Ms. Smith

About Me

I graduated from the University of Virginia with a Bachelor of Arts degree in English and a minor in Sociology. I went on to earn my Master of Arts degree in Elementary and Early Childhood Education from Trinity University. I have taken an additional 30 graduate credits in courses centering around curriculum and instruction and special education. I have been a teacher at HMR since 2003. In my spare time I love to read and spend time outdoors.

Office Hours

The second Wednesday of the month 3:45-4:15 and the third Thursday of the month 8:10-8:40.

Contact information


Tuesday: library

Wednesday: art

Thursday: music

Friday: Spanish

Classroom Reminders

*HMR is NUT-FREE: please do not send in any peanut/tree nut products of any kind. Please check labels on all packages to make sure the product is also not manufactured in a facility that produces any kind of nut product.

*Please label ALL outerwear and ANY item that is sent into school.

*Please send in a labeled change of clothing (just in case!).

*Please send in one healthy snack, a nutritious lunch, and drinks (children may refill their water bottles at school).

*If there is a change in your child's regular dismissal schedule we must have a Change of Dismissal Form sent in (located in HMR handbook). This is school policy for your child's safety.

The Educational Philosophy of Bright Horizons

“Teaching is a delicate balance of learning and leading others to learn.” -J. Robinson

The educational philosophy of preschool is centered on the belief that all children have the right to learn in a nurturing, caring, supportive environment. The teachers strive to provide a rich, stimulating environment filled with meaningful, developmentally appropriate, “hands on” activities. They work to create a strong sense of community so that students will feel free to explore in a safe, comfortable, and stable environment. In their classrooms, the virtues of kindness, caring, and sharing are always exemplified. The classroom community will create positive and meaningful social interactions where students can continue their social and emotional development in a supportive environment. Being sensitive to others' feelings, respecting and accepting students for who they are, separating from home, learning to share, care, play with others and establishing friendships are critical elements of the preschool years. Another important aspect of the classroom community will be a student centered learning environment. The teachers will plan themes based on student interest and construct lessons around the theme. They work to promote an active partnership with parents to ensure that each child’s developmental needs are met and will reach their fullest potential.

Philosophy of the Special Education Program in the Franklin Lakes School District

“If he cannot learn the way we teach, we had better teach the way he can learn.”- Robert Buck

The special education teachers of Franklin Lakes Public Schools believe in success for all children. We are dedicated to providing a safe and nurturing environment in which each child has the opportunity to reach his or her fullest potential. Learning is an individual process in which each child will have the optimum opportunity to develop academically, socially, and emotionally. We strive to foster individual strengths while developing areas in need of more support. We support students through a variety of specialized instructional strategies, techniques and materials.

The teachers in the Franklin Lakes special education program focus on student achievement through the implementation of research-based curriculum that reflects best practices in special education. Comprehensive assessments are also used in order to establish data-driven goals and objectives to guide individual student success. The IEP is the cornerstone of the student’s program. We implement the IEP to meet the specific needs of each student in our programs. We are consistently mindful of the specific accommodations and modifications that will help our students reach success in both special and general education programs.

As a group, we philosophically believe in the movement to give special needs students greater access to general education classes. Our goal is to strengthen our relationship with our general education colleagues through the in-class support model. The establishment of this partnership, while maintaining our identity as special educators, will create greater opportunities for student success now and in the future. We are committed to excellence and making a significant difference in the lives of students challenged by the classroom setting.