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    M. Resendes Cover Letter CIFAR

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    monzie1247

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    M. Resendes Cover Letter CIFAR

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    monzie1247
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    6 views4 pages

    M. Resendes Cover Letter CIFAR

    Uploaded by

    monzie1247

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    © All Rights Reserved
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    Canadian Institute for Advanced Research

    MaRS Centre, West Tower, 661 University Ave., Suite 505


    Toronto, ON, M5G 1M1
    Monica Resendes
    86 King Edward Avenue, East York, Ontario.
    monicaresendes@gmail.com
    647-210-6472

    Please accept this letter and accompanying resume as an expression of my keen interest for the
    position of Writer and Communications Specialist at CIFAR as posted on the Charity Village Website.

    As my resume shows, I’ve built up my communications skillset from a diverse set of professional and
    academic achievements. Over the past six years, I’ve co-created, edited and designed multimedia
    resources to showcase innovation in education, prepared and presented numerous posters,
    workshops, and papers at conferences around the world, managed university-affiliated professional
    development websites, helped to spread innovations in educational technology, and wrote an
    educational handbook. I’ve experienced success in all these projects because I have the creative ability
    to capture and convey key ideas, a love for learning and taking on new challenges, and the capacity to
    build and maintain relationships of trust.

    Most recently I’ve been working as an educational consultant alongside a small team on a unique
    project that is all about supporting and spreading innovation in Ontario schools. The goal is to advance
    educational change and to do it as a grassroots movement that puts students at the centre. In just over
    four years, we’ve grown from working in a single laboratory school in Toronto to connecting with
    thousands of educators and students in over 25 school boards across the province. If anything needs
    to be written or designed – I’m the go to, and it’s one of the parts of my job that I love the most. The
    video series, teaching handbook, and podcast I’ve helped produce are among the most popular
    content on The Learning Exchange, a Ministry-supported website that showcases work in Ontario
    classrooms to the world. Connecting to our target audiences through the stories and resources we
    create and helping our audience to connect with each other is what has made our work successful.

    Along with my professional work, I have many years of experience working in a collaborative university
    setting. My graduate work explored computer-supported learning environments in primary
    classrooms, so I worked very closely with educators, students, developers, and web designers,
    alongside my colleagues at the Institute for Knowledge Innovation and Technology (IKIT). It was
    important that our work not only be disseminated via academic circles but that we could also share
    ideas and insights with the broader educational community through the production of videos, articles,
    and resources that they could connect with. Helping to convey research in concrete ways for
    immediate social impact was among the most meaningful aspects of my graduate experience, and it’s
    the opportunity to do the very same thing with CIFAR that attracts me to the work.

    I would be thrilled to be part of the team at CIFAR, whose mission and values I deeply respect. Thank
    you for taking the time to look over my application, and I look forward to hearing from you.

    Sincerely,
    Monica Resendes
    MONICA RESENDES
    ABO U T M E
    • Advanced writing and editing skills, with the capacity to translate scientific jargon into
    meaningful content for a variety of audiences.
    • Experience with developing and contributing to communication plans for numerous
    campaigns.
    • Highly skilled at research and data analysis.
    • Professional experience with Twitter, Facebook, and MailChimp.
    • Experience with web editing (Wordpress, Squarespace), and graphic design software
    (Adobe Photoshop, Illustrator, Lightroom).
    • Able to write clearly and effectively both online and offline.
    • Demonstrated ability to build and maintain productive relationships with colleagues and
    project participants.
    • Prepared numerous research articles, presentations and workshops presented in
    international conferences and symposia
    • Dedicated, disciplined, creative, curious, excited by entrepreneurial projects, great at time
    management.

    P ROF E SS IO NA L EX PE RI E NC E
    E D U CATI O N AL CO N SULTA NT — 2 0 1 3 - PRE SEN T
    Ontario Principals’ Council, Leading Student Achievement (LSA) project, Knowledge Building initiative.
    ‣ Led communications initiatives in a multi-year, province-wide project to advance educational
    innovation in Ontario, including: co-editing video series projects; co-writing and editing a four-
    episode podcast; authoring research and professional magazine articles; designing brochures and
    pamphlets; writing educational resources; and social media management.
    ‣ Acted as a liaison and main point of contact between school board representatives, the University of
    Toronto research and development team, officers at the Ontario Ministry of Education, and
    principals’ councils representatives to help develop research goals, facilitate idea spread, and
    advance development on collaborative educational technology.
    ‣ Played a leadership role in supporting spread of educational innovation from a single site to
    hundreds of school and classrooms throughout Ontario in under 5 years.

