CV

Lance Piantaggini

Education

Second Language Training (beyond degrees)

Latin Immersion

Degrees & Certificates

  • SIT Graduate Institute’s TESOL Certificate (130 Hours)
    International Language Institute, 2016
    Northampton, MA
  • Masters of Arts in Teaching
    Kent State University, 2013
    World Languages – Latin, Grades 7-12
    Kent, OH
  • Bachelor of Arts
    University of Massachusetts Amherst, 2007 cum laude
    Classical Civilization
    Amherst, MA

Education Abroad

  • L’Academia Vivarium Novum, 2011 summa cum dilectione
    Latin Immersion
    Rome, Italy
  • DIKEMES / College Year in Athens, 2006/2007
    Study Abroad
    Athens, Greece

Honors

  • 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

Teaching Licenses

Connecticut (Latin and Classical Humanities, 7-12)

  • Provisional Educator (2nd tier license), 2015 – 2023

Massachusetts (Latin and Classical Humanities, 5-12)

  • Initial Educator (2nd tier license), 2015 – 2020

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

Founding Latin Teacher – Springfield Honors Academy, Springfield, MA, 2017-current

  • New public high school within the Springfield Empowerment Zone; establishing, building, and developing…everything!

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

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

Latin Teacher – Amherst-Pelham Regional High School, Amherst, MA, 2016 – 2017

  • Planned and taught Latin I and Latin IV (Ovid & Catullus), grades 9 – 12
  • 10th grade Advisor

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

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

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

  • 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 also have been shared with Ben Slavic’s Professional Learning Community (PLC) for discussion on Comprehensible Input (CI) strategies and techniques

Latin Teacher – Proximity Learning, Inc., Online Teaching, 2015

  • 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 – Lyme-Old Lyme High School, Old Lyme, CT, 2013 – 2015

  • 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 – Ravenna High School, Ravenna, OH, 2013

  • 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 – Stow-Munroe Falls High School, Stow, OH, 2012 – 2013

  • 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.

Part-Time Classroom Teaching – Community Home School, Amherst, MA, 2009

  • 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.

Part-Time Substitute Teaching – Amherst-Pelham Regional Schools, Amherst, MA, 2008 – 2009

  • 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 EastStreetAlternativeHigh School in the district.

Instructing – Spartans Drum and Bugle Corps, Nashua, NH
2008 Staff Coordinator/Visual Caption Head

  • 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.

2006 Snare Drum Technician/Battery Visual Coordinator

  • Provided on-field, technical instruction to 6 percussion members aged 16 – 20.  Coordinated the approach, style of marching, and body movement of the entire marching percussion section.

2005 Cymbal Technician

  • Provided on-field, technical instruction to 4 percussion members aged 16 – 21.  Focused on the visual contribution to the ensemble as a whole through the development of a unique performing style.

Other K-12+ Experience

Designer – LPvisual.com, Founder, 2009 – current

  • Designs shows for high school marching bands across the US and Central America.  Services include original compositions, arranged music, and drill (formation) design for both competitive and non-competitive groups

Reader – Hackett Publishing, Cambridge, MA, 2015

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

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

Technology

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

  • SMART Notebook
  • Google Forms
  • Educreations
  • Colingo (BETA)
  • ClassCraft
  • Inklewriter

Professional Organization Memberships

  • ACL – American Classical League
  • ACTFL – American Council on the Teaching of Foreign Languages
  • CAM – Classical Association of Massachusetts
  • CANE – Classical Association of New England
  • MaFLA – Massachusetts Foreign Language Association

Professional Development

Language Courses Taken

Professional Teachers Observed

  • Angie Dodd, Spanish Teacher, Brattleboro Union High School, VT, 2016.
  • John Piazza, Latin Teacher, Berkeley High School, CA, 2015
  • Nathan Wheeler, Greek Teacher, Norwich Free Academy, CT, 2014
  • Kevin Ballestrini, Latin Teacher, Norwich Free Academy, CT, 2014

Workshops Presented

  • Same Skills: Different Game, NTPRS, San Antonio, TX, 2017
  • No-Prep Grading & Assessment, NTPRS, San Antonio, TX, 2017
  • Storyasking Basics, CANE Annual Meeting, Exeter, NH, 2017
  • Shifting to a Much-Needed Proficiency-Based Grading System, ACTFL Annual Convention, Boston, 2016
  • Teaching Latin Communicatively: CI, MaFLA Summer Institute, Newton, MA 2016
  • After the CI Honeymoon Phase, CANE Annual Meeting, Northampton, MA, 2016
  • Building Rhythmic Fluency, ACL Institute, University of Connecticut, Storrs, 2015
  • Building Rhythmic Fluency, CANE Annual Meeting, Dedham, MA, 2015

Workshops Attended

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, Northampton, MA, 2016:

  • Nummī et Historia – Teaching History through Coins
    Thomas Howell
  • Latin Literature for the 21st Century: Ideas and Tools for an Interactive Learning Environment
    Maureen Lamb
  • Adventures in Comprehensible Input with Latin 1
    Christopher Buczek
  • Gradūs Parvī: Creating Tiered Readings for Any Level of Instruction
    Kevin Ballestrini

