Resume

Objective:

• Full-time employment as an English Language Arts teacher, grades 6-9, or Literacy-related.

Education

2012

• Certified National Board Facilitator

2010

• Certified ProTeach Facilitator

2009

• National Board Certification, English Language Arts (6-9)

1999-2001

• Seattle Pacific University, Seattle, WA.
• Master of Education: Curriculum and Instruction

1995-1997

• St. Martin’s University, Lacey,WA.
• Bachelor of Arts, English/ Education double major

1992-1995

• Grays Harbor College, Aberdeen, WA.
• Associate of Arts, Liberal Arts

Certification 

Washington State Certification: 

• Continuing Certificate, 4-12
• National Board Certification, 6-9, EA/ELA

Endorsements:

• English 4-12
• Language Arts 4-12
• English/Language Arts 4-12
• Social Studies 4-12

Teaching Experience

Reading Intervention Specialist, Title 1, Evergreen School District, 2011-2012.

• Teaching reading and writing strategies to fourth and fifth graders as whole group workshop model.
• Teaching one-on-one and small group instruction with the CAFE method, Guided Reading Plus, and Fluency Practice.
  
• Instructional Artifacts: [Powerpoints saved as pdf for ease of viewing. Refresh if an image is blurry]
  
• Step Up to Writing | Two Column Note Taking | Guiding Reading Plus Word Work
  
• Ongoing Professional Development: CAFE/The Daily Five district training, Guided Reading Plus district training, and The Daily Five school-wide book study.
• School-wide Staff Development Provider: Partner Fluency Practice and Self-Assessment.

WSU Adjunct Professor, Professional Certification Program, 2010-Present.

• Teaching Professional Certification courses.
  
• Course Editor, Professional Certification, redesigned Professional Certification Angel online courses,  2011.
  
• Supervisor Debra Pastore, College of Education, WSU Pullman.

Substitute Teacher 2010-Present

• Evergreen, Camas, Battleground, and Ridgefield School Districts.

English Language Arts 6-12, Glenwood School District, 2001-2010.

• Taught English Language Arts  (6-12), yearbook (9-12), creative writing (9-10), senior project, and reading lab (6-8).
  
• Program development: English Language Arts program and curriculum (6-12), cultural enrichment activities
• Organized fundraisers including auctions, dinners (150+), raffles, and direct sales.
• Organized travel opportunities to Portland, Oregon: dinner and theater for students, faculty, and community.
  

English Teacher Leave Replacement American Literature, Shelton High School, Shelton, WA, 2001.

Substitute Teacher Olympia School Districts Olympia, WA, 2000.

Language Arts/Social Studies One-year Leave Replacement, North River Jr/Sr. High, Brooklyn, WA, 1999.

Volunteer

• Evergreen Bible Church, China Outreach Ministries, English Instruction, (360) 892-4452.

Memberships

• Willamette Writers

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Letters of Recommendation

Letter 1: Evergreen School District

Present employer: Bonnie Webberley, Principal, Burton Elementary, Evergreen School District, Vancouver, WA.

Letter 2: Washington State University

Present employer: Debra Pastore, Director, College of Education, WSU Pullman.

Letter 3: Former Superintendent, Glenwood School District

Jay Anderson, Superintendent, Glenwood School District, hired me to teach E/LA, 2001.

Letter 4: Glenwood School District

This letter most accurately describes many of my contributions.

Letter 5: OSPI

Nikki Elliott-Schuman, Writing Specialist, OSPI.

Letter 6: Glenwood School Board of Directors

Provided to me from the Glenwood School Board of Directors.

Letter 7: My Neighbor and Landlord

Lois and Harry Dechand, a prominent and very active Glenwood family.

Letter 8: The Parents of Sheyu Yan from Changsha, China. My 2009-2010 Exchange Student

From the parents of a former Chinese exchange student,2009-2010

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Teaching Practice

Students can hit any target they can see and that holds still for them!
–Rick Stiggins

Curriculum

Curriculum Map: I develop a curriculum map at the beginning of the school year that aligns with GLE’s, reading and writing strategies, and the month that this content is taught along with district assessments to measure student progress. This guides my instruction.

Understanding By Design: This is my curriculum design method to design effective instruction and assessment based on learning targets.

Instruction

• Workshop Model with clear learning targets.
• Best Practices
• Clearly posted learning targets
• A variety of assessments throughout the instructional sequence.
• Differentiation to maximize student learning.
• Journals, portfolios, technology-infused curriculum.

Instructional Video

• Burton Elementary, Evergreen School District, 2011-2012.
• Title 1 Reading Intervention: Small Group Fluency Practice Video
• Student practice reading fluency with a partner, 1 minute timing, graph individual results, reflect on individual results.
  

Research-based Instructional Strategies:

• Workshop Model
• Cooperative learning (Kagan)
• Differentiation (Tomlinson)
• Integrated language arts (reading, writing, communication)
• Technology-infused instruction and assessment
• Literature-based instruction
• Reading strategies: Comprehension, Fluency, Vocabulary (Cafe Framework)
• Guided Reading Plus small group instruction
  
• Writing strategies: persuasive, expository, descriptive, and narrative writing.
• Six Traits of Effective Writing
• Step Up to Writing, effective paragraphs, essays, research writing, and summaries. Writing to learn.

Sample Instructional Materials

Writing Workshop

• Narrative: Keepers
• Narrative: Artifacts
• Elaboration Strategies
  
• OSPI Writing Instructional Modules

Reading Workshop

• Making Predictions
• Active Reading
• Making Connections

CAFE Reading Framework

• CAFE and The Daily Five
• Conference Documents

Classroom Management

• To create a positive learning environment, students actively participate in creating a democratic classroom with agreed upon classroom norms and procedures.
• Students are directly involved in collaborative group work to decide on the procedures, rules, and consequences that they agree to abide by.
• The results are posted on the classroom wall to frequently review to sustain a positive learning environment.
• My discipline ladder: Reflection sheet (Canter Model) and a quick conference with the student> detention and a telephone call home> referral for disciplinary action and a telephone call home.

Parent and Community Communication

I use a variety of communication strategies to encourage and support two-way parent and community communication that builds a foundation of trusting relationships.

Communication Strategies

• Email: individual and parent group email.
• Progress Reports and Academic Reflection Sheets completed by students/signed by parents.
• Positive notes home.
• Web site lesson posting
• Frequently updated online grade book.
• Monthly email classroom newsletters
• Translations of communications and parent/teacher conferences
• Parent(s)/Guardian(s) as peer editors during writing workshops.

Classroom Volunteers

• When the course syllabus goes home at the beginning of the year, the last page includes a sign off slip that ensures the parent(s)/guardian(s) have read and agree to the classroom policies. It also collects email addresses to be part of a parent communication list and if they are interested in being a volunteer.
• A weekly email newsletter goes out to my parent communication email list, and volunteers are contacted as needed to assist in class activities that require additional assistance.