Jessica Claire
  • Montgomery Street, San Francisco, CA 94105
  • H: (555) 432-1000
  • C:
  • Date of Birth:
  • India:
  • :
  • single:

Dedicated educator with excellent interpersonal and organizational skills. Committed to creating a classroom atmosphere that is stimulating, encouraging and supportive for all students.

  • Tennessee: Apprentice Teacher Licensure (K-6)
  • Georgia: L4 Certificate Early Childhood (K-5)
  • Georgia: L5 Educational Leadership (K-12)
  • ESOL Endorsement (K-12)
  • Reading Endorsement (K-12)

Designed and conducted a professional development workshops

Founded and led a comprehensive morning enrichment program at Parklane Elementary.

Developed learning activities and thematic units used crossed the Fulton County School District

ESOL Teacher, 07/2015 - Current
Aces Middletown, OH,
  • Serve as the ESOL teacher for two school elementary schools directly
  • Observed and assessed ESOL performance and kept thorough records of progress.
  • Established clear objectives for all lessons using WIDA Descriptor's for all units and projects.
Fourth Grade Teacher, 07/2014 - 04/2015
Pocatello/Chubbuck School District 25 Pocatello, ID,
  • Team Member and teacher in a cross group setting teaching math
  • Developed detailed lesson plans, in accordance with the common core curriculum
  • Implement Individualized and Differentiated Instruction for struggling students thought he use of centers.
  • Use data monitoring to chart the strength of students and note opportunities for improvement.
  • Collaborate with team members discuss best practices and strategies to improve student achievement
Teacher / Lead ESOL Teacher, 07/2010 - 07/2014
Microsoft Corporation Redmond, WA,
  • Served as a team leader for the ESOL Parklane Elementary School
  • Assisted in the placement of new Limited English Proficiency students in appropriate class and program
  • Monitored progress of all ESOL students by reviewing test data, placement
  • Monitored progress of students exited from the ESOL program by coordinating the identification, testing and reporting of monitored students
  • Provided training to staff regarding established procedures
  • Worked with teachers, counselors, parents, and bilingual liaison in ensuring students are receiving appropriate services with the program
  • Implemented the Avenues ESOL curriculum develop Language Arts lesson plans aligned with the Common Core Standards incorporating all subjects areas
  • Provided strategies for ESOL students that are within the Response to Intervention(RTI) process
Field Advisor, 03/2012 - 07/2012
Albuquerque Public Schools Albuquerque, NM,
  • Coordinated, planned, and development course materials for specific subject areas; facilitated instruction under the Teaching for Student Achievement (TfSA) curriculum, and its framework, for becoming an effective new teacher in a high need school
  • Explicitly modeled best teaching practices; prepared, presented, and facilitated daily lessons within a two-and-a-half-hour framework; customized curriculum lessons for teacher interns
  • Incorporated student work, organizational tools, district-specific curriculum, and other artifacts from education and into the classroom
  • Maintained high levels of session rigor through skillful facilitation
  • Documented and reported Fellows' progress and performance level on interval (mid-point and end-point) of the summer; and communicated feedback to Fellows and program staff
Second Grade Teacher, 07/2008 - 06/2010
Albuquerque Public Schools Albuquerque, NM,
  • Worked in an English Speakers of other Languages (ESOL) Co-Teaching model classroom implementing the America's Choice Design model
  • Developed lesson plans aligned with Georgia Kindergarten Inventory of Developing Skills (GKIDS)
  • Administered assessments and developed rubric for scoring
  • Implemented, and documented strategies for student improvement through the Response to Intervention (RTI) process
  • Administered Diagnostic Reading Assessment (DRA) every nine weeks and developed rubrics for instruction assessment
  • Utilized Promethean Active Board technology throughout daily lessons; created a print-rich environment through the presentation of standards-based bulletin boards, charts, and student work;
  • Participated and conducted weekly Data Team meetings to address student strengths and weaknesses
Second Grade Teacher School Support Team Leader, 07/2005 - 04/2008
Arizona State University Tempe, AZ,
  • Administered Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment every nine weeks
  • Served as grade level chairperson, documented assessment findings and reviewed data with staff and parents
  • Developed and maintained classroom management by using clear goals and expectations while facilitating a positive learning environment
  • Collaborated with grade-level team members, conducted presentations in staff meetings
  • Established and maintained professional relationships
  • Attended weekly Leadership Team meetings; and assisted in the development of school improvement plan goals and served as the Student Support Team (SST) leader to provide successful strategies for struggling learners.
Second Grade Teacher, 07/2004 - 04/2005
North Country Academy Dearborn, MI,
  • Provided intervention strategies to at risk students
  • Completed quarterly running records, assisted with Tennessee Comprehensive Assessment Program (TCAP)
  • Served as a mentor to the fourth grade student council.
Tutor, 04/2008 - Current
Swing Education Anaheim, CA,
  • Tutoring provided to K-12 students in varied subject areas.
  • Concentration is primarily in the area of Reading and Mathematics.
Student-Teacher, 2004 - 04/2004
Ross Elementary/McKissak Middle City, STATE,
  • Developed creative methods of integrating technology into the classroom
  • Constructed and practiced an effective classroom management plan; distinguished completion of all university coursework and student teaching in grades Fourth, Seventh, and Eighth.
Substitute Teacher, 01/1 - 01/2004
Nashville Metropolitan Public Schools City, STATE,
  • Experience from approximately 12 public schools; A wealth of experience in dealing with students of varying behavioral, academic, and social statuses.
Daycare Teacher Assistant, 01/2000 - 10/2002
Schrader Lane ChildCare Center City, STATE,
  • Worked with Lead-Teacher on school curriculum and taught mini-lessons along with teacher.
Bachelors: Elementary Education Child Growth and Development, Expected in May 2004
Tennessee State University - Nashville, TN
Elementary Education Child Growth and Development
Master of Science: Educational Leadership, Expected in May 2007
Mercer University - Atlanta, GA
Educational Leadership
: Curriculum and Instruction, Expected in Dec. 2010
Argosy University - Atlanta, GA
Curriculum and Instruction
Doctorate of Instructional Leadership: , Expected in Aug. 2014
Mercer University - Atlanta, GA
National Scholar's Honor Society 2005 - 2007 Professional Association of Georgia Educators 2008 - Current


* Claire, N. (2014)Teacher's Perception of the Voyager Universal Literacy System On English Learner Reading Readiness.


* Microsoft Word, Excel,

* Desktop Publishing Software, Photoshop

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School Attended

  • Tennessee State University
  • Mercer University
  • Argosy University
  • Mercer University

Job Titles Held:

  • ESOL Teacher
  • Fourth Grade Teacher
  • Teacher / Lead ESOL Teacher
  • Field Advisor
  • Second Grade Teacher
  • Second Grade Teacher School Support Team Leader
  • Second Grade Teacher
  • Tutor
  • Student-Teacher
  • Substitute Teacher
  • Daycare Teacher Assistant


  • Bachelors
  • Master of Science
  • Doctorate of Instructional Leadership

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