Daniel Massoglia
46692 Lakepointe Ct., Shelby Twp., MI 48315
(248) 496-1840
dmassogliaedu@gmail.com
EDUCATION
Oakland University - Rochester Hills, MI
English B.A. w/ Secondary Certification
TEACHING EXPERIENCE
Lake Orion High School
Student Teaching
Sept. 3, 2014 - April 21, 2015
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Worked in cooperation with English Department Head, Kelly Day
Taught regular, mixed learning, and blended learning classes in grades 11-12
Created and taught many technology-based lessons
Started school video game club
Personally assisted a special education student in writing an essay from start to finish
Long-Term Sub
April 23, 2014 - present
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Teaching regular ELA 9 and 10 classes and Honors 10
Continuing to host video game club
WORK EXPERIENCE
Bravo! Cucina Italiana
Server
Oct. 2012 - present
Subway
Sandwich Artist
Oct. 2011 - Sep. 2012
Papa Joe’s Gourmet Market
Grocery
June 2009 - Oct. 2011
ADDITIONAL EXPERIENCE
Kensington Community Church
Troy, MI; Lake Orion, MI; other various locations
Youth Group Leader
November 2008-June 2014
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Led small groups in community service projects
Mentored students in grades 11-12
Led multiple small groups of 3-12 students each in grades 6-12, taught life lessons and
facilitated group conversation
SKILLS
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Teaching blended learning
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Team-teaching special ed.
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Microsoft Office (Word, Powerpoint)
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Microsoft Office Mix
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Weebly
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Moodle
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Socrative
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TodaysMeet
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Powtoon
REFERENCES
Amanda Stearns-Pfeiffer
Professor of English Education, Oakland University
(248)370-2145
stearnspfieffer@oakland.edu
Pauline Walker
Professor of English Education, Oakland University
plwalker@oakland.edu
Kelly Day
English Teacher, Lake Orion High School
(517)420-7245
kday@lakeorion.k12.mi.us
Oakland University
University Supervisor’s Assessment
Dan Massoglia successfully completed his teaching internship at Lake Orion High School in Lake
Orion, Michigan, during the 2014-2015 school year. Throughout his time in Lake Orion, Dan
demonstrated an ability to learn and grow as a professional, becoming a capable young teacher,
aptly prepared to assume the responsibility of his own classroom.
At Lake Orion High Dan developed an excellent rapport with both teachers and students. His
relationship with students was friendly yet professional. When Dan moved among students in his
class to monitor their progress, his interactions were cheerful yet authoritative. He exhibited a
genuine fondness for teenagers.
Dan’s passion for teaching extended beyond the classroom. When students indicated an interest
in a computer club, Dan created a club and remained after school on Fridays to supervise
activities. When students asked Dan to provide them with additional academic assistance, Dan
was willing to help in any way he could.
With his colleagues Dan worked collaboratively, sharing lessons and developing new instructional
strategies to increase the effectiveness of his instruction. Dan willingly sought and accepted
feedback from his cooperating teacher as well as from me, his university supervisor. Dan
attended professional development days in Lake Orion in order to learn more about the
curriculum and about ways to increase his effectiveness in the classroom.
Dan established a positive classroom climate, creating an environment conducive to learning.
Understanding that preparation is key to effective instruction, Dan carefully organized his
materials and activities so that he could utilize the entire class period. Dan had his copies made,
his PowerPoint presentations and videos in working order, his student groupings prepared, and
his instructions sequenced for optimal use of class time. Dan effectively utilized a variety of
timing strategies to keep students on task throughout the class period.
Dan is adept at planning his instruction. His teaching units at Lake Orion High were
characterized by a variety of activities designed to teach and to motivate. Dan carefully tailored
his lessons to the unique learning styles of his students and adjusted his lessons accordingly,
often preparing alternate assignments to address specific student needs. Dan frequently
incorporated technology into his lessons to enhance instruction. One example is his use of
PowToon as a means of generating creative student responses to an assigned text. Dan also
became familiar with and adept at managing a blended learning class. Dan evaluated his
students’ learning in a variety of ways, understanding that a student’s classroom discussion,
tests, and written assignments are all indicators of a student’s understanding of the subject.
