is a public high school within the Springfield Empowerment Zone located in the High School of Commerce.

  • Researched best practices in grading & assessment
  • Co-created numerous policies (w/ admin)
  • Developed recommended scales, rubrics, and systems that teachers were free to adopt and use
  • Presented PD sessions
  • Worked with admin & teachers to maintain gradebook consistency schoolwide
  • Met 1-on-1 w/ teachers to provide solutions for grading & assessment problems
  • Did research for/supported teachers with new grading & assessment ideas
  • Taught Latin to all 9th grade/first year Latin students
  • Supervised four UMass Graduate Students seeking licensure (i.e., practicum/student teaching)
  • Established SHA Latin program mission and vision in 2018 to a) teach target culture through Latin (not English), b) emphasize implicit acquisition of grammar more than it being explicitly taught, c) emphasize message content more than accurately identified/produced forms, and d) provide learners with frequent opportunities to read copious amounts of level-appropriate, understandable, compelling Latin, not translating in order to understand.
  • 2018-19 Member of Teacher Leadership Team (TLT) voting on Working Conditions, etc.
  • Collected and analyzed Semester 1 data from school-wide behavior/discipline system in order to evaluate its effectiveness

Site Coordinator & Latin Teacher 2016 – 2017
Paideia Institute’s Aequora Program, Amherst, MA

  • Ran after-school Latin program emphasizing English literacy, grade 5

High School Latin Teacher 2016 – 2017
Part-Time Substitute Teaching 2007-2008
Amherst-Pelham Regionals, Amherst, MA

  • Planned and taught Latin I & IV (Ovid & Catullus), grades 9–12
  • 10th grade Advisor
  • Taught elementary and secondary school students in subject areas of English, Math, History, and French.  Assisted (long-term position) a student with disabilities experiencing social, emotional, behavioral and academic challenges at the East Street Alternative High School in the district.

English Teacher 2016
The Boaz Organization for Youth, New York City, NY

  • Planned and taught refugee immigrant youth, ages 15 – 20
  • Designed the first annual Summer English Program

Language Teacher 2015 – 2016
Nessacus Regional Middle School, Dalton, MA

  • Stepped in as third teacher to plan and teach a struggling new 7th grade Exploratory Language program in Spanish, Latin, and French
  • Produced short videos of 32 teaching days for personal reflection on teaching practices. These videos were shared with Ben Slavic’s Professional Learning Community (PLC) for discussion on Comprehensible Input (CI) strategies and techniques

Latin Teacher 2015
Proximity Learning, Inc., Online Teaching

  • Planned and taught Exploratory Latin, and Latin I & II, grades 3 – 12 to public school students in Michigan, Texas, and New Jersey
  • Implemented a Portfolio-Based Proficiency grading system using Canvas LMS Outcomes, and Standards rubrics
  • Designed and piloted Exploratory Latin  curriculum, August 2015

Latin Teacher 2013 – 2015
Lyme-Old Lyme High School, Old Lyme, CT

  • Planned and taught Latin I – IV, grades 9-12
  • Implemented teacher intervention for work completion (100% of students completed 100% of the work for Quarter 1, 2014)
  • Worked with department to align courses with ACTFL’s Proficiency Levels
  • Member of NEASC Standard Committee during re-accreditation
  • Curriculum rewritten, Summer 2014
  • Retention rates for 2015-16 (based on course selection):
    • 98% overall
    • 100% of Latin I’s
    • 100% of Latin II’s
    • 90% of Latin III’s
  • Retention rates for 2014-15:
    • 64% overall
    • 85% of Latin I’s
    • 50% of Latin II’s
    • 13% of Latin III’s

Long-term Substitute Latin Teacher 2013
Ravenna High School, Ravenna, OH

  • Planned a 4-week “Time-Travel” game for Latin levels I – IV, grades 9 – 12
    • Game mechanics included experience-based character development, choice of classwork in order gain achievement titles, opportunities for Latin composition, recitation, and group collaboration

Field Study & Student Teaching 2012 – 2013
Stow-Munroe Falls High School, Stow, OH

  • Planned and taught Latin I – IV as well as Greek and Roman culture, grades 9 – 12
  • Coordinated a series of lessons with a Spanish teacher in which the two classes communicated through the aid of American Sign Language
  • Attended school-sponsored events to show support

Classroom Teacher 2009
Community Home School, Amherst, MA

  • Developed curriculum and taught a small group of students aged 11 – 15
  • Focused on vocabulary building and introduced the class to Virgil’s Aeneid by accompanying the recitation with hand drums in order to reinforce the meter

