Team Leadership

Jon effectively guides, inspires, and coordinates a group of individuals toward common goals, fostering collaboration, accountability, and optimal performance.

Leadership Training

MKP Crossroads Training.pdf

MKP LT1.pdf

PIT Certificate.pdf

Personal Development

You may have noticed that several certificates were from The ManKind Project. This is a national group that does leadership training, personal development, and emotional literacy work around manhood. The purpose is fostering a community of positive male leadership, shifting the tides away from any negative ideology of cultural manhood.

While I have not received a certificate for every training, I can say that my participation here has added greatly to my character, my support systems, and my consistency as a person.

Professional Development

I often take as many opportunities as I can to further develop my passions in the professional realm. Here are a few samples from the world of music, mental health, and technology. My goal long term is to further my schooling in mental health, music, and leadership while I continue to add value to the communities I serve. My development of music and mental health services is currently being fostered in the context of private music lessons that incorporate mindfulness. You can learn more at Hamilton Studios

Orff Level 1 Certificate.pdf

VEA IPD Certificate.pdf

FAME First Steps Certification.pdf

Leadership at School

Specialist Team Lead

I led the Specialist Team at Westlawn Elementary School for 4 years, orchestrating collaboration across physical education, library, music, art, and STEAM. My role extended to managing Specials Collaborative Learning Team (CLT) meetings, refining the specialist website for virtual instruction, and guiding colleagues through the adaptation of content. I contributed creatively to co-creating the elementary school master schedule and participating in school-wide equity initiatives, including screening and assisting in the hiring of qualified staff.

In the realm of technology integration, I evaluated instructional tools, crafting visually captivating presentations for student learning. I seamlessly transitioned into delivering professional development on eLearning software and producing virtual content, utilizing tools such as Logic Pro, iMovie, and Google apps. My expertise extended to a notable presentation at the Virginia Educators Association Conference, where I shared insights on trauma-responsive practices.

My impact was not confined to my immediate environment; I played a pivotal role in the transition to virtual learning during the challenging COVID period. Collaborating with the FCPS General Music Specialist, I championed the integration of technology into PK-12 teaching. Furthermore, I lent my expertise to reviewing teaching platforms for the FCPS fine arts office, facilitating a smooth transition from Blackboard 24/7 to Google Suite.

In addition to my professional endeavors, I took on the role of a mentor, offering guidance and research-based techniques to new FCPS teachers, providing unwavering support throughout the year. My journey seamlessly weaved through various aspects of educational leadership, leaving a lasting imprint on the collaborative and technological landscape.

Facilitation

In 2019, I had the privilege of co-presenting a breakout session at the Virginia Educators Association Instructional and Professional Development Conference. The conference focused on "Connecting with Students Through Trauma-Informed Practices," and our presentation centered on "Artistic Mindfulness for the Non-Artistic Teacher."

During the session, we provided training to educators on incorporating musical practices into the classroom structure to support student emotional regulation. Recognizing the commonalities between mindfulness, stress management techniques, and musical practices, our goal was to equip teachers with effective methodologies.

Given the heightened stress in the educational environment at that time, our session proved to be both enjoyable and engaging. To prepare, I conducted extensive research on trauma-responsive educational practices, identified the alignment of emotional regulation techniques with music education pedagogy, collaborated with mental health professionals within and outside the school setting, and integrated these strategies into current trends of trauma-responsive practices.

I meticulously documented the outcomes of our efforts and synthesized the findings into a presentation with simplified applications. This experience not only showcased my commitment to the topic but also demonstrated my ability to bridge research, practice, and collaboration in a meaningful way.

Brain Presentation

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