MY CAREER SO FAR...
MY CAREER SO FAR...
Educational Assistant (Fall 2011 - Spring 2014)
Educational Assistant (Fall 2011 - Spring 2014)
Since graduating from St. Charles High School in June of 2011, knowing that I would be entering the field of elementary education, I have had one goal in mind: become the best educator I can be.
Since graduating from St. Charles High School in June of 2011, knowing that I would be entering the field of elementary education, I have had one goal in mind: become the best educator I can be.
My time in education started with using my days off from college classes not as rest days or time to just sit at home, but to spend time volunteering in various classrooms and settings as an educational assistant within St. Charles Elementary School.
My time in education started with using my days off from college classes not as rest days or time to just sit at home, but to spend time volunteering in various classrooms and settings as an educational assistant within St. Charles Elementary School.
For three years, most days that I did not have class or clinical practice through Winona State University, Rochester (WSU-R), I could be found at the elementary school. I would start in a 3rd grade classroom, assisting the teacher with her math lesson by answering students' questions or taking a small group aside for extra help.
For three years, most days that I did not have class or clinical practice through Winona State University, Rochester (WSU-R), I could be found at the elementary school. I would start in a 3rd grade classroom, assisting the teacher with her math lesson by answering students' questions or taking a small group aside for extra help.
Following the 3rd graders, I would move down the hall and spend time with a 6th grade science teacher during his prep, talking with him and helping get things prepared for any upcoming labs, activities, tests, etc. (On a couple of occasions, I was given the opportunity to take test results and create a test-item analysis which was used in 5th-12th grade content area PLC meetings.) I would then sit in on his next two class rotations, helping students and assisting the teacher in any way I could before moving downstairs for my next experience.
Following the 3rd graders, I would move down the hall and spend time with a 6th grade science teacher during his prep, talking with him and helping get things prepared for any upcoming labs, activities, tests, etc. (On a couple of occasions, I was given the opportunity to take test results and create a test-item analysis which was used in 5th-12th grade content area PLC meetings.) I would then sit in on his next two class rotations, helping students and assisting the teacher in any way I could before moving downstairs for my next experience.
The second half of my day would start in a special education classroom, working one-on-one and in small groups with students struggling with learning disabilities. Most of my time was spent doing reading activities with these students, but the teacher knew of my strong background in math, so I would also take some time to work with them in that area.
The second half of my day would start in a special education classroom, working one-on-one and in small groups with students struggling with learning disabilities. Most of my time was spent doing reading activities with these students, but the teacher knew of my strong background in math, so I would also take some time to work with them in that area.
The final part of my day was spent in a 4th grade classroom. The classroom teacher would start with a read aloud after everyone was back from lunch and recess, then we would move into math, where I would assist students as needed and sometimes take over small parts of a math lesson. I would also occasionally give spelling tests to the students and correct them before I left for the day.
The final part of my day was spent in a 4th grade classroom. The classroom teacher would start with a read aloud after everyone was back from lunch and recess, then we would move into math, where I would assist students as needed and sometimes take over small parts of a math lesson. I would also occasionally give spelling tests to the students and correct them before I left for the day.
Most of this experience took place before I even began core teaching classes at WSU-R, so I was well-integrated into the school setting by the time my instruction and clinical practice began. These experiences continued during my time at WSU-R, also on days I did not have classes.
Most of this experience took place before I even began core teaching classes at WSU-R, so I was well-integrated into the school setting by the time my instruction and clinical practice began. These experiences continued during my time at WSU-R, also on days I did not have classes.
Clinical Practice (Fall 2013 - Spring 2015)
Clinical Practice (Fall 2013 - Spring 2015)
After starting classes at Winona State University, Rochester in the fall of 2013, it was not long before my classmates and I began our first of many clinical experiences within Rochester Public Schools.
After starting classes at Winona State University, Rochester in the fall of 2013, it was not long before my classmates and I began our first of many clinical experiences within Rochester Public Schools.
