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Professional Portfolio
Amanda June Hinton Masters of Arts in Teaching Highly Qualified, Early Childhood Education (Birth to 3rd Grade)

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Table of Contents
Cover Letter...3 Resume4 Workshops.6 Philosophy of Education..7 Classroom Management.....8 Reading...9 Writing..11 Mathematics.12 Letters of Recommendation..13

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Amanda Hinton 1109 East 22nd Street Cheyenne, WY 82001 Dear Sir or Madam: My name is Amanda Hinton. I am a graduate of the University of Arkansass Masters of Art in Teaching (MAT) program. I am a certified teacher in the state of Wyoming and am highly qualified in early childhood education (birth to grade 3). I taught Third Grade in Arkansas for two years before moving to Indiana. While living in Indiana I worked for 1 years as an Evaluation Specialist for a private school and worked in a day care specializing in meeting the needs of children with disabilities. I am currently a Title 1 Tutor at Afflerbach Elementary. I have had the privilege over the last few years of working with a very diverse group of children, including English Language Learners, children with autism, Fetal Alcohol Syndrome, cerebral palsy, and various learning disability diagnoses. During this time, I have attended numerous workshops, including two intense 2-year workshops dealing with Literacy and the 1 day MANDT training offered by LCSD #1. Strategies learned in these workshops allow me to identify the needs of my students and have equipped me with the tools needed to provide a quality education to my students. I am excited about the prospect of teaching in your school district and look forward to the chance to meet with you to discuss this opportunity. Please visit for my LinkedIn profile, which contains more professional information, sample instructional materials, and pictures. Sincerely,

Amanda June Hinton

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1109 East 22nd Street, Cheyenne, WY

Amanda June Hinton

It is my long-term goal to utilize my degree in teaching public primary education and to receive my National Board Certification.

August 2011-Present Laramie County School District #1, Afflerbach Elementary Cheyenne, WY
Title 1 Tutor-Check in/Check (CICO) out Coordinator

Title 1 Tutor in charge of Check-in/Check-out (CICO), a program designed to improve individual student behavior through a system of positive adult interaction and rewards/incentives; coordinate weekly CICO meeting; work with CICO team to identify students who would benefit from the CICO program, guide teachers through the nomination process, and meet with teachers weekly to assess student progress; communicate with parents in regards to CICO; set and track appropriate goals for the student; enter CICO data into SWIS/CICO; track student data and use data to drive decision making and tailoring of program to meet the student's needs; prepare reports to present to the CICO team; check-in with students at the beginning of the day and check-out with students at the end of the day; attend MANDT training offered through the district. Work with Third Grade students on reading and writing strategies during interventions; work with Second Grade students using Leveled Literacy Intervention during intervention block; progress monitor First Grade students using AimsWeb. Complete other tasks/duties as requested. Easter Seals, Arc of Northeast Indiana Fort Wayne, IN

July 2010-June 2011

Classroom Teacher

Developed and implemented daily program plans and ensured compliance with Child Care SOPs and state and agency regulations; assured that every child has a developmental plan that include daily activities to support individual student goals; provided a positive environment for the student; conducted Parent/Teacher conferences twice a year as scheduled; ensured the safety, health and well-being of each child by following all safety rules; completed all safety drills according to agency guidelines. Completed documentation and maintained files for assigned children; Completed and documented a minimum of 20 hours of training per year; attended in-service and staff meetings as assigned. Member of the Parent Advisory Board. Keystone Schools Fort Wayne, IN

July 2007-January 2009

Evaluation Specialist Teacher

Evaluated readiness levels of students; provided strategies and goals based on each students proficiency; monitored progress of student; taught proficiency based reading and math class; emergency substitute; collaborated with teachers for student success in the classroom; pulled out students to work on skills in a one-on-one setting; made sure IEP accommodations were met for testing. Conducted Parent/Teacher conferences at least two times per year. Answered parent questions and helped find educational resources in the communities.

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July 2005-June 2007

Springdale Public Schools

Springdale, Arkansas

Classroom Teacher-Third Grade

Taught curriculum according to state mandated standards; created and maintained a least restrictive environment for student learning; assessed students and created differentiated lessons to meet students needs; responsible for meeting needs of all students including those with IEPs; conducted parent teacher conferences at scheduled times and as needed per parent or teacher request Attended teacher in-service/meeting days as well as Effective Literacy and Literacy Lab workshops. Established and maintained rapport with fellow teachers, parents and students.

