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Mission Statement
About Me...
With over 20 years of experience in education, I have taught students ranging from preschool to third grade, with a focus on third grade. In addition, I have collaborated with a community theater group, producing a variety of children's and adult shows. Through my work in both education and theater, I have honed my skills in communication, collaboration, and creative problem-solving. I am passionate about creating engaging and inclusive learning environments that foster student success and personal growth, and I strive to inspire a love of learning in all of my students.
"Education is the most powerful weapon which you can use to change the world." - Nelson Mandela (1993).As I pursue my Master of Science in Education (MSED) program, I am dedicated to enhancing my knowledge and skills to improve student learning outcomes and support student success. Through my studies, I am developing a deeper understanding of emerging technologies and innovative teaching methods that can be applied to my work in the classroom. I am committed to leveraging this knowledge to create engaging and effective learning experiences that promote student growth and achievement, with the belief that education can be used as a powerful tool to positively impact the world.
Mission:
My mission is to support children as they discover and explore new ideas in a safe, welcoming classroom environment and be an inspiring and empowering force in children’s lives. Through this approach, they are excited and motivated to learn. I aim to develop an inclusive classroom atmosphere in which all students learn to appreciate and respect the diversity in their class—promoting both hard and soft skills in my students, including STEM skills and critical emotional skills such as compassion, resilience, and work ethic. I ensure that all children, regardless of gender, race, ability, or social class, have the opportunity to succeed in my classrooms. Develop a forward-looking, technologically enhanced, and motivating learning environment. Inspire a lifelong love of learning by creating exciting, authentic, engaging, and relevant lessons for my students.
Professional Thought Pieces
A Relevant Issue in Teaching
Teaching to the test has become a common practice in many schools where teachers are under pressure to prepare students solely for the content and format of standardized tests. While this approach may appear to improve test scores, it can limit students' learning experiences and create an environment that emphasizes rote memorization over deeper learning, which can limit critical thinking and problem-solving skills (Gewertz, 2019). In addition, teaching to the test can create anxiety and stress for both students and teachers, which may lead to decreased motivation to learn and teacher burnout (McCarthy, 2018).In my school setting, teaching to the test has become prominent, especially with the increased importance of standardized tests in our state's accountability system. This has led to pressure on teachers to spend more time on test preparation and less on other content areas such as social studies, science, and the arts, which can limit students' overall educational experience.
Research has shown that teaching to the test can have negative effects on student learning outcomes and can narrow the focus of classroom instruction (Shepard, 2016). Therefore, it is important for educators to strike a balance between test preparation and providing a well-rounded education that fosters critical thinking, creativity, and collaboration.
Professional Thought Pieces; Teachers Well Being
The importance of teacher well-being has been emphasized in recent research (Smith & Ingersoll, 2017). Teachers are expected to do much more than just teach and face a range of challenges (Brown, 2020). These challenges can impact their well-being, resulting in high levels of stress and burnout (Lloyd et al., 2019). Therefore, it is essential to promote teacher well-being to create a positive educational environment and improve student achievement (Brown, 2020).
Research has shown that teachers' well-being is linked to their effectiveness as educators (Tschannen-Moran & Hoy, 2007). Teachers who are stressed or burned out are less likely to be engaged in their work, and may have lower levels of job satisfaction, which can lead to lower student achievement (Collie, Shapka, & Perry, 2012). Therefore, promoting teacher well-being is not only important for teachers but also for the students they teach.
One way I promote well-being is by accepting support available and using resources for self-care. This can include taking opportunities for professional development on topics such as stress management and mindfulness, as well as providing access to mental health services (Brown, Thorpe, & Clapp-Smith, 2019). In addition, school leaders can promote a positive school culture that prioritizes the well-being of teachers by acknowledging their hard work and providing opportunities for social support and collaboration.Another way to promote teacher well-being is by reducing their workload and providing greater autonomy in the classroom. Teachers who feel overwhelmed with their workload or micromanaged may experience higher levels of stress and burnout (Skaalvik & Skaalvik, 2018). Giving teachers greater autonomy in the classroom can help them to feel more in control of their work, which can improve their well-being and job satisfaction (Grolnick & Ryan, 1987). In conclusion, promoting teacher well-being is essential for creating a positive educational environment (Parker, Martin, Marsh, & Colmar, 2014). By providing support and resources for self-care, promoting a positive school culture (Jennings & Greenberg, 2009), and reducing teachers' workload while providing greater autonomy in the classroom, schools can help to promote the well-being of their teachers and improve student achievement.
