Amanda Isberg Email & Phone Number

Jeju, South Korea

• Collaborated with grade-level team and Primary Years Coordinator to design, revise, and implement PYP units of inquiry.• Promoted inquiry-based learning and problem-solving skills among students.• Actively contributed to leadership discussions and provided strategic input for school initiatives.• Communicated key information from leadership to the team and ensured timely feedback.• Ensured consistent implementation of curriculum, instruction, and assessment across the grade level.• Facilitated regular grade-level meetings, delegating tasks as necessary and ensuring thorough documentation.• Monitored and updated meeting minutes, PYP unit folders, yearly plans, and all other necessary documentation.• Coordinated communication between specialists and the team to support cohesive instructional practices.• Managed the organization and distribution of materials and supplies for the grade level.

Alexandria, Egypt

• Designed the second-grade Units of Inquiry while encouraging students to use their agency to influence our explorations. Transdisciplinary IB PYP unit plans are informed by Common Core, NGSS, and AERO Social Studies standards. • Implemented lessons and activities from Teacher's College Reading and Writing Workshop.• Wrote formative and summative assessments to drive instructional practices while providing feedback for students.• Communicated with parents regularly to support their students academically and socially as needed using email, Class Dojo, Seesaw, and conferences.• Scaffolded lessons and used small groups to support ESL students.• Continued to teach during the COVID- 19 outbreak using Google Classroom, SeeSaw, Google Slides, Zoom, hybrid, and video lessons.

Surabaya Area, East Java, Indonesia

• Created an International Baccalaureate, Primary Years Program driven curriculum.• Planned and delivered well-structured and differentiated lessons that engaged and motivated all types of learners.• Organized and planned field trips and special activities connected with the Units of Inquiry.• Supported a range of extra-curricular activities, duties, and after-school clubs.• Collaborated with colleagues to plan, prepare, and implement a cohesive school curriculum.

Portland, Oregon

Provided support to clients with Autism, low IQ, Schizophrenia, and Cerebral Palsy. Supported clients with community inclusion, finding and attending volunteer opportunities, establishing healthy routines, resume building, job exploration and coaching, and personal goal creation. Received additional training on how to best support individuals with special needs.

Valencia, Venezuela

• Developed and implemented Understanding by Design unit lesson plans for 3rd grade using Common Core, NGSS, and AERO standards.• Implemented lessons from Everyday Math, Foss Kits, Lucy Calkin’s Reading Workshop, and 6 Traits of Writing.• Provided before and after-school academic student support.• Mentored and trained two teacher associates.• Integrated technology into lessons, including iPad cart, stop motion videos, FrontRow, Mystery Skype, Twitter, Epic!, Scratch JR, and class blog.• Differentiated instruction for all students, including several intensive ELL students and students with IEPs.• Proctored, analyzed, and utilized data from MAP testing.• Launched Makerspace in third grade and mentored library during implementation of weekly Makerspace.

Ciudad Ojeda, Zulia, Venezuela

Engaged students in an active, creative, participatory curriculum using a mastery-based teaching methodology.Evaluated students using formal and informal assessment tools to formulatedifferentiated instruction.Built meaningful relationships with parents, students, and staff in order to ensurethat student learning was at its peak.

Ciudad Ojeda, Venezuela

Helped students learn through play, song, arts & crafts, science investigations, and fun reading and writing activities.

Beijing, China

- Expanded the range of learning through whole class, individual, and small group instruction, cooperative education, and math, science, reading, art, and multi-sensory learning centers. - Evaluated student progress and support recommendations for further student development. - Communicated with parents to acknowledge superior work and areas of concern through daily communication, weekly newsletters, and encouraged parent-volunteer assistance throughout the year. - Participated in a weekly professional learning community and curriculum mapping.

Tuxtla Gutiérrez Area, Mexico

-Utilized play and interactive activities to develop language and vocabulary, introduce scientific and mathematical concepts, and improve social skills.-Combined play and interactive activities with an increasing focus on early academic learning, including letter recognition, phonics, numbers and an awareness of science and nature.-Planned and organized a range of individual and group activities.

Portland, Oregon

- Led small reading groups with a focus on comprehension and fluency.- Created and taught hands on math problem solving unit. - Participated in professional development with a four member second grade team on a weekly basis.

- Observed and assisted in Reader's Workshop, a science circuit unit, and P.E.

Azerbaijan

-Taught 2-10th grade TEFL classes with Azerbaijani counterparts for three weeks. -Participated in intensive Azerbaijani language and TEFL trainings.

-Developed, organized, programmed, and taught an 11 week curriculum for ages 5-14 including field trips, games, songs, arts and crafts, and special events best suited to the Yokuska and Gaeta sites. -Supervised, provided performance appraisals, and wrote recommendations for two counselors.

Master Of Education (M.Ed.), International Teaching

Educational foundations and philosophy, instructional strategies, curriculum design, research, and Teaching English as a Second Language.

Master Of Arts, Teaching; Elementary Education

Bachelor Of Arts, International Studies

Activities and Societies: International Student Association