Based in these assessments, Dan adjusted his instruction accordingly and was willing to stop a
lesson to correct student knowledge so that students were fully prepared to learn new content.
Dan’s approach to teaching is thoughtful and inquiry-based. He is reflective and insightful; he is
eager to acquire new knowledge to enhance his effectiveness as a teacher. Dan willingly
addresses disparity in student performance, researches best practices, and adds new resources
to his repertoire of instructional strategies. These are qualities that predict success in a teaching
career. It is my pleasure, then, to recommend Dan Massoglia for certification.
Pauline L. Walker
Oakland University Student Teacher Supervisor
April 16, 2015
Lake Orion High School
National Exemplary Blue Ribbon School
495 E. Scripps Road, Lake Orion, MI 48360
Phone: 248•693•5420
Fax: 248•693•5459
Stephen D. Hawley
Principal
Darin B. Abbasse
Associate Principal
Christopher Bell
Associate Principal
Sarah Budreau
Associate Principal
William J. Reiss
Athletic Director
May 15, 2015
RE: Daniel Massoglia
To Whom It May Concern:
I have had the pleasure of knowing Daniel Massoglia since the beginning of September 2014.
From September to mid-April, he was a student teacher in my English Language Arts
classroom. During his tenure in my classroom, Dan observed, planned, and taught one
section of English 11 and three sections of a senior-level Expository Reading and Writing
course. Of the three Expository Reading and Writing classes, one was taught as a blended
learning class.
Although Dan may initially describe himself as an introvert, he has no problem building
relationships with his students, especially those students who are interested in the arts and
music. In particular, he has built a close bond with 3-4 students who frequently stop by the
class room to visit even though they are not currently enrolled in his class anymore.
Furthermore, Dan took the initiative to get involved with the high school’s weekly Video
Game Club. This has provided Dan with the opportunity to further connect with students in
a non-academic setting.
As a beginning teacher, Dan continues to grow and fine tune his classroom management
skills. This happened naturally as he becomes more comfortable leading a class. His
classroom management is directly related to his delivery of instruction; with well-planned and
appropriately paced lessons, Dan is able to more effectively manage his students. Now, Dan
is able to examine the pacing of a lesson and determine when, where, and how he needs to
manage student engagement.
Throughout the course of his student teaching, Dan has demonstrated acceptable skills in the
area of lesson planning and delivery, specifically in the areas of scaffolding, anticipating
students’ needs, and facilitating student-led discussions. For instance, during a reading unit on
Malcolm Gladwell’s The Tipping Point, Dan utilized the Socratic Seminar strategy. Although
the Socratic Seminar approach worked in most instances, Dan found that it was less
successful with his first period class, which is a smaller, more timid class than the other two
Expository Reading and Writing classes. As a result, Dan found a way to still facilitate
student-led discussions within this class period, but in a manner what was more comfortable
for his class. For instance, instead of putting small groups on the spot in the center of the
room, Dan allowed students to demonstrate their understanding by visually illustrating selfselected important ideas from the text. Then, students were able to comfortably report out to
the rest of the class, highlighting key ideas from their discussions.
In addition to teaching in a traditional face-to-face setting, Dan also had the opportunity to
plan and teach a blended learning section of Expository Reading and Writing. The nature of
this course is designed to accommodate different learning styles. Students meet twice a week
for face-to-face sessions; the remainder of the week they are allowed to work off-site to
complete their online lessons. This provided Dan with the opportunity to incorporate more
technology into his lessons. He primarily used three mediums for incorporating technology
into his lessons – Moodle, Socrative, and PowerPoint Mix. Dan consistently maintained a
separate Moodle page for this course. Within Moodle, he posted weekly agendas, important
documents, and his online lessons. This non-traditional class was a great learning experience
not only for the students but for Dan as well.
It was a great pleasure mentoring Dan throughout his student-teaching experience. He was
able to grow and experiment as a beginning teacher, ultimately finding a teaching approach
that worked best for him. If you have any questions or concerns regarding Daniel Massoglia,
please feel free to contact me at kday@lakeorion.k12.mi.us, at (248)693-5420, or at (517)4207245.
Sincerely,
Kelly A. Day
Teacher
Lake Orion High School