TCI Maine, Lewiston, ME, 2015:

  • Independent Pursuits in the Upper Levels
    Laurie Clarcq
  • Aligning Pedagogy and Theory through Research
    Eric Herman
  • Star of the Week
    Sabrina Janczak
  • From Input to Output
    Laurie Clarcq
  • TPR
    Sabrina Janczak

ACL Institute, University of Connecticut, Storrs, CT, 2015:

  • The Power of Reading (Pre, Post, and Embedded) – 6hrs
    Keith Toda, and Robert Patrick
  • Teaching AP Latin in a Comprehensible Input Classroom
    Robert Patrick
  • Teaching the First Century using 21st Century Skills
    Elizabeth Conner
  • High School Students’ Comprehension Strategies for Reading Latin Literature
    Rebecca Boyd
  • What Primary Language Acquisition in Latin reveals about Spoken Latin
    Mallory Ann Hayes
  • Living Latin: Spoken Latin with the Paideia Institute
    David Hewitt
  • Novī Amīcī: Moodle, Panopto, and the Blended Model in Latin Language Instruction
    Catherine Hayward
  • Thinking Outside the Textbook: Authentic Latin Texts for All Levels
    Rachel Ash
  • Using Technology for Good in the Latin Classroom
    Ivy Livingston
  • Arm Your Students: Methods for Making Convincing Greek and Roman Armature without Much Money or Skill
    Robert Simmons
  • Standards-Based Grading, or If at First You Don’t Succeed, Try, Try Again
    Sammie Smith

CAM, Westwood, MA, 2015:

  • Holistic Latin: its origins, functions and history at UMass Boston and the Conventiculum Bostoniense
    James Dobreff
  • So you don’t use Ørberg? Active Latin for any Text
    Skye Shirley
  • Station Activities I-VII
    James Dobreff, T.J. Howell, & Cori Russo, Edward Zarrow

CANE, Dedham, MA, 2015:

  • Four Senses, Three Languages, Two Hands and One Meaning
    Nathan Wheeler
  • Taking Active Latin Home
    Chris Cothran, Sara Cain
  • How to Read Latin at Sight
    Amanda Loud
  • Mythology PRG in the Latin Classroom
    Jocelyn Demuth
  • Towards a More Comprehensible Classroom
    Ballestrini, Kevin
  • Choosing Sight Passages for the Advanced Placement Exam Classroom
    Jay Fisher
  • Creative Projects (Performance Assessments) for the Latin Classroom
    Edward Zarrow

Blaine Ray TPRS Workshop, Boston, MA, 2015 (2 days)
Blaine Ray TPRS Workshop, Hartford, CT, 2014 (2 days)

CANE, Manchester, NH, 2014:

  • Different Looks at Different Books II:  We finished the grammar, but what comes next?
    Lydia Haile Fassett
  • Making Caesar Comprehensible
    Ballestrini, Kevin

Conventiculum Lexingtoniense, Lexington, KY, 2013 (8 days)
Conventiculum Dickinsoniense, Carlisle, PA, 2013 (7 days)

Technology in the Classroom: A Practical Approach, Kent, OH, 2012 (2 day workshop)
Johansson, E.Andreas

CANE, Needham, MA, 2012:

  • Tabula Callida: Why You Need a Smartboard in Your Classroom
    Zahn, Ashely
  • “Who Knew Latin Wasn’t Just Speaking Sentences?” 
    Howell, TJ
  • CARD-tamen: Designing and Utilizing Meaningful Games in the Classroom
    Ballestrini, Kevin
  • Reading and Teaching Caesar’s Prose
    Perry, David
  • Making Caesar Come Alive: Experiencing Details of Roman Life
    Fassett, Lydia
  • It’s All Based on the Text: Caesar
    Breindel, Ruth

CANE, South Hadley, MA, 2011:

  • The Gods in the Iliad: An Approach to Teaching Mythology
    Smith, Helaine
  • Operation LAPIS: Game-based Learning in the Classical Classroom
    Travis, Roger

Online 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
  • Google Earth for the Latin Classroom; at Bolchazy-Carducci.com, De Vries, Laurel, 2012

Conferences Attended

  • CANE Annual Meeting, Northampton, MA, 2016
  • TCI Maine, Lewiston, ME, 2015
  • ACL Institute, Storrs, CT, 2015
  • CAM Spring Meeting, Westwood, MA, 2015
  • CANE Annual Meeting, Dedham, MA, 2015
  • CANE Annual Meeting, Manchester, NH, 2014
  • ClassConn Annual Meeting, Trinity College, CT, 2013
  • CAMWS Meeting, Iowa City, IA, 2013
  • CANE Annual Meeting, Needham, MA, 2012
  • CANE Annual Meeting, South Hadley, MA, 2011

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

Research Interests

data collection, standards based grading (SBG), Marzano proficiency scales, comprehensible input (CI), teaching proficiency through reading and storytelling (TPRS), game-based learning (GBL), direct/natural method, language acquisition, syllable and vowel quantity/prosody, meter, reading fluency

Various other jobs/positions held for more than 3 months

  • Customer Service/Key Holder/Notary Public at a shipping store
  • Jewelry Designer
  • Apprentice Watchmaker
  • 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
  • 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
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