Staff Coordinator/Visual Caption Head 2008
Snare Drum Technician/Battery Visual Coordinator 2006
Cymbal Technician 2005
Spartans Drum and Bugle Corps, Nashua, NH

  • Organized 10-month rehearsal schedule and oversaw 12 staff members
  • Directed ensemble rehearsals and led over 50 students aged 14 – 21 to Semi-Finals competition at the 2008 DCI Summer Music Games in Bloomington, IN
  • Developed the approach and style of marching, implemented body movement, and was responsible for the visual achievement of the ensemble as a whole
  • Provided on-field, technical instruction to 6 snare members aged 16 – 20
  • Coordinated the approach, style of marching, and body movement of the entire marching percussion section
  • Provided on-field, technical instruction to 4 cymbal members aged 16 – 21
  • Focused on the visual contribution to the ensemble as a whole through the development of a unique performing style

Other Experience:

USA Archery Level 3 Coach 2023 – current
USA Archery Instructor Trainer 2021 – current
USA Archery Level 1 Judge 2022 – 2025
USA Archery Level 2 Instructor 2022 – 2023
USA Archery Level 1 Instructor 2021 – 2022
Sattva Center for Archery, Florence, MA

  • Coached group and private lessons
  • Trains Level I and Level II coaches
  • Judges local indoor and outdoor tournament events

Designer 2009 – current
LPvisual

  • Designs shows for marching bands, fife & drum, and indoor percussion ensembles across the US.  Services include original compositions, arranged music, and drill design (field/floor formations) for both competitive and non-competitive groups

Reader 2015
Hackett Publishing, Cambridge, MA

  • Trouble-shot errors in a draft of a Latin textbook supplement’s second edition

Other Jobs & Positions Held:

  • Greeter at COVID-19 vaccination site
  • Customer Service/Key Holder/Notary Public at a shipping store
  • Jewelry Designer
  • Apprentice Watchmaker
  • Dishwasher at a French restaurant
  • Key Holder/Shift Closer at a bakery
  • Server at a retirement community
  • Administrative Assistant at a college
  • Audio/Visual projector installer
  • Student Fundraiser
  • Study Abroad Representative for an international program
  • Strawberry, Squash, Zucchini, and Corn picker
  • Key Holder at a video rental shop
  • Customer Service at a pharmacy
  • Bank Teller
  • Cashier at a toy store
  • Drumset Tutor
  • Neighborhood Curb-side Recycling Entrepreneur
  • Paperboy

