Laurie Adele

International Educator 🤍 Lifelong Learner

Welcome to my page! I’m an international educator and lifelong learner. My passion is to inspire learning, encourage collaboration, and develop critical thinking skills in an energetic learning environment.

I’ve enjoyed guiding English language learners to a deeper understanding of themselves and the world around them for over 15 years.

Q U A L I F I C A T I O N S

Education

#M.A.Ed #InPersonUniversity

Masters of Arts in Education
Curriculum and Instruction
California State University, 2009
4.0 GPA

Bachelor of Science
Graphic Design
Arizona State University
Magna Cum Laude 3.7 GPA

Certificates

#USA #TeachingLicense #TESOL

Multiple Subject Teaching Credential
California Commission on Teacher Credentialing
Grades K to 8
Renewable on April 1, 2024

TESOL Certificate
California Commission on Teacher Credentialing
PreK to Adult
Renewable on April 1, 2024

Verify both documents:
- At this link https://www.ctc.ca.gov/
- Search for an Educator
- Document Number Search: 180141314

Leadership Opportunities

#Coaching #Coachable

Student Teacher

Head of Lower Elementary Math, ISE

Improve student achievement in the department by:

- providing lesson structure, data collection, and data analysis.
- modifying instruction based on student performance in class and on tests.
- increasing the use of manipulatives and representational drawings.
- analyzing curriculum for consistency and vertical alignment.
- observing teachers and providing positive feedback.

Curriculum Lead, Lower Elementary, CIS

Modernize online instruction via:

- professional development.
- researching and distributing easy-to-use online tools.
- taking the initiative to find and sign up for free online learning programs and then providing them to all teachers. Including Mystery Science, Think Central iTools, Brain Pop Jr., and Quizizz.
- evaluating lesson content and suggesting improvements.
- developing visually rich digital lesson templates and interactive games.

Notable Leadership, AIS West

Present professional development:

1. Using Reading A to Z for Differentiation
2. Using Manipulatives in Math

Notable Leadership, Redwood Elementary

Grade Level Chair, 2005-2009
District Curriculum Pacing Team, writer, 2009-2014
School Site Leadership Team, panelist 2007-2010
Math Note-taking and Summarizing, presenter 2009
District English Language Learner Committee, panelist 2007-2010
Math Curriculum Committee, panelist 2012
ThinkCentral Math Workshop, presenter 2010
Classroom Instruction that Works, presenter, 2009

Work History

#20Years #IBpyp #Homeroom #ESL #SEN #SingleSubject

Head of Lower Elementary Math & Grade 3 Math Teacher

International School of Egypt

2020 to 2021 New Cairo, Egypt
Dr. Stephanie Katerra, hiring principal

Curriculum Lead Lower Elementary & Grade 2 Homeroom Teacher

Capital Internatonal School

2019+ to 2020 New Cairo, Egypt
Dr. Stephanie Katerra, hiring principal

Learning Support Teacher Grades 4 and 5

American International School, West Campus

2016 to 2019 New Giza, Egypt
Dr. Les Potter, Director
Laura Abboud, hiring Principal
Lani Walker, Head of Department
Dr. Stephanie Katerra, IT Integrationist

English as Second Language Teacher

American Language School

2015 to 2016 Menofiya, Egypt

Homeroom Teacher Grade 4

Redwood Elementary School

2005 to 2004 California, USA

Ms Rosa Romero, Principal

Reading Intervention Teacher Grades 4 and 5

Redwood Elementary School

2004 to 2005 California, USA

Ms Hiedi Witcher, Principal

S T U D E N T S A M P L E S

Project Based Learning

Publish Books about Food Chains

#CooperativeGroups #Roles #Jigsaw #Differentiation #21stCentury Skills #Communication #Collaboration

Ready? Jigsaw 1 Trophic Experts.

After the introduction of the unit concepts, students chose a trophic level (carnivore, herbivore, omnivore, decomposer, producer). Students took turns serving in a different group role each day.

