OOC SECTION
What is your Minecraft username?:
Dissiri
Do you have any previous bans/warnings?:
Yes, twice when I first started the server about 7-8 years ago. I do not remember what they were but I have learned from them and have been following the rules since. This is on my main account, M0rsari3s
What is your time zone?:
MDT
What is your discord username and discriminator? (e.g. Tippie#6666):
arkkaere
Link all previous applications you made on the server:
https://schoolrp.net/threads/theromanticguys-shop-app-remarkable-wine-and-art.54511/ - Denied
-https://schoolrp.net/threads/librarian-app-theromanticguy.51650/ - Accepted
https://schoolrp.net/threads/art-history-prof-app-thatromanticguy.49477/ - Accepted
https://schoolrp.net/threads/language-application.45418/ - Accepted
https://schoolrp.net/threads/elyon-cafe-bar-application.44424/ - Denied
https://schoolrp.net/threads/jsl-app.43721/ - Accepted
https://schoolrp.net/threads/third-lang-2.43710/ - Accepted
http://schoolrp.net/threads/recep-app-dissiri.59425/- Denied
Describe your activity on SchoolRP:
I have been trying to get more active on the server, and in the forum. I’m often running around and talking with others on my main account, m0rsari3s, in my free time. I am on more often now that school has ended and I hope to continue to stay active when school starts again.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
In general, i roleplayed on roblox for 4 years, then i joined Minecraft and have been roleplaying ever since. I would often roleplay as a teacher or a senior of sorts. I would also roleplay as a tutor or a assistant. As a roleplayer in these positions, i likely had to create a character with a unique backstory and personality. I may have also had to develop a teaching or tutoring style that matched my character's personality and backstory. During my roleplaying sessions, i likely engaged in various activities and interactions with other players, such as leading class discussions, grading papers, providing feedback on assignments, and offering guidance to students. Depending on the roleplay, i may have also had to manage conflicts between students or address issues related to classroom behavior. Eventually, I joined schoolrp and began to discover the different types of roleplay that there can be, such as gangs and government workers, etc..
What are your current roles on SchoolRP:
Main- [Adult]
Alt- [Highschool]
What is the subject you want to teach?:
Music History.
TRIVIA SECTION
What is your motivation for becoming a professor?:
I am motivated to become a professor for several reasons. To expand my knowledge in different scenarios and meet new people as well. I'd like to join the community and i'd like to help my students make an effort into learning about something they are interested in! I've been around music my whole life, musicals and shows, songs, instruments, and it has really made a difference in my life! At my school, playing a stringed instrument is mandatory and I've been playing the violin for 6, almost seven years now. I've grown to love everything about music and learn about the history of music, along with music theory. I want to be able to encourage my students to learn more about the music that is in our world and learn about, eventually, they could produce songs that could be a new hit. I want to be a role model for my students as well. I want to be someone that they can go to if they need advice or help in any situation along with my fellow co-workers.
Work out two interactive classes you will host if accepted:
1.Mr. Romero walked into the classroom and set his items down onto the desk at the front of the room. He then turned towards to chalkboard as he grabbed chalk and began to write down 'MR. ROMERO, MUSIC HISTORY'. Once the bell rang, he bag to introduce himself, 'Hello everyone! My name is Mr. Romero as you can see on the board and this class is about music history. Now, we won't dive in right away because I have a fun activity for us!' He grabbed a pile of worksheets and began to pass them out as he explained, 'Now, these are introduction worksheets! Why you may ask? I like to get to know my students before I start teaching, that way I am able to adapt to what you all need!' He said with a rather cheerful tone and began to walk up to the front of the class. 'Now, carefully read the instructions and begin to work! You have 10 minutes and then we'll start!'
