David Worthley, Ed.D. - Director
Dr. Worthley is thrilled to join the Medfield academic community as the Coordinator of Social/Emotional Learning at Medfield High School! Starting his career in forensics, he began to feel that he could be of more use helping young people before things became dire, and moved into education. He has been a school psychologist, Director of Clinical Services, an Assistant Principal, and now is charged with creating, developing, and evolving a transition program that will support students as they return from significant absence from school due to many different circumstances. Dr. Worthley has worked in the field of psychiatric crisis, on adolescent units, in maximum security prisons, and in several schools in Massachusetts. He is passionate about his work with the adolescent population, and understands well the importance and value of a solid educational foundation.
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Meghan Danielski, M.Ed. - Classroom Teacher
Meghan is a dynamic and engaging teacher with 5+ years experience in finding creative methods for getting students excited to learn. She leverages technology in the classroom to make all lessons engaging and demonstrates a willingness to go the extra mile in and out of the classroom. She possesses teaching experience with diverse student populations and cultural competence. Meghan currently lives in South Framingham with her husband, Alex, and her two guinea pigs, Ruby and Pearl.
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Educational Program Design
(a) Careful content analysis that promotes generalization (teaching the "big ideas" of instruction);
(b) Clear communication (the "wording of instruction" as well as how instruction is sequenced and examples are introduced);
(c) Clear instructional formats (specifies what teacher does/says and what responses students should produce);
(d) Sequencing of skills (prerequisites are taught before a strategy is taught; easy skills are taught before more difficult skills; strategies/information likely to be confused are separated; instances consistent with a rule are taught before exceptions); and
(e) Track organization (activity sequences are targeted that teach skills over multiple lessons to ensure firm responding).