Gregory Rosewell was introduced to education and mentoring as an Environmental Studies Major and English Minor at the University of Vermont. This will be his fifth year at CVCHS. He and his wife have recently moved to Concord and are excited for the upcoming school year.
Gregory has spent the last six years studying and working in the San Francisco Bay Area as a High School English Teacher. In combination with his Bachelor of Arts from the University of Vermont, he holds a Masters of Education from the University of California at Santa Cruz, as well as a dual CA/VT Teaching Credential.
Gregory's overarching goal as an educator is to act as a mentor and role model in the community while providing engaging, committed, and critically minded instruction to all students equally. He fosters a supportive yet challenging learning environment where students become skilled and empowered problem solvers, critical thinkers, readers/writers and where a respect for self as well as other community members is established and upheld. Gregory creates curriculum that is differentiated for every learner and that encourages students to take personal responsibility for their own growth and learning. By utilizing a relevant, rigorous, student-centered curriculum that focuses on critical thinking, facilitated discussion, and strong reading and writing skills, Gregory has helped young people succeed academically and move forward with their personal goals and long-term ambitions.
In addition to his Language Arts background, Gregory is also an outdoor educator. As part of his undergraduate experience, he completed a thru-hike of Vermont's backcountry hiking trail, known as the Long Trail, and carried out an extensive field-based writing project. In combination with backcountry survival skills, this project required familiarity with a wide array of sustainability oriented themes: nature immersion, wilderness therapy, deep ecology, local conservation issues, landscape natural history, human history, sacred space, and rites of passage work.
Gregory built on this experience as a Crew Leader with the Vermont Youth Conservation Corp where he managed a field-based youth trail crew. During this time Gregory worked directly with Vermont high school students and helped them develop personal responsibility, effective work habits, and strong communication skills. Through his work with the VYCC Gregory received extensive training in risk assessment, conflict management, and peer mentoring strategies
Gregory has also worked as a Wilderness Therapy Guide in the Mad River Valley of Vermont. By broadening his leadership development experience base to include a strong counseling and therapeutic element, Gregory provided personalized therapeutic interventions for young people aged 14-21 in a wilderness environment with an emphasis on assessment, transition support, and family participation. By providing 24-hour supervision, developing healthy and supportive relationships with students, teaching outdoor primitive living skills, and participating as part of a therapeutic treatment team, Gregory was able to directly support participants as they moved forward with the program and planned the next phase of their life.
Gregory has spent the last six years studying and working in the San Francisco Bay Area as a High School English Teacher. In combination with his Bachelor of Arts from the University of Vermont, he holds a Masters of Education from the University of California at Santa Cruz, as well as a dual CA/VT Teaching Credential.
Gregory's overarching goal as an educator is to act as a mentor and role model in the community while providing engaging, committed, and critically minded instruction to all students equally. He fosters a supportive yet challenging learning environment where students become skilled and empowered problem solvers, critical thinkers, readers/writers and where a respect for self as well as other community members is established and upheld. Gregory creates curriculum that is differentiated for every learner and that encourages students to take personal responsibility for their own growth and learning. By utilizing a relevant, rigorous, student-centered curriculum that focuses on critical thinking, facilitated discussion, and strong reading and writing skills, Gregory has helped young people succeed academically and move forward with their personal goals and long-term ambitions.
In addition to his Language Arts background, Gregory is also an outdoor educator. As part of his undergraduate experience, he completed a thru-hike of Vermont's backcountry hiking trail, known as the Long Trail, and carried out an extensive field-based writing project. In combination with backcountry survival skills, this project required familiarity with a wide array of sustainability oriented themes: nature immersion, wilderness therapy, deep ecology, local conservation issues, landscape natural history, human history, sacred space, and rites of passage work.
Gregory built on this experience as a Crew Leader with the Vermont Youth Conservation Corp where he managed a field-based youth trail crew. During this time Gregory worked directly with Vermont high school students and helped them develop personal responsibility, effective work habits, and strong communication skills. Through his work with the VYCC Gregory received extensive training in risk assessment, conflict management, and peer mentoring strategies
Gregory has also worked as a Wilderness Therapy Guide in the Mad River Valley of Vermont. By broadening his leadership development experience base to include a strong counseling and therapeutic element, Gregory provided personalized therapeutic interventions for young people aged 14-21 in a wilderness environment with an emphasis on assessment, transition support, and family participation. By providing 24-hour supervision, developing healthy and supportive relationships with students, teaching outdoor primitive living skills, and participating as part of a therapeutic treatment team, Gregory was able to directly support participants as they moved forward with the program and planned the next phase of their life.