Resume
Waits River Valley School
Classroom Teacher
East Corinth, Vermont
June 2014 - Present
As a first year, grade 1 teacher having taught predominately in the upper elementary grades, I have faced many challenges, challenges that have molded me into a more understanding and compassionate teacher. The population with which I work qualify for free and reduced lunch. This has affected my teaching style in that it requires a consideration not otherwise factored. These considerations include how I present the material, how I design the curriculum, and how I work with the overall community of students and parents.
As a grade 1 teacher, I maintain the responsibility of designing and implementing state, Common Core, and NGSS aligned curriculum. With a classroom of 13 students, some of whom are on Individual Education Plans and/or Educational Support Referrals, I am required to differentiate and accommodate in order to promote success for all students.
My ability to incorporate an evidenced-based decision making model is incredibly proficient. Much of my decision making comes from the PNOA, POA, standardized tests, running records (LLI), and classroom observations/assessments, all of which I conduct.
I have always maintained an open line of communication with my students’ parents. My door is always open, and I welcome parental support within my classroom.
I work closely with another grade 1 teacher. It is often the case that we combine classes or “switch” students in order to teach different content areas, such as science or social studies, or to simply get to know the other students.
As a first year teacher at Waits River Valley School, I quickly volunteered to become part of the Educational Support Team, a team that has been rewarding and beneficial.
Classroom Teacher
East Corinth, Vermont
June 2014 - Present
As a first year, grade 1 teacher having taught predominately in the upper elementary grades, I have faced many challenges, challenges that have molded me into a more understanding and compassionate teacher. The population with which I work qualify for free and reduced lunch. This has affected my teaching style in that it requires a consideration not otherwise factored. These considerations include how I present the material, how I design the curriculum, and how I work with the overall community of students and parents.
As a grade 1 teacher, I maintain the responsibility of designing and implementing state, Common Core, and NGSS aligned curriculum. With a classroom of 13 students, some of whom are on Individual Education Plans and/or Educational Support Referrals, I am required to differentiate and accommodate in order to promote success for all students.
My ability to incorporate an evidenced-based decision making model is incredibly proficient. Much of my decision making comes from the PNOA, POA, standardized tests, running records (LLI), and classroom observations/assessments, all of which I conduct.
I have always maintained an open line of communication with my students’ parents. My door is always open, and I welcome parental support within my classroom.
I work closely with another grade 1 teacher. It is often the case that we combine classes or “switch” students in order to teach different content areas, such as science or social studies, or to simply get to know the other students.
As a first year teacher at Waits River Valley School, I quickly volunteered to become part of the Educational Support Team, a team that has been rewarding and beneficial.
Chelsea Elementary School
Classroom Teacher
Chelsea, Vermont
Aug 2013 - June 2014
This unique opportunity allowed me to become a member of a 3-person teaching team. Our team instructed a group of 36 students in grades 3, 4, and 5. The multi-age grade level rotated between three classrooms. All classes, including Literacy, Science, Social Studies, Technology, and specials were multi-age. Math was the only grade-level class. I taught all subjects (not including specials), including grade 3 via the Bridges math program.
My multi-age literacy program comprised a number of rich learning opportunities that included, but were not limited to, literature circles, Words their Way, Daily Language Review, Reader's and Writer's Workshop, and WordlyWise. Throughout the year, the team incorporated several opportunities that exposed students to various types of writing, including reports, procedures, and response to literature, to name a few. As I believe in teaching through context, much of my grammar work was uniquely student-centered, within the context of the assignment. I have also maintained several LLI (F&P) groups throughout the year (Blue and Red kit).
Chelsea Elementary recently adopted a technology initiative which coincided with my background in technology. Some of the programs I incorporated or initiated were Type-to-Learn, IXL's on-line math program, and Google Docs. Additionally, I offered an after-school web-design class. Students from grades 3 to 12 joined this program.
I have been incorporating the Responsive Classroom approach for a number of years. I continued to do so with Chelsea, which, because of their recent adoption of the practice, worked out well. Additionally, given my overseas teaching experience, I have made a number of attempts to incorporate an international perspective, which I believe builds valuable background that ultimately contributes to long-term information comprehension and retention. It has also allowed for rich conversations that have contributed to a number of learning opportunities.
Barre City Supervisory Union
Behavior Interventionist/Teacher
Granite Academy Middle School
October 2012 - June 2013
Granite Academy Middle School is a new program for Barre City Elementary and Middle School. The program accommodates students with unique needs who require additional behavioral and academic support. I was hired as a behavior interventionist. However, I am also teaching science and math for grade levels 5 through 8.
