Aimee Shea

United States - Massachusetts - South Dartmouth
Aimee Shea
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“To gain knowledge, add something everyday. To gain wisdom, remove something everyday.” —Lao Tzu
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By Aimee Shea
This is a checklist/rubric for weekly vocabulary assignments. I created the checklist using multiple evaluative criteria and based on the major reading standards for the eighth grade. The rubric contains four criteria; fluency, capitalization,
English Language Arts, Reading Strategies, Writing-Essays
4th, 5th, 6th, 7th, 8th
Printables, Graphic Organizers, Rubrics
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I have held the following teaching positions in public and private schools in Massachusetts, Florida and California over the past 10 years: -4th, 5th & 6th Grade Social Studies & English/Language Arts -6th, 7th & 8th Grade Social Studies, Math & Health Education - 7th grade -10th grade Math -10th Grade Advanced Placement U.S. Government & Politics -11th Grade U.S. History These positions have provided me with the following experience: -Created and implemented 4th - 6th grade social studies and English/Language Arts curriculum linked to Sunshine State Standards - Organized, developed and facilitated writing workshops - Created and facilitated History Alive! Night - Created and implemented curriculum for 6th - 8th grade social studies, health and math linked to Sunshine State Standards as well as NCSS (National Standards for Social Studies), NCTM (National Council of Teachers of Mathematics Standards) and National Health Education Standards - Team-Taught in inclusive special-needs classroom and ESOL classroom - Communicated with parents and school personnel regarding students' progress - Creatively taught math concepts at home to small groups of students - Planned and implemented AP curriculum in a 10th grade classroom. - Created and implemented curriculum for 10th grade Voluntary Community Service course. - Planned and implemented curriculum in 11th grade classroom I have also worked with the administration to create safe learning environments and to improve the literacy of students in all content areas. Here is an overview of my specific experience: -Liaison for Reading Literacy Leadership Team -Peer Mediation Program Co-Director -Trained new and veteran teachers for National Board Certification, in reading strategies, general teaching strategies and classroom management and for state teaching certification exams. - Assisted in teaching and behavior intervention for alternative school program I have held teaching licenses in Massachusetts from 2002 – 2005 and Florida from 2002 – 2010.


My teaching style integrates Howard Gardner's theory of multiple intelligences, cooperative learning and non-directive teaching, technology applications and brain based learning strategies. I have learned that improving as an educator is all about building your knowledge base and then building a set of systems and strategies that work for you. It took me a long time as a teacher to develop a cooperative learning structure that worked for me. I have found that increasing the amount of structured group work leads to more motivated and engaged students and positive group relations. I have been working on helping my students build relationships with myself and with their peers and I now view the social learning model not only as a motivating strategy for students but also as an excellent way to give students self esteem. Nondirective teaching is essentially a view of therapy as a mode of learning. The teacher’s role in this model is of a facilitator who takes on a counseling relationship with students in order to guide their development. The model fosters an environment of open communication between teachers and students. The primary focus of the teacher in nondirective teaching is to see the world as the student sees it. The teacher mirrors the students’ thoughts and feelings during communication using reflective comments to help students to clarify their ideas. The teacher also needs to accept all thoughts and ideas as a way of indirectly communicating to students that all feelings are acceptable. In this respect the teacher holds back from a traditional cut and dry academic answer to all problems and encourages students to express their feelings. A teacher must first show warmth and real interest in student issues. The teacher then needs to refrain from judging and try to accept the feelings of the students. Finally, the student will feel comfortable in expressing emotions, in turn freeing the student teacher relationship from any type of pressure. This entire process I feel is the key to connecting with the adolescent population that I teach. I often integrate multimedia and hypermedia in the classroom and have found these processes raise motivation in students, increase flexibility of presentation, develop creative and critical thinking skills in students, and improve student writing skills. Overall, they key to effective teaching for me is daily planning, assessment and consistant and reproducible strategies in the classroom. All of the different teaching models that I implement have helped me to create a classroom that is much more conducive to learning. I have found that students succeed the most when they sense that I am an organized professional that puts forth her best effort to try new approaches to help them to be successful students. My integrated model of teaching has resulted in students who are more prepared and confident in daily classroom assignments. This success in daily assignments has also carried over to standardized assessments at the end of the year.


I was recognized as a Who's Who of American Teachers in 2006. I have also received certification as a National Board Certified Teacher in History grades 6-12. I have also received a number of Academic Awards and Honors throughout my undergraduate and graduate studies While at Bridgewater State College completing my bachelor's degree in history with a concentration in secondary education I was on the dean's list and completed my degree with departmental honors in History. I was a member of Kappa Delta Phi and Phi Alpha Theta and graduated cum laude. While at NOVA Southeastern University completing my master's Degree in Education with a concentration in curriculum and instruction I graduated with a 4.0 GPA.


2017 Nova Southeastern University, Fort Lauderdale, Florida Master of Arts in Mental Health and School Counseling 2005 Nova Southeastern University, Fort Lauderdale, Florida Master of Arts in Teaching and Learning Specialization in Curriculum and Instruction 2002 Bridgewater State College, Bridgewater, Ma Bachelor of Science Degree in History, Minor: Secondary Education


Aimee is a holistic therapist, teacher and writer. She is the executive director of Indigo International. Aimee taught history, geography and health in middle and high schools in the public school systems in Massachusetts, Florida and California. She is a national board certified teacher and was recognized as a 2006 Who’ s Who of America’s Teachers. She has completed extensive graduate level educational research, she holds a Master’s Degree in Education from NOVA Southeastern University and has completed Master’s coursework in Mental Health Counseling at NOVA Southeastern University, Depth Psychology at Pacifica Graduate Institute and Public Health at Walden University.

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