Articles, Workshops, Posters, Papers, Guest Lecturing

  • Grading, Not Grading, and Maximizing Feedback, MTA Early Career Educators Conference, forthcoming 2026
  • Getting More From Your Formative Assessments & Grading, MTA Summer Conference, 2025
  • Piantaggini, L., (2025, May 14). Captives: Students and Teachers Held Hostage By Graded Formatives [Poster session], University of Massachusetts College of Education Annual Research Showcase, Amherst, MA.
  • Teacher Assessments: Grades & Feedback, as guest lecturer for UMass Amherst EDUC 698 Clinical Practicum, 2025
  • Teacher Assessments: Grades & Feedback, as guest lecturer for UMass Amherst EDUC 510 Teacher in Middle and High School Classroom Seminar, 2025
  • Piantaggini, L., (2024, November 20). Student Perceptions of Graded Formatives, University of Massachusetts TECS/LLC 27th Annual Student Conference, Amherst, MA.
  • Piantaggini, L., (2024, September 19). False Formatives: Student Perception vs. Teacher Practice of Classroom Assessment & Grading [Poster session], NCME Special Conference on Classroom 
    Assessment, Chicago, IL.
  • Piantaggini, L., (2024, May 14). False Formatives: Student Perception vs. Teacher Practice of Classroom Assessment & Grading [Poster session], University of Massachusetts College of Education Annual Research Showcase, Amherst, MA.
  • Making Latin More Comprehensible, University of Maryland (online), 2024
  • Piantaggini, L. (2024). Perspective. In S. Sackstein (Author), Student-Led Assessment: Promoting Agency and Achievement Through Portfolios and Conferences (pp. 25, 26f, 41–44, 138–139). ASCD.
  • Piantaggini, L., (2023, May 18). Learning For Yourself, Not For The Teachers [Poster session], University of Massachusetts College of Education Annual Research Showcase, Amherst, MA.
  • The Impact of Grades on Learning, CANE, 2023
  • Ungrading: Theory to Practice, Classroom to School, Conference in the Cloud, 2022
  • Sip the Quiz! & Equitable Grading Practices, CANE, Virtual Meeting, 2022
  • Piantaggini, L. (2021). Teaching Latin With Novellas To Students Who Do Not Know Latin And Do Not Care Much About The Romans. The Classical Outlook, 96(3), 102–107. https://www.jstor.org/stable/27086819
  • “Teaching Latin to Students Who Don’t Know Latin and Don’t Care Much about the Romans” for Novellas: Aligning Purpose and Audience (Panel), CANE, Virtual Meeting, 2021
  • Slide Talk Stories, COMPREHENDED!, 2021
  • How To Organize Your [Teaching] Life, COMPREHENDED!, 2021
  • Whole Class Novella Reading (As Early As Year 1, Day 2!), COMPREHENDED!, 2021
  • Piantaggini, Lance (2020). Grammar-Translation: What Is It—Really—For Students? The Journal of Classics Teaching 21 (42) p.92-94, Cambridge University Press
  • The People of the Pisoverse, Excellence Through Classics, March 30, 2020
  • Talk & Read: The Daily No-Burnout Lesson Plan, Voces Digital & Teacher’s Discovery, March 19, 2020
  • Piantaggini, Lance (2019). Input-Based Activities. The Journal of Classics Teaching 20 (39) p.51-56, Cambridge University Press
  • Free Texts! A Must-Have High-Leverage Strategy, CANE, Hartford, CT, 2020 (COVID-19 Cancel)
  • Teaching Culture In Latin, ACL, NYC, 2019
  • No Prep Poetry of the Week, ACL, NYC, 2019
  • We Teach Languages Podcast, Episode 108 (2019)
  • Scaffolding Storyasking & Input Hypermile, CANE, Worcester, MA, 2019
  • Classroom Demo – Latin 1 from Day 1, Comprehensible Online, 2019
  • Classroom Demo – Latin 1, Input-Based Strategies & Activities, Comprehensible Online, 2019
  • Classroom Demo – Troubleshooting, Comprehensible Online, 2019
  • Classroom Demo – Latin 1, Quick Quizzes, Comprehensible Online, 2019
  • Classroom Demo – Latin 1, Discipulus Illustris (i.e. Special Person), Comprehensible Online, 2019
  • Classroom Demo – Latin 1, Storyasking, Comprehensible Online, 2019
  • No-Prep Grading & Assessment, Comprehensible Online, 2019
  • Universal Language Curriculum (ULC), Comprehensible Online, 2019
  • Setting Up a New Classroom, Comprehensible Online, 2019
  • Piantaggini, Lance (2018). Building Rhythmic Fluency. New England Classical Journal 45.1, p.33-38
  • TPRS & Storyasking, North Reading High School, MA, 2018
  • Comprehension-Based & Communicative Teaching: Equitable Access for All, Albemarle Public Schools, Charlottesville, VA, 2018
  • Optimizing Your Classroom Setup for MGMT, RIFLA, Smithfield, RI, 2018
  • No-Prep Grading & Assessment, RIFLA, Smithfield, RI, 2018
  • Optimizing Your Classroom Setup for MGMT, NTPRS, Danvers, MA, 2018
  • Questioning Is Core, NTPRS, Danvers, MA, 2018
  • No-Prep Grading & Assessment, NTPRS, Danvers, MA, 2018
  • No-Prep Grading & Assessment, Tri-State TCI (CT, MA, RI) June PLN, Granby, CT, 2018
  • Same Skills: Different Game, Comprehensible Online, 2018
  • Optimizing Your Classroom Setup for MGMT, Comprehensible Online, 2018
  • Questioning Is Core, Comprehensible Online, 2018
  • Questioning Is Core (Making Latin More Comprehensible), CANE, URI, 2018
  • The Amazing Disappearing Grammar Syllabus, VCLA , Montpelier, VT, 2017
  • Same Skills: Different Game, NTPRS, San Antonio, TX, 2017
  • No-Prep Grading & Assessment, NTPRS, San Antonio, TX, 2017
  • Storyasking Basics, CANE, Exeter, NH, 2017
  • Shifting to a Much-Needed Proficiency-Based Grading System, ACTFL, Boston, MA, 2016
  • Teaching Latin Communicatively: CI, MaFLA, Newton, MA 2016
  • After the CI Honeymoon Phase, CANE, Northampton, MA, 2016
  • Building Rhythmic Fluency, ACL Institute, UConn, Storrs, 2015
  • Building Rhythmic Fluency, CANE, Dedham, MA, 2015

Pisoverse Novellas, etc. (original historical fiction set in classical antiquity and beyond):

Volunteering

  • Latin SCRIBO Judge, Ascanius Youth Classic Institute, Boston, MA, 2012-2015
  • Latin Judge, Suffolk Classical Society’s Declamatio, SUNY Stony Brook, NY, 2007
  • Host family for International Language Institute’s (ILI) Home-stay Program, Northampton, MA, 2011-2012

