EXPERIENCE
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FIRST GRADE TEACHER (&REMOTE)
Thornton, CO August 2019Â - Present
A full-time teacher instructing all content areas to a diverse group of students. I joined the Hunters Glen team in 2019 and taught (mostly) in-person working hard to find a balance of academic and social-emotional learning with a class that challenged me in ways I never expected. I had the opportunity to work with English learners and students with unique special needs, and collaborated with my team and other support teachers to create differentiated lessons.
In 2020 we had to transition to remote learning due to the COVID-19 pandemic. It was difficult but provided a new opportunity to learn and grow as an educator. I took on the role of full time remote teacher for 2 school sites for the 2020-2021 school year. I also completely transformed the Foundational Reading curriculum from an in-person structure to a fully remote experience. I turned each week of lessons/activities into google slides and coordinating seesaw activities, that was probably one of my most successful accomplishments this year. Embracing technology and flexibility has been my main focus this year and I am so proud of how far my students have come. I am also extremely appreciative for the relationships I have built with the students and their families through this online learning experience, they have been so supportive. I have loved the personal and professional growth I've experienced this year and will continue to try new things to best meet the needs of my students.
AFFECTIVE NEEDS-Â EMOTIONALLY DISABLED - PARAPROFESSIONAL
Aurora, CO August 2018- March 2019
I worked on a team of SPED teachers and paraprofessionals to provide academic and social-emotional support to a group of 11-12 students in second, third, fourth, and fifth grade. I assisted in teaching the lessons on reading, writing, math, and science for the students in small groups or one-on-one since their needs all differ. These students have some of the most trauma and difficult circumstances that have placed them in this Affective Needs classroom. We all worked together as a team to help these students based on their IEP and BIP goals. We went with them to mainstream classes and activities, including their specials like art, music, technology, and gym. We coordinated with the speech and occupational therapists, as well as the social workers to collect data and continually evaluate the needs of our students. I also performed academic assessments with the students on a monthly basis and plan lessons based on areas that need improvement.
Our goal is to help them self-regulate their emotions and behaviors, and get closer to their academic grade level so they can again join mainstream full time. This job has presented many challenges as far as putting my conflict resolution skills to the test and having to be trained in CPI to restrain the more violent students. I learn something new everyday.
SPED TEACHER
Oahu, Hawaii 2018
I was asked to join the Ka'ohao school SPED team after a new student enrolled in December 2017. The staff realized he needed full time services and he was not able to be included in the general education third grade classroom. He has full time behavior support, but needed academic support to progress his IEP goals more rigorously. They brought me on to work part time with the student one-on-one, in a self-contained classroom.
I quickly trained in the curriculum program the Autism Consulting Specialist chose: Unique Learning System (N2Y). With the guidance of the online program, I was able to differentiate instruction with supplemental readings, online learning, and activities. I also collaborated regularly with the behavior support specialist, as well as the occupational therapist and speech therapist to provide an optimal learning environment. I loved being part of the SPED team while earning the student's trust and progressing his education. When the student was at specials or working on social skills in the classroom setting, I supported the other third grade class with four students also receiving services and additional support.
PREFERRED SUBSTITUTE
Oahu, Hawaii 2017
At Aikahi Elementary, I had been successfully substituting for every grade including music class, SPED classes, and plenty of field trips. Many teachers had asked me to come back for them and started scheduling subbing days months in advance. It was very rewarding and reassuring to be put on the preferred sub list at the school and be remembered fondly by the students.
In December the principal asked me if I would fill in for the art teacher who left the school unexpectedly. I took over a subbing position with little direction four days a week, creating educational and fun lesson plans, using the available materials to engage the students in learning about art and design.
THIRD GRADE TEACHER
Oahu, Hawaii 2015
I was hired late in the school year at Mokapu Elementary because, after five weeks, they realized their enrollment numbers were far too high. I was assigned five or six third grade students from each of the other five classrooms to level the student counts. Initially, I was excited about the position, and came to adore my students, but quickly realized I had a lot of hurdles to work through. I started at a very large school with little administrative support; no books, no furniture in my room, no computer, projector, or really any resources, and very little training or support. I had to supply everything my students would need to succeed and it soon drained me financially, mentally, physically, and emotionally.
Despite this unfortunate situation, I am thankful for it. I learned a lot from this whole experience. It showed me what I do not want in a leader, how to better advocate for my students, and how I can be even stronger in the future. I was unable to continue working in such an unprofessional environment. I took some time to recover and refocus my efforts and found substitute teaching was a great fit during the transition.
STUDENT TEACHER
San Diego, CA 2014
I was placed at Ibarra Elementary school, which is located in a community with mostly immigrant families and children who do not speak English or have never been to school before. I was thankful to have an amazing master teacher in a classroom of second graders, who taught me more than I ever learned in my college classes.
It was a great experience to start the school year with this group and over the course of almost five months, I completed over 420 hours of hands on learning. I learned how to prepare lesson plans for every subject area while scaffolding and adapting the work to the different students' needs. I encouraged interactive learning by incorporating educational software and the Internet. I learned how to use multiple new technologies and modify curriculum while keeping the students engaged and able to meet the common core standards. I participated in field trips, community events, and sat in on parent teacher conferences.
INTERNATIONAL SERVICE PROJECT
Russia 2011
I applied and was selected to join a team of eleven liberal studies students going on a service project to Russia. We worked to learn the language, culture, religion, and develop a summer school type program for a group of children in an orphanage ages four to fourteen. During our trip, we stayed in one room together for a month. We walked every day to the orphanage and developed relationships with the students while teaching them through art, music, and games using minimal resources.
As our time together came to an end, I was thankful to feel their renewed sense of hope and excitement for a brighter future. It was truly a life changing experience and solidified my passion for teaching a love of learning.