Amy Schauble Email and Phone Number

Met the social, academic and cognitive needs of students both in a general-education kindergarten (2009-2012) and a specialized, literacy-focused intervention classroom (2009-2010). Used a center-based approach guided by district and state goals. Successfully implemented Everyday Mathematics, Jolly Phonics, Michael Heggerty, Handwriting Without Tears, and Debbie Diller’s work-station system. Assessed children using the AIMSweb assessment and data management system, Educational Software for Guiding Instruction (ESGI) internet-based testing site and the Illinois Snapshot of Early Literacy (ISEL). Formed a community of “concentrating kindergartners” that enthusiastically interacted appropriately with one another and the learning materials provided. Supervised student teachers from Northern Illinois University and Elgin Community College. Collaborated toward development of a curriculum roadmap for the KED program. Served on the site-based committee for school improvement (2011-2012).

Enhanced the required curriculum by developing interactive lessons that met the social, academic and cognitive needs of students. Promoted a balanced literacy program which included the “Daily Five”, guided reading, academic vocabulary, Making Meaning, daily writing, author studies, and Reader’s Theatre. Implemented Everyday Mathematics, Zaner-Bloser Spelling, Foss Science, and Character Counts. Motivated students through the use of a class economy. Supported daily use of technology by students. Formed a community of “thinking third graders” that supported and encouraged one another and actively engaged with curriculum. Supervised a student teacher from Illinois State University. Attended the 2008 Illinois Reading Conference and presented staff development highlighting new insights and ideas gained. Instrumental in forming a community reading volunteer program and constructing a computer lab.

Instructed 1st and 2nd grade curriculum. Developed multi-disciplinary activities that met the social, academic, and cognitive needs of the students. Facilitated student achievement through the use of small group, individual and whole group lessons focusing on assessment-driven instruction. Managed classroom and school behavior using P.B.I.S. Guided student instruction using anecdotal records, student conferencing, peer evaluation and work samples. Formed a cohesive “school family” while maintaining individual goals of two distinct grade levels.

Substitute Teacher

Developed and implemented grade-level curriculum incorporating thematic units to correspond with district curriculum goals. Actively engaged students in the learning process through whole and small group meetings, literature, guest speakers, video clips, fine arts, songs and drama. Generated student enthusiasm with centers and lessons that used a visual, kinesthetic, and auditory approach to ensure internalization of new information. Fostered independent learning with classroom jobs and work stations. Supervised a teacher assistant, volunteers, and student aides. Served on the technology committee (included staff training). Initiated and co-produced an all-school musical featuring 85 students. Conceptualized, developed and supervised a “Harvest Pot Luck” for all families of 1st grade students and teachers. “Looped” with first grade students to second grade. Designed and planted a “Rainbow Garden” as a literature extension activity and to beautify school grounds.

Planned and implemented a center-based classroom to promote literacy with selected kindergarten students targeted due to low-level literacy skills. Screened potential students, assessed progress through out with anecdotal notes, running records, and portfolio assessment. Conducted parent conferences and parent education. Attended training with Reading Recovery professionals. Contributed to curriculum development, critique, supply selection, and purchase of materials.

Planned and implemented developmentally appropriate activities for grant-funded preschool program serving families at-risk. Visited each family’s home in an effort to strengthen the home-school connection. Received specialized training in developmental assessment and High Scope curriculum. Coordinated field-trips, supply purchases, parent volunteers, and student aides. Supervised a full-time assistant. Completed narrative reports and developmental mapping of students. Screened incoming students as part of a pilot program. Attended and facilitated parent/child enrichment programs.