Professional support for individuals and organizations:
· Assessing professional potential of employees;
· Eliciting, structuring and classifying technical, procedural and organizational knowledge;
· Designing strategies and procedures for achieving complex or inexplicitly defined goals;
· Assessing textual logical consistency (e.g. what parts of a report contradict each other).
Two decades of successful consulting.
For setting up a meeting, please contact
Dr. Valentin Voroshilov
Education institutions and agencies, please visit Education Advancement Professionals for more information.
When a professional practice needs a change/modification/optimization it requires the designing of a specific project.
There are only five types of projects:
1. An idea that represents an expansion of already well-known practice. Scaling up an activity that is already present (for example the GroundTruth project: there are places in America without local news – let’s install there a reporter).
2. A modification of an existing practice. For example, instead of lecturing switching to a “flipped classroom” model.
3. Transferring existing practice from one technological platform to another. For example, modification of teaching using the Internet (transition from no technology to the use of technology), a combination of WWW and teaching; MOOCs (only the first MOOC was an exception and fell into the 5th category). Another example is transitioning from using coding algorithms to so-called AI.
4. Some combination of 1, 2 and 3.
5. A brand new original idea. It has no roots, no history, it does not grow from any previous project, it is basically based on an insight. Hence, there are no experts who could really assess the idea. Ninety-nine of a hundred experts would say “this is just crazy”, and one actual expert would say “I cannot say it will work; but I cannot say it will not”. The decision to support or not is based on a gut feeling, risk-taking ability, and a personal attitude toward the applicant(s). A project is often based on an idea of combining two already existing practices in a new non-existing yet. An example is x.com – an online bank co-funded by Elon Musk, i.e. the combination of banking and WWW.
One of the most revealing signs of the intelligent development of a person is the language one uses for describing his/her activities, plans, and achievements. That is why a professional analysis of the texts written by employees can be very helpful for a manager to identify the most creative and knowledgeable personal. Text analysis shows how clear one can layout his/her thoughts, how often the writer makes false statement, statements that make no sense or contradict each other.
When the analytical phase is over, a manager can require the second phase of the professional potential analysis. That phase includes face-to-face and/or group interviews/discussion based on the previously done text-analysis and allows to gauge various personal qualities and professional abilities.
“All that glisters is not gold”. Our intelligence tells us that the opposite is also true: not all dull things are meager. Appearances can be deceiving.
Intelligence is an ability to design a solution to a problem which has never been solved before and represent that solution in a textual or symbolic form.
Professional designing is an intellectual procedure that employs scientific and heuristic patterns of human practice of discovery, and applies those patterns to developing solutions required for achieving individual and organizational goals.
An excerpt from my generic Cover Letter on my professional roots:
I started my teaching career as a tutor. Tutoring may be very helpful for gaining a deep understanding of numerous reasons for different students to have various difficulties with getting a good understating of math and physics.
Some tutors would help a student to do the homework, and then a student would come back with a new homework, and then again, and again. For me it felt like cheating. I wanted to teach my students how to do their homework on their own. My goal was to help a student reach that level of understanding so he or she would not need me anymore. It may have looked counterproductive – money-wise. But in reality, it worked for me very well, because parents of my students told about me to other parents, and I had plenty of clients.
Tutoring helped me to initiate the development of my teaching toolbox tailored to students with different background. People usually are eager to talk about gifted students, and how to help talented students to realize their potential. Struggling students do not often attract the same attention as gifted ones. Tutoring is like having a clinical practice. All good students are good due to mostly the same reason (a good background), but when a student struggles there might be numerous possible causes for that.
Teaching and tutoring physics, algebra, geometry, trigonometry, problem solving, logic helped me acquire an integrative view on various difficulties students may have and effective approaches to guide students through those difficulties. My Doctoral work was focused on the approach for igniting and supporting teacher’s sustainable desire to grow professionally, and on methods for helping educators to design the most effective path for their continuous sustainable professional development (teaching teachers about teaching requires deep and wide understanding of learning, teaching, and of the teaching subject).
In Russia I was a member of “Moscow – Perm Socratic group” – a collaboration of educators dedicated to promoting the Socratic Method of teaching.
I have a long and successful experience in teaching various mathematics and physics courses, courses for pre-service and in-service teachers and school administrators. I have been teaching Mathematics and Physics to almost all possible categories of students (i.e. to middle- and high- school students, 2-year and 4-year college students, university students, to students with learning difficulties, and to school teachers). I also have been teaching various curses for in-service teachers (in parallel with teaching math and physics).
For a number of years, I had been working at a regional institution for teacher professional development, providing various courses and training to teachers and school administrators.
Individually and as a member of a team I was consulting and auditing individual teachers, schools, and school districts regarding educational policies, teaching technologies, learning outcomes, and quality of education in general. Alone and with my colleagues, I was traveling to towns and villages of the Perm Region to meet with teachers and administrators and helping them with adjusting teaching and administrative strategies and techniques in order to achieve better learning outcomes of their students; including preparing strategic plans for systemic development of a school, a district and a regional education system.
My administrative experience involves running a department of computerization at Perm Institute for Continues Teacher Education, working as an assistant to the Director of the Institute and as an administrative assistant to the President of the Board of the Institute, and later running the Center for Development of the School System of City of Perm, which was an analytical branch of the City Department of Education (my last position before moving to the U.S.).
I was hired by the Perm State (a.k.a. Region, a.k.a. Oblast') department of Education as a consultant to help draft the “Program of the Development of the State Educational System for the five-year period”. This was one of the highest levels of the recognition of me as a professional educator and a consultant.