Having a classroom to ourselves inside of Riverside Elementary, we were always surrounded by students of all ages. What made Riverside special was the immense cultural diversity of the students and staff. Coming from a community of very little diversity, it was an eye-opening experience to be surrounded by so many people from so many different countries (over 20 countries represented), whose families often spoke a different language at home.
Having a classroom to ourselves inside of Riverside Elementary, we were always surrounded by students of all ages. What made Riverside special was the immense cultural diversity of the students and staff. Coming from a community of very little diversity, it was an eye-opening experience to be surrounded by so many people from so many different countries (over 20 countries represented), whose families often spoke a different language at home.
One of the most unique experiences I had while at Riverside was teaching a science unit in a 4th & 5th grade "newcomers" class, which included students whose families had very recently moved to the United States and needed more English instruction in addition to the other content areas. Stressing vocabulary and turning every lesson throughout the day, whether science, math, or otherwise, into an English lesson was crucial for every student to assimilate themselves and attain the same level of success as those who had lived in Rochester (and the U.S., really) their entire lives.
One of the most unique experiences I had while at Riverside was teaching a science unit in a 4th & 5th grade "newcomers" class, which included students whose families had very recently moved to the United States and needed more English instruction in addition to the other content areas. Stressing vocabulary and turning every lesson throughout the day, whether science, math, or otherwise, into an English lesson was crucial for every student to assimilate themselves and attain the same level of success as those who had lived in Rochester (and the U.S., really) their entire lives.
I taught a number of lessons at Riverside in my two years there, but another of my more memorable experiences was teaching the After School Academy (ASA) as a part of our Global Studies course. In ASA, students would spend extra time outside of school, twice a week, learning more about various social studies topics, from history to geography and more. In pairs, we would plan lessons and activities for each session over a two-week period, then we took over those sessions with very little guidance from the lead teachers. It was an amazing experience showing kids that learning does continue outside of the school day and that it can be fun to learn in a non-traditional classroom setting as well.
I taught a number of lessons at Riverside in my two years there, but another of my more memorable experiences was teaching the After School Academy (ASA) as a part of our Global Studies course. In ASA, students would spend extra time outside of school, twice a week, learning more about various social studies topics, from history to geography and more. In pairs, we would plan lessons and activities for each session over a two-week period, then we took over those sessions with very little guidance from the lead teachers. It was an amazing experience showing kids that learning does continue outside of the school day and that it can be fun to learn in a non-traditional classroom setting as well.
In addition to Riverside, I was lucky enough to spend time at a number of other elementary schools and grade levels across Rochester, including Jefferson (2nd grade), Sunset Terrace (kindergarten), Hoover (5th grade), Gage (physical education), and Bamber Valley (art). Much of this time was spent observing and working with students one-on-one and in small groups, but there were also numerous opportunities to plan and teach my own lessons for the whole class.
In addition to Riverside, I was lucky enough to spend time at a number of other elementary schools and grade levels across Rochester, including Jefferson (2nd grade), Sunset Terrace (kindergarten), Hoover (5th grade), Gage (physical education), and Bamber Valley (art). Much of this time was spent observing and working with students one-on-one and in small groups, but there were also numerous opportunities to plan and teach my own lessons for the whole class.
Talking to peers from other colleges who majored in elementary education, I realized how lucky I was to have such a variety of experiences, as everyone else had only been in one or two schools during their four years of college. There was still one other school, however, in which I would spend a great deal of time within Rochester Public Schools, technically my first official piece of student teaching.
Talking to peers from other colleges who majored in elementary education, I realized how lucky I was to have such a variety of experiences, as everyone else had only been in one or two schools during their four years of college. There was still one other school, however, in which I would spend a great deal of time within Rochester Public Schools, technically my first official piece of student teaching.
