A.T. is an exceptional and experienced teacher candidate for any primary classroom. Structure and a systematic approach provide a clear avenue to meet the requirements for a successful and diversified classroom environment. Her content specialty in science adds to the integration of this content area, while developing language arts and math skills. Dual certification in Reading and Elementary Education makes A.T. a priority candidate.
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This candidate has a passion for history with a special interest in Ancient text. He is a writer-creating poetry and prose, and presents those in workshops for college, high school and community audiences on themes of culture, history and heritage. He is affable and connects with students while integrating the social studies curriculum with creative writing activities. His experiences in a classroom include successful permanent substitute and tutoring positions.
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D.M. is an experienced and certified inner city school administrator with resources that will see collaborative planning and best practices to meet a school’s vision and student achievements. She has experience as an assistant principal with a focus on integrating technology across the curriculum and providing distance learning opportunities. She has excellent verbal and written communication skills and promotes mutual respect as a key for successful learning and teaching. D.M. is presently working toward her PhD. Degree.
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D.R. left a long term, successful career in advertising (working with well-known. youth oriented accounts) to apply his joy for youth, sense of adventure and creativity in the classroom. His advertising experience required the mandatory use of data and he sees that same requirement as the driving force for educational planning and classroom agendas. His commitment to learning has seen remarkable results on standardized and State tests. In addition to classroom teaching, he has accepted assignments as reading specialist and testing coordinator. He’s talented and smart!
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D.S. has a strong and commanding presence. Classroom management is always controlled -using her sense of humor and dramatic presentations to hold student interest. The development of first class writing centers, and portfolio writing assessments across the curriculum, address the needs of lower achieving students and “Ivy League potentials”. She is thorough, confident and analytic in the preparation of students to meet, and exceed, grade level ELA standards. Her work with students has resulted in winning entries in writing competitions.
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What a delightful candidate for ELL students! She indeed has a passion for teaching, and always includes measurable progress in English Language Arts skills and competencies for students learning English. She has a command of proven ELL techniques that enhance the learning process- involving students physically, socially and mentally in the learning process. The use of music and art, productive connections with content classroom teachers, and cultural awareness contribute to achieving individual and classroom objectives. She disciplined and organized.
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H.M.L. has energy, is enthusiastic, and is a model for good health and physical fitness. Her strength is in teaching at the elementary or middle school levels, and is knowledgeable of the developmental skills and interests of students at those levels. She has designed curriculum that integrates other cultures and content disciplines in the physical education program. Developing life-long wellness skills is a priority for H.M.L. She has experience as an athletic director, department chairperson, coach and high-ranking national volleyball player.
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I.H. is a conscientious teacher and curriculum developer -working with staff to integrate math, sciences; ELA and social studies at the middle school level. Her noted achievements include the application of best learning practices to meet differentiated leaning styles and varied abilities -coupled with integration of literacy skills across the curriculum. Her technology background is a proven resource for students and staff. She has introduced computer labs, portfolio, and alternative assessments to support successful student achievements in State tests. I.H. is an energetic and dedicated candidate.
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L.P.is bright, personable and fully enjoys teaching. She is a model teacher and shares her successes for effective planning, student achievements and classroom management through training and evaluation of student teachers. Literacy development is a major component in her Art classes- incorporating writing and reading in daily plans. Art is never taught in isolation. In addition to literacy reinforcement, science and math concepts are merged with art assignments and projects. She’s an exceptional candidate.
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L.V. has a warm and nurturing nature ideal for an early primary teaching assignment. Her knowledge and understanding of multiple intelligences of students offers strategies to meet individual needs. Her initial training was in psychology and child development. During that time she developed plans for students considered to be “”at risk” for learning. Realizing all children do, and can learn is a personal motivation for her teaching efforts. Art and drama are avenues she uses in the classroom to keep students on task and continually involved in day’s objectives. She is poised, confident and friendly and really cares about her students, families and community.
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M.R. believes life long choices for fitness and well-being need to be addressed with all students. He is trained in, and has implemented “Project Adventure” that included challenges (by choice) activities- developing mutual respect, trust and cooperative work. He is “up beat and positive” in his relationships with students and staff. Other classroom content, skills and concepts are integrated in his P.E. plans. He works cooperatively with other teachers to assure this occurs. He coaches softball, soccer, baseball and basketball. M.R. is enthusiastic and students identify with his enthusiasm in the classroom and on the playing field. He’s an exceptional find!
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R.D. has a commitment to making a difference for underprivileged youth and students who are at risk for academic achievement, social development and a disciplined life style. Teaching math in the Peace Corps, science and math in Alaska, and teaching math to incarcerated youth are proven evidence of his commitment. R.D. prefers high school math and can teach all required Regents and advanced courses. For him, math should be practical, applicable and committed to memory.
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R.H. is a well-traveled and experienced Spanish educator. In addition to teaching in NY, he has taught in Puerto Rico, Mexico, Cuba and Costa Rica. Spanish to him is a second language and he is confident in his knowledge of accents and dialects from various countries. He clearly identifies with students who are learning Spanish. He is patient and very personable. His certification in Spanish, and Masters degree, make him a qualified and professional candidate.
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S.P. goes beyond what may be expected in an Art classroom. Art ,for her students, include higher order thinking skills, creative solutions to problem solving, fine and gross motor development, and the development of reading and writing competencies. She sees art as the opportunity to develop collaborative projects while developing social and leadership skills. With 7 years of dedicated classroom experience, S.P. offers solid classroom management, confidence and abounding energy.
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T.W. must have his picture in the dictionary listed under “self-confidence”. He is positive, direct and energetic. Following requirements from the NY City Board of Education for balanced literacy, his modeling and questioning techniques provide consistent ELA skill development. He is organized, open to the continuous development of teaching skills and a hard worker. T.W. integrates social studies concepts and provides students with historical non-fiction to support other curriculum areas. He is personable and fluent in Spanish.
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