June 2004-May 2005 University of Arkansas, Fayetteville Fayetteville, AR
Master of Arts in Teaching

One-year program designed to provide classroom experience for implementing designed lesson plans and classroom management theories; required completion of a reading case study, classroom unit, and an Action Research Project prior to graduation and awarding of degree. Action Research Project looked at the effect that Paired Writing has on overall writing achievement. Paired Writing was shown to increase student writing scores. Graduated with a 4.0 GPA

August 1998-May 2003

University of Arkansas, Fayetteville

Fayetteville, AR

Bachelor of Science in Education Four-year program designed to provide a foundation in child development, lesson plan design and implementation, instruction, classroom management, and IEPs; also provided classroom laboratory experience.

Ms. Carol Clarke Principal, Afflerbach Elementary 400 West Wallick Road Cheyenne, WY 82007 307-771-2300 Mrs. Tammy Henline Business Director 6611 Sedgemore Place Fort Wayne, IN 46835 260-450-3503 Ms. Danielle Lyons Childcare Director, Easter Seals, Arc. 4919 Coldwater Road Fort Wayne, IN 46818 260-456-4534

Ms. Cynthia Voss Principal, Shaw Elementary 4377 Grimsley Road Springdale, AR 72762 479-750-8898

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Effective Literacy: Effective Literacy for Grades 2-4 is a two-year professional development opportunity offered by the Arkansas Department of Education and the state's education service cooperatives. It is designed to assist teachers in grades 2-4 and K-12 special education in the implementation of a comprehensive literacy program by increasing their knowledge and skills in research-based, developmentally appropriate instructional practices. It focuses on teaching students along a continuum of literacy learning progressions, using an assessment system to inform systematic and explicit instruction, choosing instructional strategies proven to prevent or remediate reading failure, and utilizing evidence-based practices for classroom management. Literacy Lab: The Smart Step Literacy Lab Project is a rigorous 14 day staff development designed for all teachers (content English/reading/language arts, resource), media specialists and principals of students in grades 4 - 12. The training covers a two-year period. Seven days in year one cover the material and research needed for teachers to implement a reading workshop environment in their classrooms. Those days address the need for creating engaging literate environments in classrooms, as well as instruction in fluency and comprehension strategies in that moving culture. Seven days in year two are designed to instruct teachers to use assessment as the driver of instruction and to implement writing workshops in their classrooms along with vocabulary and word study instruction. MANDT Training: A one day workshop to instruct participants how to establish positive relationships in a learning environment. The positive relationships create an environment of respect in hopes of deterring inappropriate behavior and establishing lines of communication for when behaviors do occur. Effective communication was highlighted as a fundamental component of establishing a positive relationship with students. Every Day Math Training: I have requested to attend the EDM training offered by LCSD#1 during the week of June 4-8. I have yet to receive a response regarding my request.

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Philosophy of Education
Education is not spoon-feeding the students information; it is teaching them how to think on their own and how to use the knowledge gained to become productive members of society. Any student can learn when the teacher creates the least restrictive environment by cultivating mutual respect, understanding and appreciating diversity, and understanding each childs individual needs. Learning is a life-long process. Education is an everchanging field and we, as professionals, must continue our education in order to give every student the best possible education. Not every class is the same. Teachers must change their strategies to fit the needs of the students. We must celebrate even the smallest achievements in a students education. What seems small to us is monumental to the student. Collaboration between staff is essential to a productive learning environment. Open communication between parents and teachers must be established immediately and maintained constantly in order to build a rapport based on respect. Both successes and areas of improvement need to be communicated. I am a role model for my students. My behavior reflects the behavior expected of my students.

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Classroom Management
I establish an environment that allows each student to learn, feel safe, and be respected. I make sure that students understand that every action has a consequence. Whether the consequence is positive or negative depends on their action. I ask the students to participate in creating classroom rules. This gives the students ownership of the classroom and ensures that each child is aware of the classroom expectations. Students and parents sign a copy of the rules. I engage the students in the learning process. Students who are engaged are less likely to act out. I communicate weekly with parents/guardians about their childs behavior. Daily communication is made when necessary. I immediately establish a rapport with the students by creating one-on-one time with students, telling them about myself, building a sense of community in the classroom, and using what Carol Cummings calls rituals and traditions in her book Winning Strategies for Classroom Management. I create a space that is engaging but not overwhelming. I establish consistency in the classroom by making sure the students are aware of the rules, the consequences of breaking the rules, and by following through with established consequences.

