Jay Pritzker Academy is dedicated to educating academically talented and motivated students from families in rural Cambodia, to maximize their potential and their ability to build a better future for themselves, their families and their country. JPA’s vision lies in providing the highest standard of education possible to their students so that they will graduate and successfully continue their education in respected tertiary institutions gaining the skills and knowledge necessary to contribute to the development of their country. The curriculum at JPA is a challenging college-preparatory curriculum.During my time at JPA, I have been able to teach multiple grade levels in both lower and upper primary. Besides my responsibilities as a Classroom Teacher, I have been assisting the Head of Primary with the implementation of the lower school curriculum (grades 1-4). This means I have been working closely with the management team to improve our educational practice to help our students develop to their fullest potential. In my second year I was therefore Curriculum Expert. I wrote several curriculum documents to help teachers plan and prepare lessons. Besides that, I designed several assessment and tracking documents to help teachers monitor their students' learning progress. In August 2020, I assisted the Head of Primary in leading and planning a distance learning programme for our students. My responsibility was to teach grade 4, and to assist other primary school teachers to make sure we deliver high-quality online lessons.

CIS provides a full schooling programme for 3 to 18 year olds. The curriculum is based upon the programs of the University of Cambridge International group, starting with Cambridge Primary and moving through to IGCSE, AS and A Level in the senior years. My main responsibilities were to plan, prepare, and conduct lessons for KS1, and to assess and evaluate student growth. During my time at CIS, I helped organise different events such as Halloween, International Day, several theme days, Christmas shows, and after-school clubs. Due to the massive differences in students abilities, I was able to grow my skills in planning, preparing, and conducting differentiated learning activities in class to facilitate all students needs; including those of students with severe learning difficulties. I have also been able to grow my expertise on gifted students which helped me to plan activities challenging and interesting for all students.I participated in ongoing staff training sessions and attended personal development courses focussed on differentiated learning and curriculum development. At CIS, I was able to work closely with parents/guardians to fully support the pupils both in school and at home. In my final year at CIS, I helped design and conduct assessments to improve the transition of our students from the Funiversity Campus (Reception and Y1) to our campus (year 2-13).

The International School of Zug and Luzern is a fully accredited, International Baccalaureate (IB) World School providing education for students aged 3 to 18 in Central Switzerland. The curriculum at the Primary School is based upon the International Baccalaureate Primary Years Programme (PYP). During my time at ISZL, I was conducting a research for my Bachelor Thesis on improving students' reading motivation. At ISZL, I was in charge of planning, preparing, and conducting several cross-curricular learning activities. I helped organise a PYP Exhibition, and was able to improved my ability to guide and assist students in their individual and group projects. Not only did I learn the importance of a concept-driven curriculum as a means of supporting student-centred inquiry, I also realized the importance of creating relevant and engaging learning experiences for students. As part of guiding students in their projects, I planned and organized multiple field trips so that students could collect information and data for their research. Besides my main teaching responsibilities, I assisted in Dutch Nt2 lessons for the Dutch nationals attending ISZL.

The British School in The Netherlands offers British education for children ages 3 to 18. My responsibilities during my time as BSN included preparing lesson activities in Humanities and Math. During my internship I also conducted a research on inclusive education. At BSN I learned a lot about the importance of teamwork to make sure the students receive the best education possible.

The Netherlands Inter-community School uses a blend of the British National Curriculum and the International Primary Curriculum (IPC). During my time at NIS, I was responsible for developing individual learning plans for some of the year 3 students. This included planning small group activities to help these students learn and develop. It also meant designing and conducting several types of summative and formative assessment to track students' progress. Moreover, I conducted a research on cross-curricular learning.

The British School in The Netherlands offers British education for children ages 3 to 18. My responsibilities during my time as BSN included planning and carrying out PBL activities in Math for students in EY and years 1-3. Moreover, I planned and carried out a research on the mathematical development of primary school children (age 3-11) and how PBL affected their learning.

OBS Brinkschool was a small village school using the Dutch National curriculum and the Early Bird English program. During my time at OBS Brinkschool, I was able to teach all grade levels (reception - grade 5). One of my main goals was to learn more about group dynamics between students at different ages. I helped the school set up and develop their Early Birds English program which was used in grade 1-6. I organized the Christmas event which included a Christmas performance by years 4-6, written and produced by me.

IPS Hilversum is an authorized International Baccalaureate World School offering an international curriculum based on the Primary Years Programme (PYP). During my time at IPS Hilversum, I planned and carried out a research on the difference between Dutch educational system and Primary Years Programme. As this was my first internship, I mostly observed students to learn about their social-emotinal and pedagogical development. Besides that, I observed several teachers to learn about classroom management. Later on in my internship, I assisted the class teacher and worked with small groups of children.