PATRICIA

ARREDONDO
plarredondo@gmail.com (305) 588-8682 34 Desbrosses Street apt 502 | New York, NY 10013

EDUCATION
Hunter College, School of Education, New York, NY




Expected December 2016
Masters Degree in Adolescent Education, Mathematics
Current cumulative GPA: 4.0

Hunter College and New York City College of Technology, New York, NY

July 2013 December 2013
Pre-requisite coursework for Masters Degree: Matrix Algebra, Calculus II, Proof & Theory, Probability and
Statistics

Georgetown University, McDonough School of Business, Washington, DC

September 2004 May 2008
Bachelor of Science. Majors: Finance and Marketing
Cumulative GPA: 3.65. Graduated cum laude.

TEACHING AND FIELDWORK EXPERIENCE
The Dalton School, Eighth Grade Algebra Teacher




January 2016 Present
New York, NY
Teach standard and honors students in Parkhurst Math courses (a student-centered active learning course in
which students work through rigorous problems in groups to acquire new skills)
Facilitate student understanding of complex material, build problem solving skills, and foster critical thinking
Create curriculum and implement differentiated instruction designed to meet the needs of all learners
Utilize visual, oral, and tactile learning modalities including: SMART Board lessons, manipulatives, traditional and
interactive games, videos, and real-world projects
Promote growth, provide support, and offer enrichment work through individual and small group Labs
Maintain ongoing communication with caregivers regarding students progress and development via narrative
reports, checklists, progress notices, emails, and in-person meetings

The Dalton School, Middle School Math Interim Teacher and Curriculum Developer
September December 2015
New York, NY
Served as interim 7th grade pre-Algebra teacher while head teacher was on leave
Facilitate student learning as they move from concrete to more abstract thinking
Create new problem-solving-based curriculum following Helen Parkhursts theory of active learning
o In various Problem Solving Days, students work through complex problems (an extension of concepts
learned) to acquire collaborative and critical thinking skills
Promote growth, provide support, and offer enrichment work through individual and small group Labs
Support student executive functioning skills, namely as students prepare for long-term assignments
Maintain ongoing communication with caregivers regarding students progress and development

The Dalton School, Sixth Grade Co-House Advisor




September 2015 June 2016
New York, NY
Act as a point-person among teachers, administrators, school staff, and caregivers for student advisees
Support students as they navigate the academic, social, and emotional journey of middle school
Communicate student growth and concerns to caregivers
Identify at-risk student scenarios and highlight opportunities for improvement
Co-create and implement House social-emotional learning curriculum for weekly sessions

The Dalton School, Eighth and Ninth Grade Teaching Assistant


September December 2015
New York, NY








September 2014 June 2015
Assist middle and high school students in differentiated Algebra courses
Collaborate with head teacher to amend problem-solving material and incorporate focused learning sessions


The Dalton School, Fourth Grade Math Club Leader




September 2015 June 2016
New York, NY








September 2014 June 2015
Develop and implement problem-solving based activities for fourth grade students in an after-school club
Facilitate a sense of collaboration and team-building among club members

The Dalton School, Fourth Grade Associate Teacher




September 2014 June 2015
New York, NY
Collaborated with Fourth Grade team in classroom instruction and in designing integrated Language Arts, Social
Studies and Math curriculum
o For example, co-created and implemented integral parts of Social Studies units: Chinese Immigration
with Shaun Tans The Arrival, Pilgrim glossary creation, and 50 states proficiency
Responsible for teaching Writing Skills and Spelling sections to all forth grade students
Created and helped implement new Word Study curriculum for 2015-2016 school year using Understanding by
Design to replace the Spelling curriculum
Supported students with social-emotional growth and facilitated conflict resolution
Maintained open and regular communication with caregivers, and contributed to reports and conferences
Kept accurate and thorough records on student homework, class performance, and assessments
Directly supervised 91 students during transitional periods (P.E., Playstreet, lunch)

Manhattan Placements, Substitute Teacher for New York City independent schools
January 2014 June 2014
New York, NY
Acted as a substitute teacher for lower, middle and high schools across various independent schools in New York
City

Richard R. Green High School, NYC Department of Education, Student Clinical Work
January 2014 June 2014
New York, NY
Observed high school math classes and served as a tutor for two AVID classes for a total of 36+ hours

Self-employed, Tutor







November 2013 June 2014
New York, NY
Focused on conceptual understanding for lower and middle school math students

ADDITIONAL WORK EXPERIENCE
Credit Suisse, Equity Capital Markets Group, Investment Banking Associate

July 2008 July 2013
New York, NY
Worked with senior management team in origination and syndicate execution of Initial Public Offering and
Follow-on equity transactions in Latin American markets

Credit Suisse, Latin America Investment Banking Group, Investment Banking Analyst June 2007 August 2007
New York, NY

Merrill Lynch, Global Private Client, Intern to Financial Advisors


June 2006 August 2006
Coral Gables, FL








June 2005 August 2005

SKILLS and ACTIVITIES
Computer: Proficient in SMART Board Technology, Microsoft Office Suite, Bloomberg. Experience with Scratch.
Language skills: Native Spanish speaker
Memberships: National Council for Teachers of Mathematics (NCTM)
Founder of Peruvian Earthquake Relief Fund at Georgetown, collaborating with Peruvian Embassy and Latin
American Student Association