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There are five essential elements that must be addressed for a balanced reading program. Fluency: The ability to read text with speed, accuracy, and proper expression. Guided repeated oral reading, independent silent reading, Readers Theatre, Tape Assisted Reading, Echo Reading, Paired Reading, and Choral Reading are all strategies that can enhance fluency. Comprehension: Active process that involves thoughtful interaction between reader and text; intentional thinking in which the reader constructs new meaning in connection with the text. Comprehension monitoring, graphic and semantic organizers, question answering and generation, summarization, and making connections are all strategies for teaching comprehension. Phonemic Awareness: The ability to recognize, focus on, and manipulate phonemes in spoken syllables and words; English consists of 41 phonemes. Phoneme isolation, phoneme identity, phoneme segmentation, phoneme blending, and phoneme deletion are all strategies for teaching phonemic awareness.

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Phonics: Way of teaching reading that stresses the acquisition of letter-sound correspondences and their use in reading and spelling. Analogy phonics, analytic phonics, embedded phonics, phonics through spelling, synthetic phonics, and onsetrime phonics are ways to focus on phonics. Vocabulary: All the words in a language; includes oral and written. Indirectly and directly teach vocabulary. Engage students in daily oral language. Model reading. Adequate time for silent reading. Understanding that a childs home life directly affects their acquisition of vocabulary.

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The writing process: Pre-writing Drafting Revising Editing Publishing Students need to: Write every day. Write in al subject areas. Be exposed to writing for different reasons and audiences. Share writing. Ways to allow students to write: Journals Writers Workshop Writing in other content areas (ex. Math)

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Students need to: Use manipulatives to turn abstract concepts into concrete concepts. Be exposed to a variety of ways to solve problems. Be encouraged to use higher order thinking skills. Be encouraged to write in Math. Math needs to: Challenge every student. Be differentiated to meet the needs of every student. Be connected with real work scenarios to make learning relevant.

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Laramie County School District Number One

Afflerbach Elementary 400 W. Wallick Rd. Cheyenne, WY 82007 (307) 771-2300

Carol Clarke Principal

April 9, 2012 Re: Amanda Hinton To Whom It May Concern:

Cindy Pilch Assistant Principal

Continuous Learning for All

I am pleased to write a letter of reference for Mrs. Hinton. She has been employed as a tutor here at Afflerbach during the 2011-2012 school -year. Within this position, she has been our Check In Check Out staff member for students who were referred through our RtI process. Once referred, Mrs. Hinton created a contract with the student, teacher, and parents to facilitate individual success. The goal of this program is to instill intrinsic motivation with the student to become independently successful. Mrs. Hinton kept weekly data to work with the students, teachers and maintain positive contacts with the parents. Additionally, depending on the students needs, Mrs. Hinton made contacts with the students that could be as often as 3-4 times per day or once per week. As students became more successful, Mrs. Hinton would model and coach the students to be self-evaluative and eventually be successful on their own. Additionally, Mrs. Hinton was the supervisor of an after-school extended day program for 1st grade students. During the day, Mrs. Hinton also provided instruction for small groups of students with the District LLI program. Mrs. Hinton graduated from the University of Arkansas with a degree in Education. She continued her education and earned her Master of Arts in Teaching in Early Childhood Education. Her teaching experience includes a year as a special ed. paraprofessional in a self-contained classroom, two years as a teacher of third grade, and a year as a preschool teacher. She moved to Cheyenne a year ago. Mrs. Hinton collaborates well with staff. Her willingness to advocate for the student and do whatever it takes to assist with his/her success is apparent. She established positive relationships with the students but also understood the need structure and independence. If support from home did not appear to be consistent, she would find adults within the building to provide the assistance needed for the student. She kept staff informed of progress with the students. Her creative ideas for success and willingness to work through the process with struggling students are admirable. Mrs. Hinton volunteered to participate in activities such as family activity nights, and PTO sponsored activities. Her willingness to step in and do other duties as needed is appreciated. Her dedication to the educational profession and to our at-risk families is commendable. Her organizational skills, ability or work with others, passion for student success and eagerness to learn would make her a valuable team member. Please feel free to contact me. Sincerely, Carol Clarke, Principal

