DORIS G. LYNCH1844 Vellis Wright Road Lincolnton, N.C. 28092 (704) 608-3409 doris.g.lynch@gmail.com

VALUE OFFERED AS A TEACHER:

The passion to instill an appreciation for life-long learning. The ability to communicate a need for ongoing improvement in student performance,

curriculum, standards and grade-level requirements, applying technology tools within a classroom environment.

The tact to develop strong “partnerships” with peers, administrators and students.

EDUCATION:

M.Ed., University of Phoenix, Jan. 2015B.A., Sociology (minor: Psychology), Belmont Abbey College, Belmont, N.C., 1995A.A., Pre-Social Work, Gaston College, Dallas, N.C., 1993

Community College of the Air Force, U.S. Air Force, 1983-1990Relevant Courses: Instructional System Development for Training Managers, OJT Manager’s Technical Training, Human Communication Course, Training Systems Technician, Effective Writing

PROFESSIONAL DEVELOPMENT:

PRAXIS I, PRAXIS II (High School Business)

EXPERIENCE WITH EXAMPLES OF QUALIFICATIONS IN ACTION:

Cherryville High School – Cherryville NC 2014Student TeachingTaught Career Development course to ninth and tenth graders, and Personal Finance course to tenth, eleventh, and twelfth graders. While using required district curriculum in these courses, I was able to develop lesson plans that students were interested in and wanted to complete. I used electronic devices as much as possible. Incorporating games such as Kahoot.it, and smart board games, comic strips and other computer activities which enhance learning.

Developed Personal Finance Game of Life, which all students participated in over a nine weeks time period. In this game each student had to earn an income, pay daily, and weekly bills that represent real life cost of living. The game was designed to teach students to learn the importance of living on a budget, and understanding how getting a higher education will benefit them in the future. Outcome: Students learned about earning an income, and what it is like to have to pay for daily activities, weekly bills. The importance of ensuring they are able to live within their income and what a real life budget looks like and how to develop their own budget so they don’t have to use credit unwisely.

Develop Career Goals, incorporating the importance of setting goals for future use. All students developed Introduction letters, Resumes, Thank you letters, and filled out Employment Applications to introduce them to what can be expected of them when they enter the work force. Outcome: All students completed assignments and passed the course.

Utilizing technology for unit review of course material to ensure students understood what was taught. Outcome: Increased passing of course assessments because of the use of computer games and review.

ASBURY ALTERNATIVE SCHOOL – Lincolnton, N.C. 2012-2014 Volunteer TeacherTaught seventh- and eighth-grade science and tenth- and twelfth-grade business classes for students with learning (ADHD, ADD) disabilities and behavioral issues. Established and maintained classroom discipline controls. Mentored students in school-sponsored and self-developed reading programs. Assessed individual performance to identify learning levels. Wrote and presented lesson plans.

DORIS G. Lynch 704-608-3409

Developed cross-curriculum lesson to meet N.C.-state standards. Applied technology (Internet-based research and tools) to tailor instruction to a 21st century. Adapted lesson plans to help students develop critical-thinking skills. Outcome: Captured attention, creating a Q&A conversational dialog, encouraging interaction. My PowerPoint was adopted by science teacher as part of her core program.

Mentored seventh-grade student in reading skills who was performing below grade level. Identified student’s interest in motorsports—and leveraged his interest as a “motivating factor” to improve reading and comprehension (R&C) skills. Outcome: Using Motocross Action Magazine as a coaching tool, student’s performance rose 2 grade levels in R&C—and 1 grade level in writing.

Developed pre-reading, reading and post-reading worksheets to guide students in vocabulary. Created a business-class lesson plan on “Advertising” to illustrate concept. Outcome: Plans provided a common thread to help students understand concept—and visualize career applications.

GASTON COUNTY SCHOOL DISTRICT – Gastonia, N.C. 2015LINCOLN COUNTY SCHOOL DISTRICT – Lincolnton, N.C. 2013-2014Substitute TeacherTaught lessons and maintained classroom discipline. Established effective “ground rules” for conduct.

WELLS FARGO – Charlotte, N.C. 1997-2012 Personal Banker – Wells Fargo (2011-2012)Branch Manager – Wachovia/Wells Fargo (1998-2011)Financial Specialist – First Union Corporation (1997-1998)As Branch Manager, conducted weekly team meetings to train associates in new software and products. Served as manager at 3 branches (Akers Center – Gastonia; Norcross – Huntersville; Dunn Commons – Charlotte) at various intervals.

During Wachovia/First Union merger, coordinated training for tellers and personal bankers atbranches. Taught 5 Branch Managers in new procedures, and served as “go-to-person” resource on banking guidelines, compliance, money receipt, foreign currency exchange and HR procedures. Outcome: Consistently recognized as subject-matter expert (SME) on workflow processes. Wrote step-by-step procedures for all branch-banking processes.

Trained, mentored and developed approximately 50 tellers, as well as 15-20 personal bankers.Outcome: More than 25 tellers were promoted to higher-level positions—and more than half of personal bankers were promoted, including one to regional sales manager.

Developed training programs on customer service to evaluate associate performance. Observedtellers, personal bankers and servicing personnel—and established processes to improve

performance. Provided small-group coaching and one-on-one mentoring. Outcome: Took Huntersville branch from the bottom tier (lowest 10) to the top 25 (among 2,200) branches

Company wide. Honored with the Most Improved in Service Measurement Award, 2000.

UNITED STATES AIR FORCE – Malmstrom AFB, Montana & Columbus AFB, Mississippi 1983-1990Technical Training ManagerScheduled, monitored and conducted on-the-job (OTJ) training for technical personnel. Assisted supervisors in identifying, scheduling and documenting training needs. Developed and presented OTJ training plans.

Developed local trainers’ (“train-the-trainer”) course for aircraft maintenance. For each careerdevelopment path, created job-specific tests. Outcome: Achieved 100% pass rate for 6 consecutive years. Recognized by the Air Training Command as “best training manager” in ATC among approximately 100 training managers, 1988.

Built training program for the squadron (163 personnel in 22 job categories) from ground up,established requirements for forms, regulations, tests and other training materials. Worked closely with shop chiefs (team leaders) to help develop work center training plans, task listings and course-code listings. Outcome: Recognized by senior management (Lt. Colonel) for producing outstanding results.