Cooperative groups met daily to learn about many kinds of animals in that trophic level in various habitats.

Differentiation meant some students could read better than other students. I told each group that each person in the group had something important to contribute whether it as reading, asking, or telling.

Set. Jigsaw 2 Habitat Experts.

Students chose a habitat group (mountain, pond, marine, backyard, etc.) and presented their knowledge about their trophic level. Students learned about the food webs in their specific habitat. Each group researched and worked together to choose which food chain they would write about.

Go! Individuals write and illustrate. Group publishes.

Each habitat group concluded its efforts by writing, illustrating, and publishing a printed book about a real food chain. Each trophic level had its two-page spread.

My reflections

As a facilitator it was exciting to see the students take so much ownership of their knowledge. I witnessed them gain a deeper understanding of trophic levels and habits as well as a deeper respect for each other. They used 21st Century Skills to solve problems by asking questions, respectfully listening, and using critical thinking skills. By telling each group that each member had something important to offer, the students who were struggling to keep up were respected and had full participation in their groups. The roles helped them become a cohesive working group. While most didn't become “playground friends” they were consistently respectful and caring with each other even in the next grade. Parents enjoyed the chance to buy their child's book.

This project was possible due to incredible resources from the school's library and an administration that supported project based learning.

Research, Write, Model History

#WholeClass #Individual #21stCenturySkills #Creativity #CriticalThinking #ReflectiveThinking

Ready? Novel study and field trip.

- Pasquala by Gail Faber
- The whole class read aloud with note-taking and discussions.
- Whole class reflective writing “I am Pasquala” using this Freeology template. (Each student wrote a poem about themselves as well.)
- Field trip to a nearby California Mission

Set. Research and Write

- Students used pre-selected materials.
- Research the mission history and use, impact on Native California tribes.
- Writing frame.
- Daily Teacher writing demonstration.
- Writing frames for ESL and SEN students.

Go! Make a model.

Students could use a floor plan or their Internet research.
Students were encouraged to use things around the house that could be consumed (cardboard, pasta, etc.).
Sometimes models were made in groups, and sometimes by individuals.

My Reflection

Students developed a deep respect for the Native Californians’ experiences. This was evident in the class poems and individual poems. The field trip helped students step into the life of Native Californians. The essay writing was challenging, so I created paragraph frames for students who needed more structure to write successfully. This project was possible due to the school's library, and easy access to computers for all students.

Publish a Map

We studied the regions of California. Students summarized what was important to them about the regions. They created a corresponding map and published a poster. This project was possible due to excellent school library resources at student reading levels.

Publish a Book of Poetry

We studied characteristics of poetry. After each direct instruction and group practice, students wrote poetry based on their experiences. Individual poetry books were published for Mother's Day. This project was possible due to the school's pacing guide for language and literature.

Write and Perform a Cooperative Skit

Cooperative groups chose a fable. They wrote a skit and created puppets or costumes. Each group presented their skit to the class. Some students made hand puppets, others created simple costumes, while others took advantage of the document camera.

Inquire, Respond, and Reflect

Cooperative groups read several picture books about Native American stories in order to answer specific inquiries. Each group recorded their responses on separate posters. Next students compared each other's responses and reflected on their take-aways. Finally, the class shared their individual reflections with the whole class. This project was possible due to a wide range of books from the school library.

Depict a Life Cycle Using Ceramic Clay

At the end of the unit students chose an organism from a selection. Researched it and depicted its life cycle in ceramic showing beginning, middle, and end. Students used the principles of art we had learned so far: relief, texture, matte and shiny. Student work was fired in the school's kiln.

Art in the Garden

Students chose from a pre-selected set of art and created a slab pot. Students also wrote a summary about the artist. The pot was used to decorate the school's new garden. This project was possible due to the school's access to kilns.

ib PYP

Reflective

S T U D E N T S L E A R N I N G

Philosophy

Demo Lessons

Reference Letters

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