Jennifer Bates Email & Phone Number

Burnsville, Minnesota, United States

As a licensed teacher for the ISD 191 summer program, I had the privilege of teaching/assisting in various classrooms (Pre-K, K, and 1st) When I was not subbing for another licensed teacher, I led reading and math intervention groups. I also supervised and developed the parent-pick-up system for Vista View's summer program.

United States

I designed a classroom conducive to teaching and learning with the brain in mind. My instruction incorporated whole brain teaching, total physical response, culturally responsive content, social emotional learning, and a classroom management system based on individual and group reflection. I created holistic, engaging, and rigorous academic curriculum designed to meet the needs of all students. I adapted current curriculum to meet the needs of virtual learners. I designed and conducted small group, skill-based lessons in Mathematics and English Language Arts. I utilized virtual learning tools such as Google Classroom, Google Meet, Pear Deck, Edpuzzle, Flipgrid, Khan Academy, Lyrics2Learn, and XtraMath to differentiate instruction. I used strong communication skills to problem solve and interact with co-workers, guardians, and students.I supported my students in developing leadership and organizational skills, intrinsic motivation, positive attitudes, and a desire to learn and grow everyday. The key to the growth my students have made throughout my teaching career is based on relationship building and classroom culture. I developed positive rapport with students, parents, and critical family members from day one. I had weekly meetings with each child to record data in their personal goal folders and set new goals. While it was difficult to keep this process going during virtual learning, it remains one of the most important indicators of my scholars' successes and goals for the future.

Minneapolis Mn

In-House Substitute Teacher (K-5) • Prodeo Academy ▪ Designed and implemented curriculum for literacy and mathematics ▪ Created a positive, engaging, and student-focused environment ▪ Developed individualized learning plans/goals with students and their parents ▪ Communicated regularly with parents and caregivers to share growth as well as areas that needed remediation and reinforcement ▪ Taught in various classrooms (2-5) when teachers or education assistants were absent

Coon Rapids, Mn

Ham Lake, Mn

Glendale, Az

As a third grade teacher, I created and taught engaging lessons with a focus on higher order thinking skills. I collaborated with several other teachers in the district to write engaging curriculum that was not only interdisciplinary, but also written with the whole child/whole brain in mind. I differentiated instruction to meet the needs of my 30+ students. Learning style inventories, informal and formal anecdotal records, and parent input resulted in the majority of my students making at least 1.5 years of growth in reading and math. In addition, I served as the gifted lead teacher for my school. In this position I led meetings at my school for designated gifted teachers and provided guidance in writing and implementing gifted differentiation plans for those identified students. As a mentor teacher, I utilized the TAP (System for Teacher and Student Advancement) rubric to observe fellow teachers and provide constructive feedback for improvement.

Surprise, Arizona, United States

As a the live-in weekend BHT, I nurtured foster children who were victims of abuse, abandonment, and neglect by providing stability and security in their group home. I structured activities throughout the day for enjoyment as well as instilling self confidence in academics, independent living skills, coping with emotions, and social skills

I served as a third grade teacher in Glendale, AZ. I collaborated with other third grade teachers in the district to create engaging curriculum for math, reading, and writing.

I worked with pairs and small groups of Kindergarten students to provide extra practice for phonemic and phonological awareness as well as oral language development. Students who have these two skills/strategies will be able to learn to read more easily.