2. Mr. Romero walked into the classroom and quietly set his items down onto the desk as he took a seat. He took his laptop out and set it on the table, connecting it to the projector as he pulled up a video. 'Today we will be talking about the first era, which is Medieval, states in c. 1150 to c. 1400. Before I start the video, who can tell me about the Medieval era? What was life like, what kind of instruments did they have?' He looked around and waited until he saw a hand shoot up. He nodded his head at the student and waited for their answer, 'Yes, correct! They had all sorts of instruments, good job!'
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Mr. Romero stood at the door of his classroom and raised his hand holding a red folder. 'Alright everyone, listen up please! Once I call your names, please come stand in front of me! No pushing and shoving, you are college students!' He began to call out names as students began to file in a neat line in front of him. Once done, he separated the group into three, a group for each teacher. 'Alright everyone, lets make sure that we listen carefully and pay attention so that we do not get lost! In 20 minutes, we will all gather back here at the classroom to discuss what we have learned!'
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Mr. Romero would walk up to the group with a harsh tone in his voice, 'Now come on, leave the bobcat alone and get to class. Surely you do not want to be late.' He gave a rather harsh smile towards the college students and shoo'd them off, 'If I catch you doing this again, it will be a detention or a talk with the Vice-dean, am I clear?' He would say as they walked off, his eyes watching them walk off before he comforted the bobcat and sent him on his way.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Mr. Romero would look up from the table, 'Excuse me, detention is supposed to be quiet. The faster you do your work and put effort into it, the sooner you go.' If the student continued, Romero would warn the student once more until he raised his voice, not angry just a harsh tone 'SILENCE!! Other students are trying to get their tasks done, I recommended you do the same.' His eyes lowered as he looked at the student, and pointed to the book. Once the student was quiet, he went back to what he was doing.
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and call out other students in the class, what would your character do?
Romero would clear his throat to get their attention and if that did not work, he would clap his hands. He walked over to the door of the classroom and flipped the switch off and on a few times, 'Hello! Hi, yes, we are in a classroom. I'm not very strict about phone use but if you continue to be disruptive I will remove you from this classroom and you can talk with the Vice-dean, alright? Now, leave the other students alone and take a seat.' He walked back to his desk and continued with his lesson.
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
Romero would walked up to the students and stepped between them, he had a rather calm tone to his voice as he asked, 'Woah woah! What's going on you two?' They ignored him and continued their fighting. He then did his best to separate them as he asked for more help over the radio, 'I have two students fighting at (area), I need some assistance.' He would then do his best until help arrived.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What does they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
Zeph is a French male with Vitiligo and heterochromia, his eye colors would be brown and blue as a different skin pigmentation covered his body. He was the average height for a male, standing at 6'4. He was a relaxed and gentle person. He had several boundaries but it would be nearly impossible to break them. He's rather caring towards others, whether they are older, same age, or younger than him, he will always be there for assistance. He is rather strict about a few things but would let it go if it was mandatory. He was also a rather curious person and questions burned inside of him. He was not afraid to ask a question when he was confused or, if the students need something to go off of.
He enjoys teaching students about music, its fun and most people enjoy music! Since we live in a world full of music, rising stars, old stars such as Bach and more, why not learn the history about the music that has been created so far? He happily answers questions the his students have with enthusiasm and joy. He has respect towards them along with his fellow co-workers. He has a tremendous amount of respect towards them and their style of teaching.
His plans in for the future? Well, to become a teacher that his students can feel like they can go to when they need help. Although it will be his first time, he hopes he can enjoy his career as a Prof. and teaching students that want to learn about the history of music! He cannot wait to see where his teaching career takes him.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Childhood:
Zephyr's parents, being educators themselves, recognized the importance of providing him with stimulating educational experiences beyond the confines of the classroom. They took him on regular trips to museums, historical sites, and cultural events, exposing him to different perspectives and expanding his horizons. Zephyr developed a keen interest in music history and literature, captivated by the stories of the past and the power of words and music.
