Lance Piantaggini


Degrees & Certificates

  • Doctor of Philosophy (Ph.D.)
    University of Massachusetts Amherst, currently enrolled
    Teacher Education & School Improvement
    Amherst, 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

Second Language Training (beyond degrees)

Latin Immersion & Courses

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


  • 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 – **

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


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.

Equitable Grading Coordinator 2021-current

  • Researches best practices in grading& assessment
  • Co-creates policy (w/ admin)
  • Develops recommended scales, rubrics, and systems that teachers are free to adopt and use
  • Presents PD sessions
  • Works with admin & teachers to maintain gradebook consistency schoolwide
  • Meets 1-on-1 w/ teachers to provide solutions for grading & assessment problems
  • Does research for/supports teachers with new ideas

Lead Latin Teacher 2017-current

  • Teaching Latin to all 9th grade SHA students, working with two other full time Latin teachers
  • Supervising UMass Graduate Students seeking licensure (i.e. practicum/student teaching)
  • Established SHA Latin program mission and vision in 2018 to diminish the role of grammar, among other things
  • 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 – 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 & 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 were 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, 2009 – current

  • Designs shows for high school marching bands across the US.  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


  • 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


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

  • 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

Interviews & Publications



Pisoverse Novellas (original historical fiction set in classical antiquity):

Other Books

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 & Papers Presented

  • Ungrading: Theory to Practice, Classroom to School, Conference in the Cloud, 2022
  • Sip the Quiz! & Equitable Grading Practices, CANE, Virtual Meeting, 2022
  • “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
  • The People of the Pisoverse, March 30, 2020 2pm Excellence Through Classics
  • Talk & Read: The Daily No-Burnout Lesson Plan, Voces Digital & Teacher’s Discovery, March 19, 2020
  • 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
  • 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
  • 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

Conferences Attended

CANE Annual Meeting, [virtual], 2022 (2 days)
CANE Annual Meeting, [virtual], 2021 (2 days)
Intercoastal Latin Teacher Summit #1, 2021 (1 day)
Grading for Equity Virtual Institute, 2021 (3 days)
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)

Conference Workshops Attended (2011 – 2016)

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

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

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


  • Cultivating Teacher Development (Coaching); at (Marzano, R., Simms, J.), 2013
  • iPads – Applying Apps for Creativity and Communication; at (Smith, B., Mader, J.), 2013
  • Teaching Culture using Project-Based Differentiated Instruction; at 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, 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

Research Interests

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

Various 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

One thought on “CV

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