Impact on Positive Social Change
Impact on Positive Social Change
As a third-grade teacher, my plan to have an impact on positive social change is to incorporate culturally responsive teaching practices into my classroom (Nieto, 2013). Culturally responsive teaching is an approach that recognizes and values the diversity of students' backgrounds and experiences, and seeks to create a learning environment that is inclusive and affirming for all students.
One way to incorporate culturally responsive teaching practices is to use culturally relevant texts in the classroom (Nieto, 2013). By selecting books and other materials that reflect the diversity of my students' experiences, I can help to promote an inclusive classroom environment that values and celebrates all cultures (Nieto, 2013). Another way to incorporate culturally responsive teaching practices is to incorporate student voice and choice into the learning process (Yoon, 2016). This can be done by providing opportunities for students to share their perspectives and experiences, and by allowing students to choose topics and activities that are meaningful to them (Yoon, 2016). In addition, I plan to create a safe and supportive classroom environment where all students feel valued and respected. This can be achieved by setting clear expectations for behavior, promoting positive relationships among students (Jennings & Greenberg, 2009), and providing opportunities for students to work collaboratively and support one another.
Teachers are responsible for not only educating students but also addressing their socio-emotional needs, navigating changing educational policies, and dealing with the pressures of standardized testing. All of these challenges can have an impact on teachers' well-being and can lead to high levels of stress and burnout (Parker et al., 2014).
Teachers Well Being
The importance of teacher well-being has been emphasized in recent research (Smith & Ingersoll, 2017). Teachers are expected to do much more than just teach and face a range of challenges (Brown, 2020). These challenges can impact their well-being, resulting in high levels of stress and burnout (Lloyd et al., 2019). Therefore, it is essential to promote teacher well-being to create a positive educational environment and improve student achievement (Brown, 2020).
Research has shown that teachers' well-being is linked to their effectiveness as educators (Tschannen-Moran & Hoy, 2007). Teachers who are stressed or burned out are less likely to be engaged in their work, and may have lower levels of job satisfaction, which can lead to lower student achievement (Collie, Shapka, & Perry, 2012). Therefore, promoting teacher well-being is not only important for teachers but also for the students they teach.
One way I promote well-being is by accepting support available and using resources for self-care. This can include taking opportunities for professional development on topics such as stress management and mindfulness, as well as providing access to mental health services (Brown, Thorpe, & Clapp-Smith, 2019). In addition, school leaders can promote a positive school culture that prioritizes the well-being of teachers by acknowledging their hard work and providing opportunities for social support and collaboration.Another way to promote teacher well-being is by reducing their workload and providing greater autonomy in the classroom. Teachers who feel overwhelmed with their workload or micromanaged may experience higher levels of stress and burnout (Skaalvik & Skaalvik, 2018). Giving teachers greater autonomy in the classroom can help them to feel more in control of their work, which can improve their well-being and job satisfaction (Grolnick & Ryan, 1987). In conclusion, promoting teacher well-being is essential for creating a positive educational environment (Parker, Martin, Marsh, & Colmar, 2014). By providing support and resources for self-care, promoting a positive school culture (Jennings & Greenberg, 2009), and reducing teachers' workload while providing greater autonomy in the classroom, schools can help to promote the well-being of their teachers and improve student achievement.
Professional Practice
CASEL-SEL-Competencies.pdfMural SEL Day.pdfThe Better Together SEL lesson plan involves several steps that help students develop their social and emotional skills, including:
Introduction: The teacher introduces the concept of teamwork and discusses the importance of working together to achieve common goals.
Activity: The class makes individual tiles to be placed together to form a class mural. Each student can decorate their tile to reflect their personality and interests, but the tiles must also be designed to fit together as a cohesive whole.
Reflection: After completing their tiles, students reflect on their individual contributions to the class mural and discuss how their unique perspectives and talents helped to create something more significant than the sum of its parts.
Discussion: The teacher leads a class discussion on the importance of teamwork, collaboration, and community building. Students are encouraged to share their thoughts and insights on how these skills can be applied daily.
By participating in the Better Together SEL lesson plan, students develop essential social and emotional skills, including communication, collaboration, empathy, and respect for others. They also learn to appreciate the unique contributions of each individual and the power of working together towards a common goal.
LIBRARY
Why Teaching Is My Passion
Why Teachers Leave?
REFERENCES
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