I have spent five years teaching students in K-8th grade, in multiple subject areas. My primary concentration is working with students through literacy development.
My instructional beliefs are based on many different research-based ideologies. For example, I believe in planning for learning using the backwards-design model. I use the common core state standards; school and county instructional expectations; and the knowledge I have of my students strengths, needs, and interests to inform my assessments and instruction. Current mathematics research has supported using pre-diagnostic assessments as a means for determining student’s developmental and conceptual understandings. Current literacy research has supported using pre-diagnostic reading assessments measuring independent comprehension as a means to launch reading/writing instruction. I utilize this research-based approach in my teaching, by implementing pre-diagnostic assessments as a means to begin and inform instruction. I then use this data to form flexible grouping for each unit, aligned with differentiated ELA and Mathematics material to meet the needs of my students, at varying levels of conceptual understanding and application.
Who's Who Among American Universities & Colleges; Outstanding Student Leader
Certifications: Early Childhood Education (PK-5th); English to Speakers of Other Languages (PK-12th); Special Education General Curriculum (PK-12th); Gifted & Talented (PK-5th); Reading Specialist (PK-12th)