My position with Granite Academy Middle School has afforded me the opportunity to work within an environment that requires intensive accommodation and differentiation. This position has also strengthened my classroom management ability, especially when considering the unique challenges this population presents.
Designing and redesigning previously used units and lessons within this environment has helped to become very familiar with the CCSS (CC). Many of my previous, internationally-based units were not CC focused. In some instances, I needed to completely redesign units in order to alter assessments and instruction while meeting the standard's requirements.
Sekolah Pelita Harapan International
Teacher
Tangerang, Indonesia
July 2009 - June 2012
Having the opportunity to teach at an international school accredited by The New England Association of Schools and Colleges, The Council of International Schools, and The International Baccalaureate has given me a wonderful advantage in a variety of areas.
My responsibilities as a grade 6 teacher were to develop and incorporate units of inquiry within the framework of the Primary Years Program/Curriculum (English, Math, Science, History, and Religious Studies). My participation within the school extended beyond the classroom.
As a member of the whole-school community, I would also participate in extracurricular activities: IT Committee, Junior School Newspaper Committee, UOI Grade-Level Representative, English Grade-Level Representative, Technology Related Integration Activities (i.e., Moodle, Google Docs, etc.).
During my time with SPH, I was able to establish life-long relationships with my students, peers, and parents. These are the types of relationships I enjoy developing while working within an organization.
Williston Central School
Behavior Interventionist
Williston, Vermont
August 2008 - July 2009
As a Behavior Interventionist, I provided behavior and academic support for students with learning disabilities, social/emotional needs, and other challenged that inhibited student success within a classroom and whole-school environment. The students with whom I worked were in grades two through seven.
Whether playing basketball in the gym or helping with math in the learning center, it was not uncommon to find me working one-on-one with a student throughout the school, My position at Williston Central School allowed me to establish student-teacher relationships that promoted both academic and social success.
My time working in a variety of environments also allowed me to experience a variety of classroom environments and teaching styles. Most important, the opportunity at Williston Central School allowed me to work with a wonderful group of students, all of whom contributed to the educator I am today.
Junior English Camp
Teacher
Jeju Island, South Korea
June 2007 - June 2008
My time with Junior English Camp offered a wonderful opportunity to work with English as a Second Language learners. As a teacher who worked with students in grades 2 through 9, I developed and incorporated English-language, transdisciplinary lessons with an emphasis on reading, writing, and speaking. This position helped to establish a literacy foundation within my classrooms.
As is the case with any learning environment, I was required to differentiate instruction based on my students. My students varied, as some were new to the English language whereas others were proficient and preparing for preparatory classes for their primary learning environments.
I was faced with challenges not often encountered in U.S. public schools. For example, as this was my first overseas teaching assignment, I experienced cultural factors that had to be considered. These considerations were necessary when accommodating students and providing differentiated instruction and assessment.
Founders Memorial School
Long-Term Substitute Teacher
Essex, Vermont
August 2006 - April 2007
My time at Founders Memorial School was by far one of the most beneficial opportunities. Having the opportunity to substitute for almost every classroom within the school allowed me to experience a variety of classroom management systems. My current classroom management style is based on effective techniques taken from a number of those classrooms. In addition to the various substitute opportunities, I acted as a long-term substitute within a ¾ combination class.
As the long-term substitute, I incorporated lessons for the primary classroom teacher. I created many of the lessons based on the teacher's objectives. The teacher for whom I subbed was well respected by students, teachers, parents, and administration. I was fortunate to have the opportunity to substitute for this particular teacher. While substituting for this teacher, I maintained existing classroom management procedures while accommodating/adjusting when necessary given the ebb and flow of the classroom environment.
Lakeside Mortgage Corporation
President
Saint Albans, Vermont
December 2003 - August 2006
-Maintained daily operations
-Established/maintained computer network and company websites
-Maintained company financials
-Assisted customers in obtaining home financing
-Maintained company marketing
-Counseled prospective Clients
Catamount Mortgage Group
Senior Loan Officer
Essex, Vermont
January 2002 - December 2003
-Assisted customers in obtaining home financing
-Created and implemented personal advertising
-Connected customer criteria to underwriting guidelines
Champlain National Mortgage
Production VP
South Burlington, Vermont
November 1999 - December 2001
-Maintained production operations
-Established additional company locations
-Maintained company marketing
-Established and maintained company website
Washington County Mental Health
Community Integration Specialist
Washington County/Milton
May 1997 - July 1998
-Working with developmentally disabled individuals
-Collaborating with members of a support team
-Assisting individuals with daily activities that support independence
US Army
Armored Crewman
Various Locations
April 1993 - April 1996
-Participated as a team member on a M1 Abrams tank and with a mortar platoon
-Earned several awards and commendations