Experienced Teacher and University Adjunct

Mary Elizabeth Sharpe

*** ********** ***** **********, *** York 14174

Phone: 716-***-**** Email: **************@*****.***

EDUCATION

New York State Permanent Certification February, 2004

Masters in Education, Classroom Teacher/Reading, July, 2003

State Universtiy of New York, Buffalo, New York

Master’s Thesis: July, 2003

Recent Brain Research and Its Implications on Reading Instruction

Bachelor of Arts in Education, Niagara University, New York, May 1996

RESEARCH INTERESTS

• Cognition and Literacy

• Learning differences among children

• Reading and writing development

• Cognitive Science

FUTURE GOALS

• a classroom teacher in a Pre-K or primary classroom with children of diverse cultural backgrounds

• Continuing my work with children of all learning abilities; strengthen their literacy skills while nurturing their love of learning

RELATED EXPERIENCE

Niagara University, New York, January 2008- present

Listed are courses taught with Department course descriptions:

EDU 376 (Undergraduate) 576(Graduate) Integrating Language Arts in the Elementary Curriculum

This course is designed to prepare prospective teachers for teaching the language arts (reading, writing, listening, speaking, viewing, and visually representing) in the primary/elementary classroom using an integrated approach. Prospective teachers will learn how to guide students through each stage of the writing processes and how to incorporate technology into each process. They will also learn how to utilize effective practices and strategies that enable elementary students at all levels of literacy development to read, write, listen, and speak for information and understanding, literary response and expression, critical analysis and evaluation, and social interaction. Emphasis is placed on making meaningful connections for students, building strong home-school connections, and using ongoing assessment of student progress to guide instruction.

EDU 561 Literacy: Early Grades

This course presents the emergent literacy view of early reading which acknowledges children as active participants in the process of becoming literate long before formal reading and writing instruction begin. It recognizes the dynamic relation between oral and written language such that reading and writing each influence the course of development of the other. Ongoing research by the Center for the Improvement of Early Reading Achievement is presented to provide the prospective teacher with empirical foundations for sound practices to increase children’s early reading achievement. In addition, a flexible, organizational framework for establishing a balanced early literacy program will be presented as a way of thinking about the range of reading and writing activities essential for promoting early literacy. The following components of a balanced early literacy program will be examined in depth: reading aloud, shared reading, guided reading, independent reading, shared writing, interactive writing, guided writing or writing workshop, independent writing, and letter and word study.

EDU 562 Literacy: Middle Grades

This course is designed to develop effective teachers of literacy for learners in the intermediate grades 3-6, examining both theory and practice. Practicing teachers will examine effective instructional practices that address the New York State Standards and Ontario Expectations, integration of the language arts, the diverse needs of students, the use of technology for literacy learning, and assessment.

Stella Niagara Education Park, Grade 1 Sept. 2001-present

Grade 2 Sept. 1998-2001

My goal is to create a positive learning experience for my students. Our classroom is a diverse, child-oriented environment. Many modes of instruction are implemented to reach students of all ability and background. Various methods are practiced, keeping student interest and motivation high. Lessons are relevant and based on current research. Instruction is centered on authentic literature with a strong connection to writing. Technology and multi-media are used for learning enhancement, reinforcement, and research.

PROFESSIONAL DEVELOPMENT and COMMITTEES

Membership: International Reading Association

Curriculum Mapping Committee, Stella Niagara 2009-present

Our committee of three, coordinated Professional Development conferences to begin the creation and implementation of Curriculum Mapping to Stella Niagara’s faculty. Most recently, the school is 90% complete for maps in the areas of Literacy/Language Arts, Science, Math, and Social Studies.

National Council for Accreditation of Teacher Education, Niagara University

Chosen by the Department Chair, I alongside 7 other full-time and adjunct lecturers, participated in the NCATE visit to Niagara University for reaccreditaion. Our assignment was to meet with the NCATE committee and share our instructional experiences at NU.

Institute of Children’s Literature, September 2006– May 2009

After completing the Institutes Writing Aptitude test, I was accepted into its

Writing program. Within the year, I completed several manuscripts. Recently I have submitted these to publishers for possible publication.

Diocese of Buffalo Math Textbook Adoption Committee, September ‘06-March ‘07

Along with other selected educators from the area, I met with various publishers of Mathematics textbooks to determine the most supportive and cost effective program for our New York State standards.

Middle States Association for Accreditation, December, 2003, November 2007

Asked by the current principal of Stella Niagara, I participated in team visits to schools in Albany and Rochester, both in New York. This assignment consisted of reviewing the school’s Strategic Plan Narrative. Our team of four then observed the school’s routine and instruction for three days. After which we then discussed and compared our observations with information from the Narrative. As a result, the team composed a written report reflecting our findings. This report was then submitted to the Middle States Association.

Education Committee, Stella Niagara, September 2000– present

The Committee’s goal is to further Stella Niagara’s educational excellence. Faculty, parents, alumni, and members of the community take part in conversations regarding the school’s functions. The Education Committee considers ways to further advance not only the school’s academic success, but its involvement in the community. In addition to this task various committees, (e.g. Professional Development, Innovative Programs) report to the Education Committee. In turn we discuss progress of each andwrite a brief summary to be submitted to the School Board. Most recently, the Committee prepared for Stella’s third reaccreditation.

Classes, Conferences and Workshops:

*”Differentiated Instruction” Bob Johnson , November, 2008

*“No More Interruptions: What the Other Students Do During

Guided Reading” Pat Pavelka, June, 2007

*National Association for Math, 2006

*”Differentiated Instruction” Bruce Campbell, 2003

*”Six Traits of Writing”, 2001

*”Orchestrating Literacy in the K-12 Classroom”, 2001

*William Glasser’s Choice Theory and Reality Therapy, 1996

*Basic Intensive Training in Choice Theory, 1998

*”Defining Literacy Levels” Brenda Weaver, 1997

REFERENCES Official letters may be sent upon request.

Dr. Chandra Foote, Department Chair, Dept. of Education

Niagara University, NY 14109

716-***-**** email: ***@*******.***

Dr. Donna Phillips, Faculty, Dept. of Education

Niagara University, NY 14109

716-***-**** ********@*******.***

Sr. Margaret Sullivan, Principal, Stella Niagara Education Park

4421 Lower River Rd, Stella Niagara , NY 14144

716-***-**** ****************@*****.***

Margaret Baker, Teacher, Stella Niagara Education Park

4421 Lower River Rd, Stella Niagara, NY 14144

716-***-**** ********@*******.***

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