In addition to academic pursuits, Zeph's childhood was filled with opportunities for hands-on learning and creative expression. His parents encouraged him to engage in various activities such as painting, playing a musical instrument, and participating in community theater. These outlets allowed him to cultivate his creativity, develop problem-solving skills, and build confidence in expressing himself. Zeph's parents also fostered a strong sense of empathy and compassion within him. They actively encouraged him to consider the needs of others, engaging in acts of kindness and participating in community service projects. Zeph frequently volunteered at local charities, assisting in food drives, and supporting educational initiatives for underprivileged children. Through these experiences, he learned the most importance of social responsibility and the transformative impact that education can have on marginalized communities.
Teen hood:
As Zeph entered his teenage years, his passion for teaching continued to blossom. In high school, he eagerly participated in academic clubs and extracurricular activities. Zeph's teachers recognized his natural aptitude for leadership and his ability to inspire and motivate his peers. He became a student mentor, offering guidance and support to younger students who faced academic challenges. Zeph's love for teaching extended beyond the classroom walls. He sought opportunities to engage in community outreach programs, organizing tutoring sessions for local students in need. Zeph's dedication to helping others succeed in their educational journeys gained him a reputation as a compassionate and knowledgeable mentor. He dedicated countless hours to tutoring, patiently explaining concepts and providing guidance to struggling students.
During this transformative period, Zephyr also participated in educational competitions and debates, where he honed his critical thinking and public speaking skills. He took on leadership roles in organizing academic events, fostering an environment that celebrated intellectual curiosity and encouraged collaboration among students. Zeph's parents continued to be a guiding force in his life, supporting his aspirations and providing him with opportunities for growth. They nurtured his interests by enrolling him in specialized workshops and summer programs, further fueling his love for learning and strengthening his teaching abilities.
Adult hood:
With a burning passion for education, Zeph embarked on his journey to become a professor during his adult hood. He gained admission to a prestigious university known for its esteemed education program. Zeph eagerly embraced his studies, immersing himself in rigorous curriculum that deepened his understanding of education theory, music history, and other music subjects. Throughout his college years, Zeph sought practical experiences to complement his academic learning. He actively pursued internships at local schools, where he collaborated with experienced teachers, observed their instructional techniques, and gradually took on teaching responsibilities under their guidance. These hands-on experiences allowed him to refine his classroom management skills, develop lesson plans, and adapt his teaching style to meet the diverse needs of students.
Zeph's commitment to personal growth and professional development led him to engage in additional training programs and workshops during his college years. He explored innovative teaching methodologies, technology integration, and inclusive education practices. Zeph also delved into research projects, delving deeper into his love for music subjects and gaining a deeper understanding of effective instructional strategies. Upon completeing his bachelor's and master's degree in Education, Zeph embarked on his teaching career, initially as a substitute teacher. He moved from France to Karakura, Japan and applied there as a professor. In hopes he can use his skills and love for teaching, to great use and create strong and creative students.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
Fill in your answers on the lines ( _____________ )
To tick an 0 cross it or replace it with an X
1 - PERSONAL DATA
Title: Mr Legal Name: Zephyr Romero Birth Date: 31 / 03 / 1984
Preferred Name: Zeph
Phone Number: (030)-175-2751
Gender: X - Male
0 - Female
0 - Other, namely _________
Religious Domination: Aetheist
Martial Status: Single
Nationality: French
Current Location: Karakura, Japan
2 - APPLICATION DATA
Preferred teaching subject:
1st choice: Music History 2nd choice: Music Theory 3rd choice: Musicology
List other subjects you are qualified to teach: N/A
List any activities you are willing to supervise; i.e., clubs, groups, drama, etc.:
Clubs,Groups
3 - PREVIOUS EDUCATION
What is your Minecraft username?:
Dissiri
Do you have any previous bans/warnings?:
