Instructor
Advanced Generations School
Total years of experience :20 years, 10 Months
• Provide instruction for Grade 3 boys according to the Cambridge Program of Study
• Manage student behavior for the purpose of providing a safe and optimal learning environment. •
•Administer And Develop subject specific assessments for the purpose of assessing student competency levels and/or developing individual learning plans.
•Advise parents and/or legal guardians of student progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.
•Assesse student progress towards learning targets, objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
•Collaborate with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
•Counsel students for the purpose of improving performance, health status, approprioate behavior, problem solving techniques and a variety of personal issues.
•Demonstrate And Differentiate methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addressing individual student requirements.
•Direct assistant teachers, student teachers, instructional assistants, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students.
•Monitor students in a variety of educational environments (e.g. classroom, cafeteria, playground, school grounds, hallways, restrooms, field trips, etc.) for the purpose of providing a safe and positive learning environment.
•Participates in a variety of meetings and professional development activities for the purpose of conveying and/or gathering information required to perform functions and to improve student achievement.
•Prepare a variety of written materials (e.g. grades, lesson plans following scope and sequence, correspondance with parents and students, examinations and quizes, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.
Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, harassment, zero tolerance offenses etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to state law and board policies.
• Respond to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
•Respond to inquires from a variety of sources (e.g. other teachers, parents, administrators, students, central offie staff, etc.) for the purpose of resolving issues, providing informat
Provided IB program of instruction for high profile students
• Increased reading, writing and math scores
• Developed a Young Journalist program for middle school students
o Students developed a blog where they posted writings and pictures
• Provided English instruction to students in ESL preparatory years program
• Worked on a team to redevelop the ESL program
• Provided leadership and guidance to the team in reading instruction
• Provided training to teachers on effective reading strategies
Provided instruction for 24 boys each year
• Met and exceeded educational and professional goals
• Increased reading, writing and math scores
• Provided support for the team of teachers as the literacy representative
• Provided coaching for newly hired teacher
• Wrote articles for the school’s newsletter
• Developed and organized a school garden for students to study habitats
• Met and exceeded educational and professional goals
• Increased Reading, Writing and Math scores
• Provided instruction for 24 boys
• Provided teacher training on reading strategies and differentiated instruction
• Developed, implemented and managed a Business Project for second and third grade
students
• Developed promotional and marketing items
• Developed, organized and managed special projects and school wide events
• Increased parent volunteerism
• Nominated and admitted into the district’s leadership training program by the principal
• Led a team that submitted a winning proposal for school reform
• Named teacher of the month
• Acting grade level team leader
• Implemented effective intervention strategies that resulted in educational gains
• Recruited adult participants for the program
• Developed curriculum for computer class
• Trained adults, mostly college aged students in Microsoft Office
Products
• Developed, implemented and tracked participants’ community volunteerism
• Met and exceeded educational and professional goals
• Provided instruction for 24 students each year
• Developed the school's first newsletter
• Trained staff on assertive communication skills & curriculum instruction
• Organized, managed and developed budget for graduation fundraiser
• Received in-kind donations and developed community partnerships
• Met and exceeded educational and professional goals
• Provided instruction for 24 students each year
• Developed the school's first newsletter
• Trained staff on assertive communication skills & curriculum instruction
• Organized, managed and developed budget for graduation fundraiser
• Received in-kind donations and developed community partnerships
• Trained adult, mostly college aged clients in Microsoft Word, Excel and PowerPoint
• Provided training in job readiness skills
• Developed curriculum and testing material
• Received in-kind donations from local businesses
• Developed and managed a student showcase
Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. Understand and apply knowledge about home/school connections to build partnerships with ELLS’ families. Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. Plan for integrated standards-based ESOL and language sensitive content instruction. Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. Technology Standards Participants Use technology resources to engage in ongoing professional development and lifelong learning (V-A). Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning (V.D).