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Elementary School Teacher Resume Example

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Jessica Claire
  • , , 100 Montgomery St. 10th Floor
  • H: (555) 432-1000
  • C:
  • resumesample@example.com
  • Date of Birth:
  • India:
  • :
  • single:
Professional Summary

Passionate learner and accomplished primary school educator for seventeen years with proven history of improving student learning outcomes by assisting with planning, directing, and implementation of district practices. Eager to contribute to team success through hard work, attention to detail and strong interpersonal skills.

Certification
  • Certificate of Eligibility for Administrative Services Credential
  • Clear Multiple Subject Teaching Credential
  • Clear Bilingual, Crosscultural, Language and Academic Development Certificate (BCLAD)
  • No Child Left Behind Highly Qualified Certificate
  • Tier 1 Certification of Guided Language Acquisition Design (G.L.A.D.)
  • Whole Brain Teaching - 1 Day Professional Development
  • Year 1, 2, and 3, of AB466/SB472 of Houghton Mifflin Reading 1st institutes for Kindergarten
  • Year 1 and 2 of AB466 of Houghton Mifflin Reading 1st institutes for 3rd grade
  • Cognitive Guided Instruction (CGI) Professional Development
  • Explicit Direct Instruction (EDI) Professional Development
  • Assessment to Instruction (A2i) Professional Development
  • ST Math Professional Development
  • Lexia Core 5 Professional Development
Work History
Elementary School Teacher, 08/2012 to Current
Patterson Unified School District Patterson, CA,
  • Advocate view that all students can learn and facilitate learning through a positive environment, achieving above-average performance success in boosting students’ confidence
  • Teach students how to read by using strategies such as Guided Reading, Choral Reading, Shared Reading, and various phonic based programs during small group instruction
  • Maintain high expectations for all students and classroom environment conducive to learning by using Whole Brain teaching strategies whereby students are held accountable for their own learning and behavior
  • Utilize Whole Brain teaching strategies, incorporating oral and physical response, to reinforce concept development resulting in higher retention rates
  • Plan, evaluate, and employ Explicit Direct Instruction (EDI) to deliver strategically planned lessons that explicitly teach new skills and concepts to mastery
  • Establish and communicate clear objectives for all learning activities using Explicit Direct Instruction (EDI) to significantly improve achievement for all learners including English language learners and students with special needs
  • Apply Cognitive Guided Instruction (CGI) strategies during math lessons to find out what students already know to build on their natural number sense and intuitive approaches to problem-solving
  • Foster critical thinking skills through play, hands-on activities, and STEM activities allowing students to explore and use their own thinking to solve problems
  • Serve as Literacy Champion, liaison between teachers and A2i literacy coach, to assist in implementation of effective small group reading strategies
  • Observe and evaluate students’ performance through use of informal and formal individual district assessments and benchmark assessments to guide instruction
  • Maintain grades for students and effectively communicate progress of students through use of progress reports, parent/teacher conferences, SST meetings, and report cards Collaborate with colleagues to implement and deliver standards-based lessons
  • Serve as member of School Site Council to devise Single Plan for Student Achievement (SPSA) and to determine how to allocate Title I funds in ways that could benefit a diverse population of students
  • Demonstrate great organizational skills
  • Serve as grade-level lead, master teacher, and member of Social Committee
Elementary School Teacher, 08/2008 to 05/2012
Patterson Unified School District Patterson, CA,
  • Cultivated a positive learning environment to support student success and confidence through use of Whole Brain Teaching Strategies
  • Brought students from reading below grade level to grade level by using strategies such as Guided Reading, Choral Reading, Shared Reading, and various phonic based programs during small group instruction
  • Used knowledge of student background, ability, motivation, informal, and formal assessments to design, modify and implement instruction to meet needs of all learners, including special education services
  • Implemented GLAD strategies to promote English language acquisition and academic achievement on CELDT and CST Increased student CST scores by developing Curriculum
  • Alignment assessments to monitor mastery of state standards throughout school year
  • Collaborated with grade level colleagues and administrators to plan and implement standard based instruction, resulting in students achieving mastery of state standards as demonstrated on Curriculum Alignment assessments
  • Conducted data analysis of Curriculum Alignment assessments to effectively plan instruction, guide interventions, and differentiate instruction, achieving 80% of grade level proficiency in language arts and mathematics
  • Communicate student progress to parents and develop excellent relationships with them resulting in more parent involvement at home and school
  • Mentored education undergraduate students over four year period, in classroom management, organizational skills and curriculum
  • Noted by Project GLAD key trainer, assistant principal, and principal for effective classroom management
  • Served on P.E. and Yearbook Committee
Bilingual Elementary School Teacher, 08/2006 to 06/2008
Patterson Unified School District Patterson, CA,
  • Provided positive and encouraging environment for my students, achieving above-average student achievement and confidence
  • Collaborated with grade level colleagues to design, plan, and implement standard-based instruction
  • Conducted data analysis of district assessments to effectively plan instruction, guide interventions, and differentiate instruction, achieving over 80% of grade level proficiency in language arts
  • Modified instruction to meet needs of all learners, including special education services
  • Served as Kindergarten after school Title I intervention teacher to bring students working below grade level to grade level
  • Developed and designed parent workshops to teach Kindergarten families how to effectively work on literacy skills, resulting in 80% of students reading and writing
  • Conducted 20 (pre and post) home visits throughout school year to improve communication among parents and teachers
  • Developed excellent relationships with all students’ parents and strengthened parent involvement despite language and cultural barriers
  • Served on Leadership Committee, Parent Education Committee, and School Site Council Worked closely with Principal to develop school’s SPSA plan
  • Attended IEP meetings as an administrative designee
  • Served as master teacher.
Elementary School Teacher, 08/2004 to 06/2006
South Ranchito Elementary, El Rancho USD City, STATE,
  • Employed SDAIE strategies and primary language support to support English language learners Used district assessments to plan, implement, and modify instruction to meet needs of learners, including special education services
  • Served as Advisor of the Associated Student Body.
Education
Master of Arts: Educational Administration, Expected in 05/2008
to
Concordia University - Irvine, CA,
GPA:

GPA: 3.9/4.0

Bachelor of Arts: Child Development, Expected in 05/2001
to
Whittier College - Whittier, CA ,
GPA:

GPA: 3.2/4.0

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Resume Overview

School Attended
  • Concordia University
  • Whittier College
Job Titles Held:
  • Elementary School Teacher
  • Elementary School Teacher
  • Bilingual Elementary School Teacher
  • Elementary School Teacher
Degrees
  • Master of Arts
  • Bachelor of Arts

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