Yes, twice when I first started the server about 7-8 years ago. I do not remember what they were but I have learned from them and have been following the rules since. This is on my main account, M0rsari3s
What is your time zone?:
MDT
What is your discord username and discriminator? (e.g. Tippie#6666):
arkkaere
Link all previous applications you made on the server:
https://schoolrp.net/threads/theromanticguys-shop-app-remarkable-wine-and-art.54511/ - Denied
-https://schoolrp.net/threads/librarian-app-theromanticguy.51650/ - Accepted
https://schoolrp.net/threads/art-history-prof-app-thatromanticguy.49477/ - Accepted
https://schoolrp.net/threads/language-application.45418/ - Accepted
https://schoolrp.net/threads/elyon-cafe-bar-application.44424/ - Denied
https://schoolrp.net/threads/jsl-app.43721/ - Accepted
https://schoolrp.net/threads/third-lang-2.43710/ - Accepted
http://schoolrp.net/threads/recep-app-dissiri.59425/- Denied
Describe your activity on SchoolRP:
I have been trying to get more active on the server, and in the forum. I’m often running around and talking with others on my main account, m0rsari3s, in my free time. I am on more often now that school has ended and I hope to continue to stay active when school starts again.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
In general, i roleplayed on roblox for 4 years, then i joined Minecraft and have been roleplaying ever since. I would often roleplay as a teacher or a senior of sorts. I would also roleplay as a tutor or a assistant. As a roleplayer in these positions, i likely had to create a character with a unique backstory and personality. I may have also had to develop a teaching or tutoring style that matched my character's personality and backstory. During my roleplaying sessions, i likely engaged in various activities and interactions with other players, such as leading class discussions, grading papers, providing feedback on assignments, and offering guidance to students. Depending on the roleplay, i may have also had to manage conflicts between students or address issues related to classroom behavior. Eventually, I joined schoolrp and began to discover the different types of roleplay that there can be, such as gangs and government workers, etc..
What are your current roles on SchoolRP:
Main- [Adult]
Alt- [Highschool]
What is the subject you want to teach?:
Music History.
TRIVIA SECTION
What is your motivation for becoming a professor?:
I am motivated to become a professor for several reasons. To expand my knowledge in different scenarios and meet new people as well. I'd like to join the community and i'd like to help my students make an effort into learning about something they are interested in! I've been around music my whole life, musicals and shows, songs, instruments, and it has really made a difference in my life! At my school, playing a stringed instrument is mandatory and I've been playing the violin for 6, almost seven years now. I've grown to love everything about music and learn about the history of music, along with music theory. I want to be able to encourage my students to learn more about the music that is in our world and learn about, eventually, they could produce songs that could be a new hit. I want to be a role model for my students as well. I want to be someone that they can go to if they need advice or help in any situation along with my fellow co-workers.
Work out two interactive classes you will host if accepted:
1.Mr. Romero walked into the classroom and set his items down onto the desk at the front of the room. He then turned towards to chalkboard as he grabbed chalk and began to write down 'MR. ROMERO, MUSIC HISTORY'. Once the bell rang, he bag to introduce himself, 'Hello everyone! My name is Mr. Romero as you can see on the board and this class is about music history. Now, we won't dive in right away because I have a fun activity for us!' He grabbed a pile of worksheets and began to pass them out as he explained, 'Now, these are introduction worksheets! Why you may ask? I like to get to know my students before I start teaching, that way I am able to adapt to what you all need!' He said with a rather cheerful tone and began to walk up to the front of the class. 'Now, carefully read the instructions and begin to work! You have 10 minutes and then we'll start!'
2. Mr. Romero walked into the classroom and quietly set his items down onto the desk as he took a seat. He took his laptop out and set it on the table, connecting it to the projector as he pulled up a video. 'Today we will be talking about the first era, which is Medieval, states in c. 1150 to c. 1400. Before I start the video, who can tell me about the Medieval era? What was life like, what kind of instruments did they have?' He looked around and waited until he saw a hand shoot up. He nodded his head at the student and waited for their answer, 'Yes, correct! They had all sorts of instruments, good job!'