Student Teaching (Fall 2014 & Spring 2015)
Student Teaching (Fall 2014 & Spring 2015)
Attending WSU-R, student teaching is a bit different than the traditional model. Most colleges have their candidates complete the entirety of their student teaching during the second semester, a large chunk of time to gain valuable experience, but no opportunity to see how a classroom is set up or how to start off a school year. My student teaching experience was split between two schools at two different times of the year: Harriet Bishop Elementary in Rochester the first six weeks of the 2014-2015 school year and St. Charles Elementary for 12 weeks during the spring.
Attending WSU-R, student teaching is a bit different than the traditional model. Most colleges have their candidates complete the entirety of their student teaching during the second semester, a large chunk of time to gain valuable experience, but no opportunity to see how a classroom is set up or how to start off a school year. My student teaching experience was split between two schools at two different times of the year: Harriet Bishop Elementary in Rochester the first six weeks of the 2014-2015 school year and St. Charles Elementary for 12 weeks during the spring.
At Harriet Bishop, I was placed with a 3rd grade teacher who had been teaching in the building for over 20 years and had had a student teacher almost every one of those years. The experience began a week before the students started class, and during that week I got to take part in district meetings, PLC's, "Meet the Teacher" night, and getting every facet of the classroom (and even the hallway) set up for the first day of school. This would not have been possible in a traditional student teaching model.
At Harriet Bishop, I was placed with a 3rd grade teacher who had been teaching in the building for over 20 years and had had a student teacher almost every one of those years. The experience began a week before the students started class, and during that week I got to take part in district meetings, PLC's, "Meet the Teacher" night, and getting every facet of the classroom (and even the hallway) set up for the first day of school. This would not have been possible in a traditional student teaching model.
By this time, having more classroom experience than any of my other classmates, I was ready to jump in and start teaching on day one, but I was patient and we smoothly transitioned into me teaching full-time after a week or so. In the end, I wrote lessons and taught a majority of the remaining four weeks of classroom time before ultimately transitioning back to the classroom teacher and going back to college classes myself.
By this time, having more classroom experience than any of my other classmates, I was ready to jump in and start teaching on day one, but I was patient and we smoothly transitioned into me teaching full-time after a week or so. In the end, I wrote lessons and taught a majority of the remaining four weeks of classroom time before ultimately transitioning back to the classroom teacher and going back to college classes myself.
A few months later, I found out I would be placed in the 6th grade at St. Charles Elementary, the same school I attended and spent hundreds of hours in as an educational assistant. Being familiar with the surroundings (after working in so many new buildings and meeting so many new teachers and students over the prior two years) made it very easy to jump right in and begin teaching.
A few months later, I found out I would be placed in the 6th grade at St. Charles Elementary, the same school I attended and spent hundreds of hours in as an educational assistant. Being familiar with the surroundings (after working in so many new buildings and meeting so many new teachers and students over the prior two years) made it very easy to jump right in and begin teaching.
This experience was unique in another way, as the director in charge of placements at Winona State had never placed a teacher candidate in a grade level in which the students rotate classes throughout the day. This would require me to spend time with each of the three grade level teachers at some point in my experience.
This experience was unique in another way, as the director in charge of placements at Winona State had never placed a teacher candidate in a grade level in which the students rotate classes throughout the day. This would require me to spend time with each of the three grade level teachers at some point in my experience.
I sat down with the three teachers, and we planned out exactly when I would be with each of them, spending four weeks at a time in each classroom teaching reading, math, and science respectively, along with English the first eight weeks and social studies the final four.
I sat down with the three teachers, and we planned out exactly when I would be with each of them, spending four weeks at a time in each classroom teaching reading, math, and science respectively, along with English the first eight weeks and social studies the final four.
Over the course of the 12 weeks at St. Charles Elementary, this model allowed me to teach lessons repeatedly, improving upon my instruction with each lesson throughout the day, while also teaching every content area extensively by the time I was finished.
