6 Years in many different classroom settings, including: 7th, 8th, 10th, 11th, 12th grades, Honors, ELL, Inclusion, SPED, public school, charter school, boarding school Advanced to Professional License in 2014 8th Grade Team Lead and ELA Content Lead Certified in the following areas: Reading K-6 Reading 9-12 Reading 7-8 Language/Arts K-6 Reading K-6 Reading 9-12 Reading 7-8 Language/Arts K-6 Language/Arts 9-12 Language/Arts 7-8 Language/Arts 9-12 Language/Arts 7-8 Reading K-6 Reading 9-12 Reading 7-8 Language/Arts K-6 Language/Arts 9-12 Language/Arts 7-8
If I could sum up my teaching style in three words, they would be creative, student-centered, and enthusiastic. Additionally, I use best practices such as 6 Traits of Writing, thematic-based literature units, differentiated instruction, Socratic seminar, and literature circles to teach important concepts. I believe that students should be able to make choices about their reading and writing based on individual interests. I have a reputation of using creative lessons to teach concepts so students will learn authentically. My students know that I genuinely love literature and language! Classroom management is also very important to me so that students are in an environment conducive to learning. Students connect with each other about the concepts I teach and take charge of their learning. I act as a facilitator in the classroom, and do not lecture for long periods of time. I am proud to say that students have told me over and over "I never liked reading until I came to your class"!
Earned ETS Recognition for earning within the top 15% of all test takers in the English language, literature, and composition: content knowledge PRAXIS test Earned ETS Recognition for earning within the top 15% of all test takers in the Principles of Learning and Teaching: 7-12 Earned a score of 5 (Significantly Above Expectations) in following areas of TEAM observations during the 2011-12 school year: Instructional Plans, Developing and working on a professional learning plan based on analyses of school improvement goals, actively supporting school activities and events, managing student behavior, classroom environment, respectful culture, and content knowledge Earned performance level C (advanced) in the TPAC observations during the 2010-2011 school year for 7 of 13 areas assessed in the summative report, with no scores under proficient Significantly raised test scores for Tennessee's English II EOC: 95% of students predicted by TVASS to score below basic scored basic or proficient, with 33% scoring proficient
Middle Tennessee State University, Murfreesboro TN BA in English with minors in Secondary Education and Linguistics 2010
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