Teacher Assistant, Lead Teacher
Resume:
ELIZABETH L. SCHEXNIDER
acp3kx@r.postjobfree.com
New Orleans, LA 70117
CERTIFICATION
Massachusetts Initial License Early Childhood: Teacher of Students With & Without Disabilities (PK-2),
#472883, February 2014
TESOL/TESL/TEFL Teacher Training Certification, August 2009
EDUCATION
Lesley University, Cambridge, MA
M.Ed. in Early Childhood Education, May 2014
Louisiana State University, Baton Rouge, LA
B.A in History, 2008
Oxford Seminars, New Orleans, LA
TESOL/TESL/TEFL Teacher Training Certification, August 2009
TEACHING EXPERIENCE
Cambridge Public Schools, Cambridge, MA April 2015 – Present
Instructional Aide, Dr. Martin Luther King Jr. School, CI Immersion Program, Grades JK/K
•Work as a teacher partner and collaborator to plan with math and ELA coaches, ESL specialists, and English reading specialists to develop, introduce, and teach extended and modified curriculum plans in a bi-lingual junior kindergarten/kindergarten classroom that serves children with multiple diversities
•Act as assistant teacher on a daily basis and serve as the lead teacher during teacher absences; support the learning of state and district curricula including; reading learning through the Fountas and Pinnell Literacy Collaborative Model; writing instruction through Martha Horn’s “Talking, Drawing, and Writing” model; mathematics learning through the TERC investigations curriculum, and science and social studies learning based on district investigations
•Supervise students during lunches, recess, and transitions to special subjects; accompany and supervise students during off-site visits and activities
Cambridge Public Schools, Cambridge, MA November 2014 --April 2015
Extended-Term Substitute, Dr. Martin Luther King Jr. School, Grade 1
•Planned and taught all subject areas to a diverse group of learners; created, modified, and extended curricular materials to meet the needs of English language learners, students with specials right, and students with IEPs; supported the learning of students with 504s
•Participated in coaching cycles and curriculum collaboration with grade level colleagues to develop and deliver rich and differentiated learning experiences in ELA, math, science, and social studies
•Collaborated with the Leveled Literacy Interventionist to plan lessons to meet the needs of students in reading recovery; implemented the Singapore Math Curriculum’s Reteach Lessons to support the learning of students in RTI groups
•Coordinated and conducted home school conferences; wrote and prepared report cards; and completed progress reports for all students
•Aligned grade level Common Core standards with district curriculum units to teach The Singapore Math Curriculum; Lucy Calkins writing units of study that focused on procedural and persuasive writing concepts, and Fountas and Pinnell word study and guided reading principles.
•Used formative assessments to continually adjust curriculum planning and met tier-two accountability standards by teaching daily small group lessons in math and ELA based on screening data
Cambridge Public Schools, Cambridge MA March 2014 -- November 2014
Instructional Aide, Fletcher-Maynard Academy, ASD Classroom, Grades 2/3
•Supported student learning, classroom activities and in the modification and preparation of specialized materials; implemented lesson plans and individualized education plan goals and objectives
•Supervised individual, whole group learning and activity times; supported safe and positive interactions at lunch, recess and special subjects, including art, music, library, computer, and physical education
•Recorded daily behavioral data, and monitored student instructional progress using discreet trials and Applied Behavioral Analysis
Cambridge Public Schools, Cambridge, MA Fall 2013
Student Teacher, Fletcher-Maynard Academy, Grade 1 Inclusion Classroom
•Planned and delivered lessons in ELA, math, science, and social studies to a multicultural class including students on the autism spectrum, ELL students, and students with learning challenges
•Taught ELA unit that focused on handwriting skills and writing for comprehension using direct instruction, modeling, inquiry, and partner conversations
•Taught multiple math lessons using the TERC Investigations curriculum; differentiated instruction to meet the needs of all students with and without special needs; incorporated visual supports and manipulatives
Cambridge Public Schools, Cambridge, MA Fall 2013
Student Teacher, Fletcher-Maynard Academy, Jr. Kindergarten Classroom,
•Provided supervision and guidance of daily activities, field trips, and special activities that facilitated children’s cognitive, social, language, physical and sensory motor development
•Implemented positive guidance strategies through modeling respectful behavior and good manners to promote social and language development
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