Over the course of the 12 weeks at St. Charles Elementary, this model allowed me to teach lessons repeatedly, improving upon my instruction with each lesson throughout the day, while also teaching every content area extensively by the time I was finished.
After graduating in early May of 2015, I returned to St. Charles Elementary on a number of occasions to work on a bottle rocket project with the 6th graders which we started under my instruction. I also attended the launching of said rockets, joined the entire group on their 6th grade camp trip to Whitewater, and spent the last day of school with them, supervising the classes during the annual end-of-the-year teacher talent show.
After graduating in early May of 2015, I returned to St. Charles Elementary on a number of occasions to work on a bottle rocket project with the 6th graders which we started under my instruction. I also attended the launching of said rockets, joined the entire group on their 6th grade camp trip to Whitewater, and spent the last day of school with them, supervising the classes during the annual end-of-the-year teacher talent show.
Both the 3rd grade group and the 6th grade group were special groups to me and I could not have had two better experiences to launch me into my first year as a licensed educator.
Both the 3rd grade group and the 6th grade group were special groups to me and I could not have had two better experiences to launch me into my first year as a licensed educator.
K-12 Substitute Teacher (Fall 2015 - spring 2021)
K-12 Substitute Teacher (Fall 2015 - spring 2021)
Upon graduating from college, I applied for a couple positions in the area (wanting to stay close to home and family) and decided that, if things did not work out for any of them, I would gladly become a substitute teacher for the upcoming school year. Ultimately, I did not end up with an offer for the positions, so I added my name to the substitute teacher list in St. Charles and Dover-Eyota where I have been teaching since.
Upon graduating from college, I applied for a couple positions in the area (wanting to stay close to home and family) and decided that, if things did not work out for any of them, I would gladly become a substitute teacher for the upcoming school year. Ultimately, I did not end up with an offer for the positions, so I added my name to the substitute teacher list in St. Charles and Dover-Eyota where I have been teaching since.
During the last six years as I continue to look for a classroom of my own that is a good fit for me, I have filled in for over 80 different teachers in nearly as many classrooms across two school districts, as well as a handful of paraprofessionals and other staff members. This includes K-12, preschool, physical education, music/choir/band, special education, and Title 1.
During the last six years as I continue to look for a classroom of my own that is a good fit for me, I have filled in for over 80 different teachers in nearly as many classrooms across two school districts, as well as a handful of paraprofessionals and other staff members. This includes K-12, preschool, physical education, music/choir/band, special education, and Title 1.
On a number of occasions, especially during the last calendar year while dealing with the COVID-19 pandemic, I was asked to fill in for multiple weeks at a time for teachers in quarantine. During this time, teachers would give me a general outline of what to cover during my time in the classroom and I would plan lessons and move at the pace necessary to achieve those goals by the time the classroom teacher returned. This allowed me to have the same students for long stretches of time, to get to know everyone better, and to treat the classroom as my own for a time while keeping the classroom teacher abreast of how things were going each day.
On a number of occasions, especially during the last calendar year while dealing with the COVID-19 pandemic, I was asked to fill in for multiple weeks at a time for teachers in quarantine. During this time, teachers would give me a general outline of what to cover during my time in the classroom and I would plan lessons and move at the pace necessary to achieve those goals by the time the classroom teacher returned. This allowed me to have the same students for long stretches of time, to get to know everyone better, and to treat the classroom as my own for a time while keeping the classroom teacher abreast of how things were going each day.
During the 2018-2019 school year, I filled in for an ELL teacher at St. Charles Elementary while she was on maternity leave from early October through the beginning of November. This included travelling to various classrooms in both the elementary school and high school, holding small group sessions with elementary students, and working through homework and tests with a high school senior who needed extra help with the English language. I returned to her classroom later in the year to work with her students while she did yearly testing for a two-week stretch.
