Name

ASPIRING TEACHER

CONTACTS PROFESSIONAL PROFILE

Devoted early childhood educator with a passion to teach essential skills that will
erhwerhwerh promote success in all areas of development. Experience working with diverse
populations. Natural desire to understand the individual learning style of each child
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and to cultivate a growth mindset in a collaborative classroom.

HIGHLIGHTED EXPERIENCES
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Certified Guest Teacher (ghfjsjsfgj, September 2018 – present)
EDUCATION
 Follow lesson plans provided by teachers and leave detailed notes to
ensure a smooth return to the classroom
PK-3rd Grade (State) Licensure
 Effectively manage classroom behavior using research-based approaches
Program
College
Support Teacher (dfghhrh, May 2018 – August 2018)
Location
2018
 Assisted main teachers with Reggio Emilia inspired lessons and projects
 Documented daily activities using journals and portfolios to promote
Bachelor of Science in
positive communication with families
Education
College
Student Teacher (sfgjsfjsgj, Jan 2018 – May 2018)
Location
2016
 Created and taught a four-lesson unit plan resulting in 80% of students
displaying increased knowledge on post-assessment
LICENSE  Implemented accommodations for students with an IEP to support active
participation in the classroom
Four Year Resident Educator  Maintained positive communication with cooperating teacher and two
Early Childhood (PK-3) paraprofessionals to support rapid progress of classroom goals
Valid until 6/2022
Intern (sfgjsfjgsfjsfj, March 2017 – May 2017)
EXPERTISE & TRAITS
 Instructed small groups of students who needed individualized support with
• Knowledge of Common Core daily reading, writing and math activities
Standards  Supported English language learner with everyday classroom activities
• Developmentally appropriate
which resulted in increased participation and socialization efforts
practice
• Differentiated instruction
strategies Teacher (sfgjsfgjsfjsf, Jun 2016 – Jun 2017)
• Positive classroom
management  Engaged children with lessons and activities based on developmentally
• Technology integration
appropriate practices and state standards
• Student assessment
---  Observed, documented, and reported children's progress to families
• Intrinsically motivated
• Determined Intern (sfgjsfgjsfjs, Sep 2015 – Apr 2016)
• Growth mindset
• Organized
 Created and distributed reading and writing materials for parents to use with
• Flexible
• Desire to collaborate their children at the library and at home
• Self-reflective  Re-designed Ready for Kindergarten area in library which resulted in
• Patience and calm demeanor increased parent-child involvement