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|Assignment(s)||Secondary-Ed Mathwarning.png"Secondary-Ed Math" is not in the list of possible values (Agroforestry, Sustainable Agricultural Science, Farm Management and Agribusiness, Animal Husbandry, Municipal Development, Small Business Development, NGO Development, Urban and Regional Planning, Primary Teacher/Training, Secondary Teacher/Training, Math/Science Teacher/Training, Special Education/Training, Deaf/Education, Vocational Teacher/Training, University Teacher/Training, English Teacher/Training (TEFL), Environmental Education, National Park Management, Dry Land Natural Resource Conservation, Fisheries Fresh, Ecotourism Development, Coastal /Fisheries Resource Management, Public Health Education, AIDS Awareness, Information Technology, Skilled Trades, Water and Sanitation Resources Engineering, Housing Construction Development, Youth, Other) for this property.|
|Adam Trotta started in Guinea 2001|
|Cristi Carlstead, Adam Trotta|
|Region: Fouta Djallon|
|Education in Guinea:|
|Cristi Carlstead, Paul St. John Frisoli, Kerry Johnson, Cal Jones, Eric Lenaeus, Nick Loewen, Susan Martonosi, Kristin O'Planick, Adam Trotta|
|Other Volunteers who served in Guinea
|Justin Bhansali, Erin Carlson, Ellwood Colahan, Cristi Carlstead, Paul St. John Frisoli, Anthony Gemignani, John Harper, Margaret (Meg) Hemingway, Kerry Johnson, Cal Jones, Ben Kester, Eric Lenaeus, Nick Loewen, Susan Martonosi, Kristin O'Planick … further results|
|Projects in Guinea
|2009 Girls' Conference, Girls' Conference 2009, Primary School Renovation|
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Description of Peace Corps Service
Republic of Guinea, 2001-2003
After a competitive application process stressing applicant skills, adaptability, and cross-cultural understanding, Adam Trotta was invited to serve as a Peace Corps volunteer teaching Math in Guinea-Conakry, a francophone country in West Africa. Adam Trotta entered Peace Corps training in July 2001 at the regional training center in Dubreka where he successfully completed an intensive 11-week training program while living with a native host family that included the following topics:
Technical: training in math teaching methodology, lesson planning, evaluation and classroom management with emphasis on adaptation of these methods to teaching in Guinea (150 hours)
Linguistics: intensive study of spoken and written French in small groups where interactive learning was stressed, technical math vocabulary and introductions to the national languages in Guinea were also covered (195 hours)
Health: health issues relevant to Peace Corps service in Guinea including prevention and diagnosis of common ailments (24 hours)
Upon completion of training, Adam Trotta was sworn in as a Peace Corps Volunteer on September 12, 2001. He was assigned to teach at a collège (secondary school) in Diountou, a town of about 5,000 people located in the Fouta Djallon highlands region of Guinea. The school drew students from the entire Sous-Préfecture and had an enrollment of over 200 students and a staff of 8. Class sizes ranged from 18 to 95 students. During his two years of service, Adam Trotta's primary assignment was to teach mathematics to 8th and 9th grade students. Adam also voluntarily taught chemistry at the 9th and 10th grade levels because his school did not have a chemistry teacher.
In addition to classroom teaching, which included writing, proctoring and grading examinations, Adam Trotta gave summer review sessions to help students prepare for their national exams. During the summer vacation, he collaborated with a group of math teachers to revise and redesign a math guide for Peace Corps Volunteers teaching in Guinea. Being the only volunteer in his training group to teach chemistry, he wrote a chemistry guide specific to the Guinean curriculum to aide in program development and to encourage future volunteers to help alleviate the shortage of local chemistry teachers in Guinea.
Beyond his responsibilities at school, Adam Trotta worked on various projects dealing with GAAD (Gender, AIDS and Development) related issues during his service. He selected a group of motivated youth in his community and organized a Peer Educator training covering HIV/AIDS and reproductive health. After the training, Adam facilitated various health seminars with the group including social events, discussions, and videos in both French and local language. He also encouraged the students at his school in writing poems and articles for Aicha (a PC Guinea sponsored magazine focusing on gender equality issues) and facilitated their publication. Throughout his time in Diountou, Adam worked to increase condom availability in the Sous-Prefécture through selling condoms at a discount rate in cooperation with PSI, a local NGO funded by USAID.
In both years of his service, Adam Trotta spent a significant amount of time and effort in establishing a girls soccer program in his village to encourage gender equality and to increase the self-esteem of local girls. During his, first year Adam organized a small tournament at his school using GAAD funding and a contribution from the local youth organization. That year there were three teams from the collège and one from the primary school level that participated. The tournament went so well that he was then able to obtain a higher level of funding to continue and expand the tournament the following year. The next year six teams participated in the tournament, with Diountou center forming two teams and the surrounding villages providing four others. Each team was able to play two matches with the top two teams advancing to a final match attended by Peace Corps and the next two playing for 3rd and 4th place. After the tournament Adam helped the community to select and train one team to represent the entire Sous-Préfecture. He then arranged four matches against girls' teams in neighboring towns, two at home in Diountou and two away at Lélouma and Thianguel Bori. Each match drew hundreds of spectators of all ages and through the program over 300 girls were able to participate in the first girls' sporting events ever in the Sous-Préfecture.
In his second year as a volunteer, Adam Trotta wrote a proposal to obtain funding to make physical improvements at his school. He received funding from private donors through PCPP (Peace Corps Partnership Program) and secured a community contribution. The improvements included the completion of the cement wall surrounding the school, replacement of the gates, the building of modern latrines and the placement of a large sign in front of the school. He also organized the painting of colored maps and various murals encouraging scholarization and awareness of HIV/AIDS on the sections of the wall facing the main road. As part of the same project Adam converted an unused classroom into a school and community library. He also obtained book donations in country and helped the community to write and distribute formal requests for other essential books. Towards the end of his service, Adam worked with community members in establishing the rules and regulations of the library and determining how it would be run.
Pursuant to section 5(f) of the Peace Corps act. 22 U.S.C. 2504 (f) as amended, any former volunteer employed by the United States Government following his Peace Corps Volunteer service credited for purposes of retirement, seniority, reduction in force, leave and other privileges based on length of Government service. Peace Corps service shall not be credited toward completion of the probationary or trial period or completion of any service requirement for career appointment.
This is to certify in accordance with Executive Order No. 11103 of April 10, 1963, that Adam Trotta served satisfactorily as a Peace Corps Volunteer. His service ended on June 27, 2003. He is therefore eligible to be appointed as a career-conditional employee in the competitive civil service on a non-competitive basis. This benefit under the Executive Order entitlement extends for a period of one year, except that employing agency may extend the period for up to three years for a former volunteer who enters military service, pursues studies at a recognized institution of higher learning or engages in other activities which in the view of the appointing authority warrants extension of that period.