During the 2018-2019 school year, I filled in for an ELL teacher at St. Charles Elementary while she was on maternity leave from early October through the beginning of November. This included travelling to various classrooms in both the elementary school and high school, holding small group sessions with elementary students, and working through homework and tests with a high school senior who needed extra help with the English language. I returned to her classroom later in the year to work with her students while she did yearly testing for a two-week stretch.
I have also had the pleasure of attending various field trips in different grade levels, filling in for classroom teachers, including a 6th grade trip to the Minnesota History Center and Fort Snelling in the Twin Cities, a 4th grade trip to Quarry Hill Nature Center in Rochester, and a 7th grade trip to Whitewater State Park.
I have also had the pleasure of attending various field trips in different grade levels, filling in for classroom teachers, including a 6th grade trip to the Minnesota History Center and Fort Snelling in the Twin Cities, a 4th grade trip to Quarry Hill Nature Center in Rochester, and a 7th grade trip to Whitewater State Park.
Working in so many classrooms and seeing so many different teaching styles, classroom management methods, and classroom setups, I have learned so much and gained such a variety of experience I would not have otherwise obtained in one single classroom. I look forward to using all that I have learned in a classroom of my own to give my students the best education possible.
Working in so many classrooms and seeing so many different teaching styles, classroom management methods, and classroom setups, I have learned so much and gained such a variety of experience I would not have otherwise obtained in one single classroom. I look forward to using all that I have learned in a classroom of my own to give my students the best education possible.
Extracurricular Education
Extracurricular Education
While teaching during the day, I have also continued my commitment to education outside of the school day in a variety of ways, both academically and athletically.
While teaching during the day, I have also continued my commitment to education outside of the school day in a variety of ways, both academically and athletically.
While in college, I started a brand new summer program through the St. Charles Park & Recreation Department, teaching students in grades 4-12 the game of Ultimate Frisbee. We covered a multitude of throwing methods, the rules of the game, as well as good sportsmanship and, what they call in Ultimate, the "Spirit of the Game".
While in college, I started a brand new summer program through the St. Charles Park & Recreation Department, teaching students in grades 4-12 the game of Ultimate Frisbee. We covered a multitude of throwing methods, the rules of the game, as well as good sportsmanship and, what they call in Ultimate, the "Spirit of the Game".
A couple years later, after receiving a St. Charles Community Service Award for the program, I decided to create a second program to alternate from summer to summer, this time teaching the game of disc golf to students in the same grade range. This program also teaches a number of disc throws and stresses good sportsmanship, but in addition allows students to interact more with nature and spend time immersed in flora and fauna that the 18-hole course at Jessen's Park in St. Charles has to offer.
A couple years later, after receiving a St. Charles Community Service Award for the program, I decided to create a second program to alternate from summer to summer, this time teaching the game of disc golf to students in the same grade range. This program also teaches a number of disc throws and stresses good sportsmanship, but in addition allows students to interact more with nature and spend time immersed in flora and fauna that the 18-hole course at Jessen's Park in St. Charles has to offer.
On the academic side, I spend three years prior to the pandemic teaching 4th through 6th grade Faith Formation classes at St. Charles Borromeo Catholic Church. I was responsible for teaching 25-30 students one night a week, creating my own lesson plans and providing my own materials for activities.
On the academic side, I spend three years prior to the pandemic teaching 4th through 6th grade Faith Formation classes at St. Charles Borromeo Catholic Church. I was responsible for teaching 25-30 students one night a week, creating my own lesson plans and providing my own materials for activities.
Whether on the field or in the Faith Formation classroom, it was a joy to see students of so many ages and backgrounds learning and growing in the content I was presenting them. I look forward to continuing with these extracurricular activities in the future and doing even more to immerse myself in the education process in any way I can.
Whether on the field or in the Faith Formation classroom, it was a joy to see students of so many ages and backgrounds learning and growing in the content I was presenting them. I look forward to continuing with these extracurricular activities in the future and doing even more to immerse myself in the education process in any way I can.