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Mr. Romero stood at the door of his classroom and raised his hand holding a red folder. 'Alright everyone, listen up please! Once I call your names, please come stand in front of me! No pushing and shoving, you are college students!' He began to call out names as students began to file in a neat line in front of him. Once done, he separated the group into three, a group for each teacher. 'Alright everyone, lets make sure that we listen carefully and pay attention so that we do not get lost! In 20 minutes, we will all gather back here at the classroom to discuss what we have learned!'
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Mr. Romero would walk up to the group with a harsh tone in his voice, 'Now come on, leave the bobcat alone and get to class. Surely you do not want to be late.' He gave a rather harsh smile towards the college students and shoo'd them off, 'If I catch you doing this again, it will be a detention or a talk with the Vice-dean, am I clear?' He would say as they walked off, his eyes watching them walk off before he comforted the bobcat and sent him on his way.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Mr. Romero would look up from the table, 'Excuse me, detention is supposed to be quiet. The faster you do your work and put effort into it, the sooner you go.' If the student continued, Romero would warn the student once more until he raised his voice, not angry just a harsh tone 'SILENCE!! Other students are trying to get their tasks done, I recommended you do the same.' His eyes lowered as he looked at the student, and pointed to the book. Once the student was quiet, he went back to what he was doing.
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and call out other students in the class, what would your character do?
Romero would clear his throat to get their attention and if that did not work, he would clap his hands. He walked over to the door of the classroom and flipped the switch off and on a few times, 'Hello! Hi, yes, we are in a classroom. I'm not very strict about phone use but if you continue to be disruptive I will remove you from this classroom and you can talk with the Vice-dean, alright? Now, leave the other students alone and take a seat.' He walked back to his desk and continued with his lesson.
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
Romero would walked up to the students and stepped between them, he had a rather calm tone to his voice as he asked, 'Woah woah! What's going on you two?' They ignored him and continued their fighting. He then did his best to separate them as he asked for more help over the radio, 'I have two students fighting at (area), I need some assistance.' He would then do his best until help arrived.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What does they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
Zeph is a French male with Vitiligo and heterochromia, his eye colors would be brown and blue as a different skin pigmentation covered his body. He was the average height for a male, standing at 6'4. He was a relaxed and gentle person. He had several boundaries but it would be nearly impossible to break them. He's rather caring towards others, whether they are older, same age, or younger than him, he will always be there for assistance. He is rather strict about a few things but would let it go if it was mandatory. He was also a rather curious person and questions burned inside of him. He was not afraid to ask a question when he was confused or, if the students need something to go off of.
He enjoys teaching students about music, its fun and most people enjoy music! Since we live in a world full of music, rising stars, old stars such as Bach and more, why not learn the history about the music that has been created so far? He happily answers questions the his students have with enthusiasm and joy. He has respect towards them along with his fellow co-workers. He has a tremendous amount of respect towards them and their style of teaching.
His plans in for the future? Well, to become a teacher that his students can feel like they can go to when they need help. Although it will be his first time, he hopes he can enjoy his career as a Prof. and teaching students that want to learn about the history of music! He cannot wait to see where his teaching career takes him.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Childhood:
Zephyr's parents, being educators themselves, recognized the importance of providing him with stimulating educational experiences beyond the confines of the classroom. They took him on regular trips to museums, historical sites, and cultural events, exposing him to different perspectives and expanding his horizons. Zephyr developed a keen interest in music history and literature, captivated by the stories of the past and the power of words and music.
