TEACHING EXPERIENCE

First Grade Teacher,

Pine Spring Elementary School, Fairfax, VA

August 2019 - Present

- Implementation of Workshop Model in Reading, Writing, and Math

- Grade Level Team Leader

- Facilitator of Collaborative Team Learning (CLT)

- Student Teacher mentor during Digital and Distance Learning through George Mason University

- Weekly yoga offering for staff members

 

Third Grade Teacher,

John W. Ross Elementary School, Washington, D.C.

August 2018 – June 2019

- Daily differentiated lessons for Guided Reading, Close Reading, Writers Workshop, and Mathematics (Eureka)

- Co-Chair for Peace of Mind Implementation and Staff Development

- Point of Contact: Breathe for Change Change Agent Program

 

Adjunct Professor,

Trinity Washington University, Washington, D.C.

May 2017 - July 2019

 

EDCC 207: Development of Learning Experiences in Early Child Education

• Plan, implement, and evaluate a developmentally appropriate integrated approach across curriculum areas based on early learning standards

• Select culturally, linguistically, and ability responsive materials that have multiple purposes, are adaptable and varied, and promote learning, including learning about diverse cultures and shared humanity.

• Construct learning environments that support healthy, developmentally appropriate, and positive behavioral and learning expectations.

EDCC 211: Development of Early Childhood Oral Language and Literacy Skills

• Participants will demonstrate strategies for developing listening, oral language, writing, and reading skills in young learners.

• Participants will demonstrate practices for literacy instruction that are linked to children’s interests and developmental capacities

 

EDCC 250: Technology in Education

• Demonstrate the ability to effectively and intentionally integrate technology into the curriculum for young diverse children.

• Plan developmentally appropriate creative, cross-curricular lessons using the Common Core and Early learning standards while incorporating technology into the early childhood curriculum.

EDCC 301: Classroom Management

• Understand the importance of organizing, planning, and strategically executing ones

time, materials, the classroom schedule, and classroom space that will meet each

students’ physical, social, emotional, moral, and cognitive development

• Utilize developmentally appropriate strategies for managing individual and large group

student behaviors, transitions, activities, and other arrangements for classrooms to meet

the diverse needs of all students.

EDCC 340: Teaching and Learning

• Demonstrate an understanding of how children, learn and develop, and to provide learning opportunities which support their intellectual, social-emotional, and personal development.

• Explain and describe how learning occurs, how students construct knowledge and acquire skills, and to develop and use a variety of instructional strategies.

• Recognize that the students’ physical, social, emotional, moral, and cognitive development influence their learning and to consider these factors when making instructional decisions.

EDTE 421: Emergent Literacy

• Explore the developmental continuum of literacy acquisition in early childhood and provide the foundation for learning developmentally appropriate techniques for enhancing early literacy development

• Focus on Guided Reading for emergent through transitional readers, running records, data analysis, and techniques for addressing misunderstandings and foundational gaps

First/Second Grade Inclusion Teacher, Early Childhood

August 2015 – June 2018

Amidon-Bowen Elementary School, Washington, D.C.

- Daily differentiated lessons for Guided Reading, Close Reading, and Mathematics (Eureka)

- Differentiated center activities, ELA and Math, for students based on data collection

- Collaborated with grade level partner teachers, and Special Education teachers, during weekly Professional Development (LEAP)

- Co-Chair of Culture and Climate, Hospitality Committee and STEM Night

- Afterschool tutoring sessions for students significantly below grade level

- Professional development for City Year Corp members on teaching to multiple intelligences

 Self-Contained Autism Teacher, Early Childhood

June 2016 – July 2016

Amidon-Bowen Elementary School, Washington, D.C.

- Planned center activities for students based around IEP needs

- Collaborated with five paraprofessionals to ensure IEP goals were used to drive instruction, and data was collected on a daily basis

Year 3 Form Teacher, Early Childhood  

August 2014 – July 2015

Kenton College Preparatory School, Nairobi, Kenya

- Planned and carried out lessons for all major subject areas, including Art and Social Skills, whilst aligning to IAPS Standards and British National Curriculum

- Differentiated instruction within lessons, accommodating all documented needs

- Participated in weekly Professional Development meetings with Year 3 and Junior School team members toenhance learning experiences

- Planned and carried out Junior and Senior school activities; ballroom dancing and singing

- Co-lead of props in the Senior School production of Bugsy Malone

 Long Term Substitute, Early Childhood, Grade 5 – April 2014 – June 2014

 Liberty Elementary School, Frederick, MD

- Planned and carried out lessons for all major subject areas using the Common Core Curriculum

- Participated in weekly Professional Learning meetings with Grade 5 team members

Teacher, 4 Year Old Kindergarten August 2013

March 2013 Green Bay, WI

Howard Suamico School District Partnership Program,  Good Shepherd Preschool

- Implemented the Gradual Release of Responsibility teaching model for student independence

- Collaborated on a regular basis with a co-teacher and team of 4K teachers within the school

- Participated in PLCs with surrounding schools to build foundation skills for the Creative Curriculum

- Communicated with parents about student progress through weekly newsletters, social media, e-mails and personal conferences

Related Employment Experience 

June 2019 - August 2019

Legends of Learning, Online Gaming for Classrooms

- Played standards related math games up for review on the Legends of Learning site

- Assessed games based on standards alignment, vocabulary, accuracy, and ease of play

- Crafted questions to support teachers in pre-assessment/post-assessment

Undergraduate Student Teaching Experience 

Teacher Candidate, Early Childhood, Grade 3 – Spring 2013

Liberty Elementary School, North Ridgeville, OH

Teacher Candidate, Early Childhood, Grade 5 – Spring 2013

Liberty Elementary School, North Ridgeville, OH

Methods Experience Teacher Candidate, Early Childhood, Grade K – Fall 2012

Independence Primary School, Independence, OH

Methods Experience Teacher Candidate, Generalist Endorsement, Grades 4/5 – Spring 2012

Olmsted Falls Intermediate School, Olmsted Falls, OH

Rachel Terlop

2019 Henry Ford Innovation Nation Teacher of the Year

Social Emotional Learning and Facilitation Coach

Certified Family Trauma Professional (CFTP)

Early Childhood B.S.Ed & M.A.T. and RYT-200