Curriculum Vitae
Looking for my credentials?
I approach my work as an academic and practicing educator as a formative tension, not as contradictory.
I am electrified by the practical work applied in the classroom, and just as inspired by the imaginative process of examining ideas through writing and scholarly projects.
The CV and Traditional Resume highlight my thread of work through different lenses.
The teaching work I am most proud of is publishing my students’ writing as culminating projects, which you can see here. This gives students the professional and project-based learning experience of participating in the complete publishing cycle. I specialize in professional development that unlocks classroom strategies that help teachers find the confidence to bring that excitement and success to their classroom spaces as well.
I was an authentic and committed high school teacher to underserved students’ for 20 years in Los Angeles.The majority of my time was at Daniel Pearl Magnet High School, where I was one of the founding teachers opening the school. I also spent time at New World Open Academy on the historic RFK Campus in addition to Polytechnic High School in Sun Valley.
I’ve also held leadership positions. These include Union Chapter Chair. I’ve also served as English Department Chair. I was also the sponsor of the student led Gay-Straight Alliance club.
I defended my doctoral dissertation in November 2021, attending the University of Denver. My research focused on teachers’ who collaborated with a professional writing organization to bring writers into their classrooms. I looked at their lived experiences and beliefs about their practice to uncover what motivated these teachers to provide their students with exposure to working writers.
During my doctoral studies I completed a Gifted Teaching Endorsement in the State of Colorado. The tools of gifted and talented teaching pedagogy should be available to all teachers and students, regardless of background.
I did my undergraduate work in English at Loyola Marymount University Los Angeles. I earned my Master’s Degree at New York University and wrote my thesis on the “Possibility of Ethics in Deconstruction.”
Currently, my scholarship and research focuses on Secondary and Early College Writing, Social Justice in Education, Lives of Teachers & Teacher’s Work – in addition to Critical Education Practices.
Teaching writing is challenging but deeply rewarding. Let’s collaborate and work together to foster the excitement and transformation it can generate.
Experienced in Mindfulness practices, I have completed teacher training classes in Mindfulness Based Stress Reduction with the UCSD Center for Mindfulness. I’ve also attended workshops with Cultivating Awareness and Resilience in Education (CARE), a program of research-based practices which focus on supporting educators manage the particular stresses of the teaching profession and cultivate mindfulness.
I have a number of interests that help me recharge. This includes cooking, I even was a line cook for a period of time. Skiing is a great passion and I appreciate that it brings me closer to nature. I also love to travel, especially to the great cities of the world.
In secondary ELA and college composition classes, students not only have opportunities to strengthen skills, but also to begin to connect their work to personal and professional reflection, the type of which gives them the confidence to make themselves heard in the world.
Two broad principles motivate my teaching practices and are the focus of my consultations. One speaks to the question of What happens in the classroom, the pedagogical beliefs that we hold as educators; the other speaks to How it happens, which focuses on the curricular choices made in organizing classroom interactions and materials.
Constructing relationships in which each student intrinsically has worth and value both within the boundaries of the subject taught, but also completely apart from the learning material, is the starting point from which I extend all other duties and responsibilities to support students and other teachers in their learning processes and work.
To share in reciprocal educational experiences, I approach each new community and educator with opportunity and openness – to make strengths shine and better manage the challenges we all struggle with.
Let's work together
- Teaching
- Coaching
- Writing
- Professional Development
- Curriculum Design
- Speaking
Professional Background FAQs
What background does Dr. Viskanta bring to improving writing instruction?
Most importantly, I’ve been a teacher working in underserved classrooms for 20 years. This background means any work that I do with classroom teachers or administrators is fueled by the desire to support the day-to-day realities and conditions present in secondary classrooms. In earning my doctorate, I was intentional about my goal of continuing to be a practicing scholar, returning to the classroom to support pedagogical practices with an even stronger depth of understanding of the research literature informing literacy practices.
How can publishing student work impact literacy learning?
Research validates that real-world, authentic educational experiences support greater student engagement and motivation. Employing the writing process with the goal of publishing student work provides recurring experience with the complete cycle of producing written work. Students are exposed to the process of constant improvement and take ownership of developing robust writing strategies and skills.
What is the significance of integrating mindfulness into literacy instruction and the classroom?
My experience is that bringing strictly non-religious mindfulness practices to the classroom on a consistent basis supports social-emotional competency and encourages positive student empowerment. It supports trauma-informed teaching practices and allows for more focused learning. A number of professional authors discuss incorporating mindfulness as a way of strengthening their writing practices, further establishing a link between mindfulness and improved literacy.