Honors/Achievements

  • 7-star Award Indoor Adult Archery Achievement, 2024
  • 6-star Award Outdoor Adult Archery Achievement, 2023
  • SAAM Senior Barebow Outdoor Nor’Easter Gold Medalist, 2023
  • New Hampshire Senior Barebow Outdoor State Silver Medalist, 2023
  • SAAM Senior Barebow Outdoor State Bronze Medalist, 2021
  • Prize winner of the first Tea with BvP Second Language Acquisition Quiz, 2015
  • Manson A. Stewart Teacher Training Award – CAMWS, 2013
  • Golden Key International Honour Society, Kent State University Chapter, 2012
  • Eta Sigma Phi – Epsilon Omicron Chapter, 2006

Technology

Utilizes technology in paper-saving efforts as well as immediate feedback and data collection in the classroom. Favorites now include:

  • Google Docs, Forms, Sheets

Professional Organization Memberships

Current:

  • NCME – National Council on Measurement in Educational
  • AERA – American Educational Research Association

Past:

  • NASUP – National Association of School-University Partnership
  • CANE – Classical Association of New England
  • ACL – American Classical League
  • ACTFL – American Council on the Teaching of Foreign Languages
  • CAM – Classical Association of Massachusetts
  • MaFLA – Massachusetts Foreign Language Association

Professional Development

Language Courses Taken

  • American Sign Language I, II, III, Fluency Fast, 2021 (24 hours)
  • Intermediate Spanish, Fluency Fast @NTPRS 2018, Danvers, MA, 2018
  • Beginner French,  International Language Institute (ILI), Northampton, MA, 2016

Conferences Attended

NCME Special Conference on Classroom Assessment, Chicago, IL, 2024 (1.5 days)
AERA Annual Meeting, Philadelphia, PA, 2024 (3 days)
CANE Annual Meeting, Needham, MA, 2023 (1 day)
CANE Annual Meeting, [virtual], 2022 (2 days)
CANE Annual Meeting, [virtual], 2021 (2 days)
Intercoastal Latin Teacher Summit #1, 2021 (1 day)
iFLT Language Conference, St. Petersburg, FL, 2019 (4 days)
ACL Centennial, NYC, 2019 (3 days)
CANE Annual Meeting, Worcester, MA, 2019 (2 days)
National TPRS Conference, Danvers, MA 2018 (5 days)
CANE Annual Meeting, Kingston, RI, 2018 (2 days)
National TPRS Conference, San Antonio, TX, 2017 (5 days)
CANE Annual Meeting, Exeter, NH, 2017 (2 days)
ACTFL 2016 Annual Convention, Boston, MA, 2016 (3 days)
National TPRS Conference, Reno, NV, 2016 (5 days)
iFLT Language Conference, Chattanooga, TN, 2016 (4 days)
CANE Annual Meeting, Northampton, MA, 2016 (2 days)
TCI Maine, Lewiston, ME, 2015 (2 days)
ACL Institute, University of Connecticut, Storrs, CT, 2015 (3 days)
CAM, Westwood, MA, 2015 (1 day)
CANE Annual Meeting, Dedham, MA, 2015 (2 days)
CANE Annual Meeting, Manchester, NH, 2014 (2 days)
CAMWS Annual Meeting, Iowa City, IA 2013 (2 days)
CANE Annual Meeting, Needham, MA, 2012 (2 days)
CANE Annual Meeting, South Hadley, MA, 2011 (2 days)

Online Courses

  • Best Practices in Online Course Design and Delivery, 2015
  • Games MOOC III: Build the Game using Apps, AR and ARGs, 2013

Courses/Webinars

  • Cultivating Teacher Development (Coaching); at marzanoresearch.com (Marzano, R., Simms, J.), 2013
  • iPads – Applying Apps for Creativity and Communication; at ISTE.org (Smith, B., Mader, J.), 2013
  • Teaching Culture using Project-Based Differentiated Instruction; at IALLT.org by Liu, C., 2013
  • Technology in the Classroom: A Practical Approach, Kent, OH,  Johansson, E.Andreas, 2012 (2 day workshop)
  • Google Earth for the Latin Classroom; at Bolchazy-Carducci.com, De Vries, Laurel, 2012

Regional Professional Development

  • Regional PD, Waterford High School, CT, 2014
  • Regional PD as Moderator for Latin small group discussion, Waterford High School, CT,  2013

In-Building Professional Development

  • Tech PD as on-hand support for rest of faculty, Lyme-Old Lyme High School, CT, 2014

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