    P R OJ ECT A DM I N ISTRATO R — 2014-PR ESE NT


    Institute for Knowledge Innovation and Technology (IKIT), Ontario Institute for Studies in Education
    (OISE). SSHRC Insight Grant, 2013-2018: “Digitally-mediated group knowledge processes to enhance
    individual achievement in literacy and numeracy.”
    ‣ Acted as project point person between research teams and project participants.
    ‣ Created forms, presentations, letters and communications as needed to advance the work.
    ‣ Organized and maintained data and research over a multi-year timeframe.
    ‣ Contributed to development of Knowledge Building websites to support professional development
    activities.
    ‣ Oversaw educational video production for use by students, teachers and administrators.
    ‣ Prepared and presented research findings, including production of reports and workshops for
    academic and professional learning conferences.

    L EA R N TE AC H LEA D. CO M CO M MU NI TY MA NAGE R — 2 0 1 4 -2 0 1 5
    Mediaface.ca, Digital Content Agency
    ‣ Community manager for the learnteachlead.com collaborative website in support of the Knowledge
    Building initiative.

    R E S E AR CH CO N SU LTAN T — 2014-2015
    Toronto District School Board (TDSB), Research and Information Services.
    ‣ Aided in literature reviews, research, writing and editing of Board projects.

    SELE CT PU BLICAT I ONS AND WO RK SAM PL E S


    O NL I NE ED U CAT IO N AL R ESO URCE S ( SE E T H EL E AR NI N GE XCH AN GE . CA)
    ‣ Print: ”Knowledge Building Gallery: Teaching for Deep Understanding and Community
    Knowledge Creation.”
    ‣ Video: “Innovations in Thinking and Learning.”
    ‣ Podcast: “Knowledge Builders.”

    P R O FE SSI O NA L M AGA ZI NE A RTI CL E S


    ‣ Dobbie, K., & Resendes, M. (2016). Opening the Doors to Innovation. In Kinsella-Biss (Ed.)
    Principal Connections: Collaborative Professionalism. 20(1), 46-47.
    ‣ Resendes, M., Scardamalia, M., Bereiter, C., Chisholm, C., Fleming, H. & Lacelle, L. (2015). Re-
    focusing education as a knowledge-creating enterprise. In Kinsella-Biss (Ed.) Principal
    Connections: Building on Our Success, 18(3), 20-21.
    ‣

    S E L ECT R E S E AR C H RE PO RT S A ND SCHO L ARLY P U BL I CATI O N S


    ‣ Resendes, M., Scardamalia, M., & Bereiter, C. (accepted). Group level formative feedback and
    metadiscourse: Effects on productive vocabulary and scientific knowledge advances in Grade 2.
    International Journal for Computer-Supported Collaborative Learning.
    ‣ Sinay, E., Resendes, M., & Graikinis, D. (2015). Fostering entrepreneurial thinking and
    entrepreneurship learning in the Toronto District School Board: Assessing teachers’ and
    administrators’ attitudes, perceptions, knowledge, skills and practices and students’ mindset and self-
    effifacy. (Research Report No. 14/15-29). Toronto, Ontario, Canada: Toronto District School Board.
    ‣ Gormely, L., Nisky, M., Sinay, E., Douglin, M., Alam, R., Woehrle, T., Morgan, J., Scardamalia, M.,
    Resendes, M., & Jackson, M. (2015) Knowledge Building within a school board/Ministry/University
    collaboration: Initial insights from school/classroom experiences and pre-pilot studies. Symposium
    Panel in the 43rd Canadian Society for the Study of Education Conference (CSSE), Ottawa, Ontario.
    E D UCAT I ON
    U N IV E R S I TY O F TO RO N TO, TOR ON TO, O N TARI O
    PhD, Department of Curriculum, Teaching and Learning, 2012
    Speciality in Knowledge Media Design
    U N IV E R S I TY O F W ESTE RN O N TARI O, LO N DO N, O NTARI O
    Bachelor of Education, 2008
    U N IV E R S I TY O F GU EL PH, G UE L P H , ON TAR I O
    Master of arts, 2006, Bachelor of Arts, 2005.

    RE F ER EN CE S AVA IL AB L E UP ON RE Q U E ST

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