During my time at High Tech Chula Vista, I had many roles including Lead Academic Coach and 5th-grade maternity leave substitute. My main duties were to support students with IEP’s and 504 plans in first, fourth, and fifth-grade classrooms. I was trained and used Positive Discipline to speak with students on their behavior and the best ways to move forward. I assisted in the documentation and communication with lead teachers on behaviors and services given. In addition, I planed and co-taught reading, writing, and maths lessons incorporating different elements of a project in the fourth-grade classrooms. As well as was in charge of pulling out different Word Study and Leveled Literacy Intervention groups. Finally, during my long-distance sub time, I developed and implemented distance learning lessons using different devices and applications.

Third Grade lead teacher in a large private, nonprofit school. I was responsible for the education and development of students from a variety of international backgrounds, using Common Core State Standards and AERO Standards. Additionally, the expectation was to use ISM’s Learning Skills and Dispositions, based on the school’s Mission Statement, to ​accentuate learning, growth, perseverance, and self-awareness as life-long values. As a professional educator would, I differentiated for all types of learners, including but not limited to students with IEP’s, languagelearners, high-excelling, and various behavior issues.What made learning special at ISM was that I was expected to guide students in their learning through an Inquiry approach in Science and Math, and Readers and Writers Workshop models for literacy. Utilized technology throughout the entire curriculum.In addition, I led teacher training workshops in the Inquiry-Based Learning approach and helped develop the Readers and Writers Workshop curriculum for the third grade. As well as attended professional development from world-renowned pedagogical theorists, consistentevaluation of teaching practices and applied innovative lessons in the classroom.

I was a Fourth and Third Grade teacher at a restart public school in inner-city Los Angeles. I was responsible for the growth and development of the GATE cluster, English Language Learners, andstudents with documented learning disabilities through an intense focus on differentiatedinstruction and the use of technology. In addition to my teaching demands, I was the Head of the Recognition Committee and the Parent and Community Engagement Committee.Member of the School Site Council. Instructional practices that were used include Swun Math, Writers and Readers Workshop, Treasures-English Language Arts, Universal Access Time, and ELD/Constructed Conversations.