In addition to academic pursuits, Zeph's childhood was filled with opportunities for hands-on learning and creative expression. His parents encouraged him to engage in various activities such as painting, playing a musical instrument, and participating in community theater. These outlets allowed him to cultivate his creativity, develop problem-solving skills, and build confidence in expressing himself. Zeph's parents also fostered a strong sense of empathy and compassion within him. They actively encouraged him to consider the needs of others, engaging in acts of kindness and participating in community service projects. Zeph frequently volunteered at local charities, assisting in food drives, and supporting educational initiatives for underprivileged children. Through these experiences, he learned the most importance of social responsibility and the transformative impact that education can have on marginalized communities.
Teen hood:
As Zeph entered his teenage years, his passion for teaching continued to blossom. In high school, he eagerly participated in academic clubs and extracurricular activities. Zeph's teachers recognized his natural aptitude for leadership and his ability to inspire and motivate his peers. He became a student mentor, offering guidance and support to younger students who faced academic challenges. Zeph's love for teaching extended beyond the classroom walls. He sought opportunities to engage in community outreach programs, organizing tutoring sessions for local students in need. Zeph's dedication to helping others succeed in their educational journeys gained him a reputation as a compassionate and knowledgeable mentor. He dedicated countless hours to tutoring, patiently explaining concepts and providing guidance to struggling students.
During this transformative period, Zephyr also participated in educational competitions and debates, where he honed his critical thinking and public speaking skills. He took on leadership roles in organizing academic events, fostering an environment that celebrated intellectual curiosity and encouraged collaboration among students. Zeph's parents continued to be a guiding force in his life, supporting his aspirations and providing him with opportunities for growth. They nurtured his interests by enrolling him in specialized workshops and summer programs, further fueling his love for learning and strengthening his teaching abilities.
Adult hood:
With a burning passion for education, Zeph embarked on his journey to become a professor during his adult hood. He gained admission to a prestigious university known for its esteemed education program. Zeph eagerly embraced his studies, immersing himself in rigorous curriculum that deepened his understanding of education theory, music history, and other music subjects. Throughout his college years, Zeph sought practical experiences to complement his academic learning. He actively pursued internships at local schools, where he collaborated with experienced teachers, observed their instructional techniques, and gradually took on teaching responsibilities under their guidance. These hands-on experiences allowed him to refine his classroom management skills, develop lesson plans, and adapt his teaching style to meet the diverse needs of students.
Zeph's commitment to personal growth and professional development led him to engage in additional training programs and workshops during his college years. He explored innovative teaching methodologies, technology integration, and inclusive education practices. Zeph also delved into research projects, delving deeper into his love for music subjects and gaining a deeper understanding of effective instructional strategies. Upon completeing his bachelor's and master's degree in Education, Zeph embarked on his teaching career, initially as a substitute teacher. He moved from France to Karakura, Japan and applied there as a professor. In hopes he can use his skills and love for teaching, to great use and create strong and creative students.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
Fill in your answers on the lines ( _____________ )
To tick an 0 cross it or replace it with an X
1 - PERSONAL DATA
Title: Mr Legal Name: Zephyr Romero Birth Date: 31 / 03 / 1984
Preferred Name: Zeph
Phone Number: (030)-175-2751
Gender: X - Male
0 - Female
0 - Other, namely _________
Religious Domination: Aetheist
Martial Status: Single
Nationality: French
Current Location: Karakura, Japan
2 - APPLICATION DATA
Preferred teaching subject:
1st choice: Music History 2nd choice: Music Theory 3rd choice: Musicology
List other subjects you are qualified to teach: N/A
List any activities you are willing to supervise; i.e., clubs, groups, drama, etc.:
Clubs,Groups
3 - PREVIOUS EDUCATION
Place of study (School, University, College, etc) | Date From | Date To | Fulltime / Partime | Qualification with Grade, Class / Division | Subject Specialism(s) | Age Range |
| | | | | | |
French Elementary school | 10/8/1986 | 7/201991 | Fulltime | Grade 0-5, certificate | N/A | 2-10 |
Middle School Albert Camus | 10/8/1991 | 7/20/1994 | Fulltime | Grade 6-9, certificate | N/A | 11-15 |
Notre Dame International High school, Paris | 10/8/1994 | 7/20/1998 | Fulltime | Grade 10-12, Highschool diploma | N/A | 16-18 |
Rider University | 10/8/1998 | 7/20/2000 | Fulltime | Bachelors and Masters Degree | Education, Music history, literature, theory | 18-21 |
| | | | | | |
| | | | | | |
EXAMPLE: Karakura High | EXAMPLE: 2000-08-12 | EXAMPLE: 2006-08-12 | EXAMPLE: Fulltime | EXAMPLE: Highschool Diploma | EXAMPLE: N/A | EXAMPLE: 12 - 18 |
4 - PROFESSIONAL CAREER - PRESENT SCHOOL (or another place of work, leave empty of not applicable)
Name of School: ___________________ School Type: _____________ Ages: ____________
Address of School: __________________
Date of Appointment: __ / __ / __
Post subjects taught and special responsibilities in the present post (where appropriate):
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Reason for leaving:
_______________________________________________________________________________________
_______________________________________________________________________________________
5 - PREVIOUS TEACHING EXPERIENCE (leave empty if not applicable)
1.