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March 30, 2012 To Whom It May Concern: Please accept this as a letter of recommendation for Amanda Hinton. I had the opportunity to work with Amanda at Afflerbach Elementary School where she was hired as a Title-One Tutor, more specifically, to facilitate a research based behavioral intervention called Check-In Check-Out (CICO). Amanda utilized her experience as a classroom teacher to quickly adjust to the role of Afflerbachs CICO coordinator. This position demands an individual who is self-motivated, highly organized and a skilled communicator who can collaborate with other professionals to create effective, individualized plans for students with diverse needs. Amandas enthusiasm, flexibility, commitment, and desire to expand her knowledge enabled her to be very successful in working closely with students, staff and families to promote positive behavior and learning. Amanda easily balanced the dual role of collecting and interpreting data to drive decisions while establishing great relationships with the students she worked with. Amanda excelled to meet the unique challenges this position offered! Amanda is extremely hard working and sets high expectations for not only herself, but for the students and teachers she supports. She is reliable, trustworthy, and a great listener. Amanda would be an asset to any work environment and I would highly recommend her for employment in the field of education. Please feel free to contact me with any specific questions.

Leah Jones, MSW School Social Worker Afflerbach Elementary School 307-771-2300

P a g e | 15 March 23, 2007 To Whom It May Concern: I am writing this letter in support of Mrs. Amanda Hinton, a third grade teacher in my building. Amanda has been an intern at Smith Elementary prior to her third grade placement. As an intern, Amanda was very responsible and professional with her University tasks as well as her teaching tasks. She was always someone I could count on to do what ever needed to be done. Amandas willingness and ability to work with others has carried over into her teaching career. This is her second year to teach third grade at Smith Elementary. Amanda has shown her talents through her work with special needs children that have been purposefully placed in her classroom in an attempt to give them the best care available. She has a special gift of patience and insight when dealing with children that have special needs, both academically and emotionally. Amanda is team oriented. She loves to have fun, laugh, and be a contributing member of her team. She has worked closely with her grade level team planning lessons, developing and revising curriculum, and developing assessments. She has been trained in Literacy Lab and has taken that training and shared it with her grade level team. They have worked together to implement this approach throughout the grade level under Amandas leadership. I have enjoyed working with Amanda for the past three years. Amanda has a gift for teaching and a desire to continue to learn and improve her techniques as she grows professionally each year. Her love for her children is evident as she interacts with her students. I am confident that any school that had the insight and good judgment to hire Mrs. Amanda Hinton will be very fortunate. Your students will reap the benefits! Sincerely,

Cynthia Voss, principal Willis D. Shaw Elementary School 4377 Grimsley Road. Springdale, AR 72762 479-750-8898

P a g e | 16 March 14, 2007 To Whom It May Concern: I am writing this professional letter of recommendation for Amanda Hinton. Mrs. Hinton is currently teaching third grade during her second year at Thurman G. Smith Elementary in Springdale, Arkansas. She was well prepared to enter the teaching profession as she earned her graduate degree after completing a year-long internship through the M.A.T Program at the University of Arkansas, Fayetteville. The students in my fourth grade class during the 2004-2005 school year had the opportunity to experience Mrs. Hintons teaching first hand. All of my students enjoyed Mrs. Hinton, and they speak fondly of her. Mrs. Hinton became a special person in their lives that year, and she made special memories for all of them. She has developed very important skills for a beginning teacher by being able to adapt her teaching style to meet the needs of her learners. Mrs. Hinton has researched and implemented units of study that have been beneficial to her since beginning her teaching career. Again, my students thoroughly enjoyed Mrs. Hinton and missed her tremendously when she graduated. Professionally speaking, I know that Mrs. Hinton has been provided with numerous and diverse experiences. Being an intern in the M.A.T program, Mrs. Hinton has very marketable skills that will be invaluable to any school district that employs her. The University of Arkansas College of Education department has set high expectations of themselves and the interns. Im glad to say that I saw a new type of graduate: one that is professionally prepared and informed about the ever-changing educational system. Her professional knowledge and skills have stayed with her throughout her first two years of teaching. It has been a pleasurable experience watching Mrs. Hinton continue to grow as a life-long learner. Again, I would like to offer my professional recommendation for Amanda Hinton. She would be an asset to your school district. My students and others think highly of her and enjoyed her internship and teaching at our school. She has the knowledge and skills to be an informed and experienced educator. I wish her the best. If I can provide any additional information, please call me at (479) 750-8898. Sincerely, Mary B. Ellis Fourth Grade Teacher Willis D. Shaw Elementary 4377 Grimsley Road Springdale, AR 72762

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