As a Teaching Fellow, introduced first-year college students to the rhetoric of analytical and argumentative reading and writing. I designed a thematic course to enhance engagement, communication, research, and critical thinking skills. Students’ skills of interpretation and evaluation of scholarly sources were further developed through implementation of the B.E.A.M. method. The inquiry and writing process incorporated group and independent writing assignments and multi-modal projects

For the summer program, I conceived and led courses to improve children’s ability to problem solve, resulting in increased enrollment. The courses ranged from early childhood to middle school, and all courses encouraged children to expand collaborative skills through team-building challenges and reinforced academic learning through games, sports, art, and basic survival skills training. I also served as a replacement instructor as needed, ensuring minimal disruption to the program, and providing consistency for children while mentoring camp counselors.

I facilitated service projects with the community by encouraging students to center initiatives based on the needs of the community partners. During the shift from the community service model to service learning, I helped to develop the curriculum for student and faculty implementation.

I evaluated applicants’ readiness (character, academic level, and social/emotional adeptness) for admission to the lower and middle school divisions. With the committee, I recommended learning plans and interventions for select applicants, proctored student testing, and performed student observations and interviews.

Though I exclusively taught 5th graders to develop their content area reading and writing, my duties included working with 6-8 grade students, teaching Health & Wellness and exploring co-curricular interests and passions to problem solve. Annually, I advised 7-9 fifth grade students on academic and social emotional concerns, acting as a liaison between and as a partner with families and school administration, and provided individualized learning and/or action plansLessons featured interactive exercises (i.e., Socratic Seminar) to promote cooperative learning and listening comprehension as well as implemented technological tools to enhance research, reading, writing, and analytical skills.

As a generalist, I integrated neuroscience (interweaving, spacing, pre- and post-assessments) to maximize learning in SS, ELA, & math. The DRA and John’s reading assessments were employed to efficiently discern reading levels and achievement. Elements of Just Words and Words Their Way helped to develop individual and group phonics/word study lessons as needed. The workshop model supported interactive exercises that promoted executive function and content retention. Working in collaboration with colleagues, we met the needs of all students, providing opportunities for both enrichment and remediation with flexible grouping across the grade level.

In this role, I cultivated learning through developmentally appropriate practices--shared reading and writing. Students' success was possible through establishing and maintaining positive relationship with parents and caregivers. I developed and transformed curriculum to include guided reading, phonics instruction (i.e., Elkonian Boxes; word sorts), multi-sensory handwriting and math concepts. Social/emotional skills were nurtured as well as K readiness skills through routines based on the philosophy of Responsive Classroom.

I prepared lesson plans and remediation plans for students entering first grade. The coordinated activities were designed to integrate different facets of the curriculum (i.e., gardening, PE, social/emotional). While I was performed the academic instruction, I guided the teen counselors on how to engage with and to plan activities for young students.

Servicing students susceptible to learning disruption, I implemented balanced literacy approach to reading: guided reading, Lit Circles, phonics, and vocabulary development, through push-in and pull-out services. As the Title 1 teacher, I fostered the professional development initiatives of the district by presenting materials and information obtained from specialized training and related coursework to the faculty and other staff. In collaboration with colleagues, I designed instructional plans for high-risk students, incorporating a contract system to foster independence and encourage student accountability.

I modeled early literacy strategies for parents of children birth to three-years-old. Through select books and materials, I helped to foster learning, with accompanying age-appropriate gestures.

I planned and executed lessons in accordance with the Creative Curriculum and Early Learning Assessment System. Using the Early Childhood Environment Scale (ECERS), created an student-centered environment that promoted developmentally appropriate, hands-on activities learning centers.

During the conversion from private to state-funded curriculum, I created integrated lessons to meet each child’s academic and social emotional needs according to the district and state standards. I established and maintained positive and effective family and school collaboration in a bilingual setting. Using student observations, monitoring, and evaluations I connected student growth and learning goals, using a portfolio system.