Post ( Name and type of school): ___________________
Date from: __ / __ / __ Date to: __ / __ / __
Ages Taught: ________
Fulltime or Partime : 0 - Fulltime
0 - Partime
Subjects Taught & Responsibilities:
__________________________________
__________________________________
Reason for leaving:
__________________________________
__________________________________
2.
Post ( Name and type of school): ___________________
Date from: __ / __ / __ Date to: __ / __ / __
Ages Taught: ________
Fulltime or Partime : 0 - Fulltime
0 - Partime
Subjects Taught & Responsibilities:
__________________________________
__________________________________
Reason for leaving:
__________________________________
__________________________________
3.
Post ( Name and type of school): ___________________
Date from: __ / __ / __ Date to: __ / __ / __
Ages Taught: ________
Fulltime or Partime : 0 - Fulltime
0 - Partime
Subjects Taught & Responsibilities:
__________________________________
__________________________________
Reason for leaving:
__________________________________
__________________________________
4.
Post ( Name and type of school): ___________________
Date from: __ / __ / __ Date to: __ / __ / __
Ages Taught: ________
Fulltime or Partime : 0 - Fulltime
0 - Partime
Subjects Taught & Responsibilities:
__________________________________
__________________________________
Reason for leaving:
__________________________________
__________________________________
5.
Post ( Name and type of school): ___________________
Date from: __ / __ / __ Date to: __ / __ / __
Ages Taught: ________
Fulltime or Partime : 0 - Fulltime
0 - Partime
Subjects Taught & Responsibilities:
__________________________________
__________________________________
Reason for leaving:
__________________________________
__________________________________
6 - QUALIFICATIONS
1.
Type of Qualification (Minor, Major, Certification, etc.): Certificate
Obtained on: 7 / 26 / 1991
Institution where obtained: French Elementary school
2.
Type of Qualification (Minor, Major, Certification, etc.):Certificate
Obtained on: 7 / 26 / 1994
Instution where obtained: Middle School Albert Camus
3.
Type of Qualification (Minor, Major, Certification, etc.): Certificate
Obtained on: 7 / 26 / 1998
Instution where obtained: Notre Dame International High school, Paris
4.
Type of Qualification (Minor, Major, Certification, etc.): Education Bachelors' Degree
Obtained on: 7 / 26 / 1999
Instution where obtained: Rider University
5.
Type of Qualification (Minor, Major, Certification, etc.): Music History Majors' Degree
Obtained on: 7 / 26 / 2000
Institution where obtained: Rider University
7 - CLOSING
Any extra notes about you or your application (if applicable):
__________________________________________________________
__________________________________________________________
__________________________________________________________
Signature:
Zephyr Romero Date: 7 / 2 / 2023
