William Robert Frederick Rodriguez

My name is William Robert Frederick Rodríguez, I am a Spanish American educator and administrator exploring teaching and administrative experiences in the world of education. My career aspiration is to teach comparative literature and drama. Working as an English educator for your educational organisation would be a fantastic opportunity to educate, support and guide the student body through their academic journeys. I am eager to teach any grade level and help all departments that are in need of assistance. Additionally, I am open to working in other positions.

My interest in teaching stems from my background as a comparative literature and drama scholar. World literature, cultural studies, and drama are my areas of expertise. I love teaching. I have dedicated my life to reading, research, writing, and tutoring. I break down complex concepts to facilitate the edification for the students. The process of deconstructing and reevaluating any subject matter and sharing it with other learners is one I truly enjoy. This helps when I need to assist students with language, writing and communication. I aim to support learners to reach their desired scholastic standard by providing my knowledge of academic writing, editing and research. Using my interpersonal and rhetorical skills, I am able to appropriately communicate with students of all ages and educational levels, creating a healthy educational space. I am creative, and I love using that creativity to improve engagement. I love working with others to yield the greatest possible result. I wish to engage in the school’s learning space to kindle a genuine enthusiasm for comprehending the human spirit.

My skills in instruction stem from my experience as an educator, tutor and drama practitioner. My first teaching experience was during my final year of university, where I was nominated to mentor freshmen students. I was selected to work for the Academic Peer Mentoring Scheme which was organised by the Student Learning Advisory Service at the University of Kent. As I learned about my mentee's needs, I tailored my guidance accordingly to support them as best I could. Over the course of the academic year, my mentees’ results improved to second-class honours. Moreover, in tandem with my masters studies during the academic year, I taught a hybrid Spanish Language and Culture (Beginners) module at Trinity College Dublin. I developed lesson plans, organised lectures, taught in-person and online, corresponded with superiors and students alike, evaluated students, resolved conflicts, and worked within the college’s deadlines and expectations. For student-feedback, I created a survey using Google Forms to analyse and appraise my strengths and weaknesses as an educator. I adhered to all that was expected of me while simultaneously liaising with students, staff, colleagues, and supervisors. Through these experiences, my teaching methods, engagement, and patience matured.

Theatre studies developed my skills in communication, team building, and leadership. I strengthened my work ethic and dedication by working as a theatre facilitator at the University of Kent. Through my Applied Theatre module, I worked for St Nicholas School in Canterbury. St Nicholas School is a special needs school that accommodates children “with severe, profound and complex learning needs maintained by Kent County Council”. During this time, I utilised skills in workshop organisation, academic research, and artistic creativity to stage interactive performances with the children. I oversaw communication with the school to schedule performances, activities, and maintain a professional relationship with the staff. In addition, I supervised the management and financing of my company’s expenditures and finances. Theatre further refined my teaching abilities.

Familiarity with educational infrastructure stems from my experience working as an academic administrator and programme coordinator for Dublin Business School (DBS). Here, I developed skills in organisation and IT. I was in charge of supervising DBS’s arts, professional, and business school programmes. I managed an estimated students. My favourite element of being an administrator was the constant interaction with the student body and staff. I supported both bodies with their respective issues and needs. For the student body, I supervised student engagement, attendance, addressed complaints, organised deferrals, tracked assessment extensions, solved IT issues, created service letters and student cards, posted parchments, organised schedules, grouping, and supported special needs. For the staff body, I took minutes during meetings, participated in exam boards, and compiled student information using skills in database management. For the academic operations team, we conducted audits of classroom supplies, programme courses, and module accreditations. In addition, I assisted in planning and organising key college events, such as inductions, graduations, open days, and social events. I learned about the nuances of educational systems through my work as an administrator.

This position appeals to me because it blends three core passions of mine: learning, teaching, and community. I am very excited to work for your organisation in any manner that it deems fit for me. Fundamentally, I am eager and ready to hit the ground running as an English teacher.