My Teaching Portfolio
MY EXPERIENCE
In Early Childhood and Elementary Settings
CENTRAL ELEMENTARY SCHOOL, EAST BRUNSWICK, NJ
September 2020 - Present (2025-2026 School Year)
The 2022-2023, 2023-2024, and 2024-2025 School years, I have been teaching in fourth grade at Central School!
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Actively engaged in teamwork with grade level to plan, implement and enhance curriculum and meet developmental goals.
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Teach all five subjects with engaging and successful lessons: Reading and Writing Project Writing and Reading, Envision Mathematics, Carolina Animal Studies, Fossil Motion and Design and Astronomy with the StarLab, and Social Studies.
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Participate in many professional development opportunities and help co-lead community outreach programs.
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Support and procotor assessments, including the New Jersey Student Learning Assessment.
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Support the community by working with the East Brunsiwck Day Camp during the summer (2023, 2024, and 2025).
September 2021 through June 2022, I taught first graders in-person (and virtually at the beginning of January 2022) for the school year.
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Students were engaged in lessons that supported their diverse needs after a year of virtual learning.
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Major growth occurred in reading, writing, math, and social skills.
January to June 2021, I taught virtual and hybrid Kindergarten at Central Elementary.
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I planned, engaged, and inspired kindergarteners using Google Meet and in-person lessons to develop academic and character-building skills.
September to December 2020
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Student Teaching Placement in a third-grade inclusion classroom.
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Hybrid Model with concurrent teaching from September 8 through November 13, 2020. Transition to remote learning on November 16, 2020, and expected to continue through January 11, 2020.
MILLSTONE RIVER ELEMENTARY SCHOOL, WEST WINDSOR, NJ
February - March 2020
Observed and taught in a fourth grade inclusive classroom setting for seven full school days (approx. 18 hours). In the classroom, my field partner and I learned from the general and special educators as they demonstrated their teaching styles and ability to cooperate, especially in the team teaching model. I taught mini-lessons using the Reader's Workshop mode, as well as several read alouds to the students. Time in the classroom was short due to the COVID-19 school closure and switch to remote learning.
UNIVERSITY NOW DAY NURSERY, PRINCETON, NJ
September - December 2019
Observed in a two-and-a-half to three year old classroom for over sixty-five hours during the semester. I experienced play-based learning by engaging in the students play and asking provoking questions. I also read stories and lead a sensory activity that engaged the students. Additionally, I supported and recorded student's developmental learning through observations and note-taking; then, I determined strengths by aligning the data to developmentally appropriate practice. I also assessed the facility according to the Early Childhood Environment Rating Scale (ECERS).
DUTCH NECK ELEMENTARY SCHOOL, WEST WINDSOR, NJ
February - April 2019
Observed and led lessons in a first grade classroom for thirteen full school days (ninety-one hours). In the classroom, a classmate and I co-taught various interactive read alouds, a math lesson, and a few event-based activities. Independently, I conferred with students, assessed reading levels, taught a writing strategy and supported individual student needs. I was also able to experience prep work and classroom set up, as well as learn about curriculum and lesson planning.
VILLAGE SCHOOL, WEST WINDSOR, NJ
October - November 2018
Observed in a fifth grade resource room with push-in inclusion for alternating science and social studies classrooms. Within sixteen hours, I was able to learn how a resource room functions and interacted with a push-in inclusion model. I especially learned from observing the teacher's the skill of breaking down topics into clear and manageable steps.
UNIVERSITY NOW DAY NURSERY, PRINCETON, NJ
October - November 2018
I observed four classrooms with children between the ages of eight to thirty-five months for about thirteen hours total. I learned about and experienced play-based learning in the childcare center and assessed student developmental progress. Further, I gained awareness of classroom layout and materials for developmentally appropriate practice.
LINDENEAU ELEMENTARY SCHOOL, EDISON, NJ
February - April 2018
I observed in various inclusive settings within the school for over ninety hours in one semester.
In the fifth grade, I observed team teaching and alternative teaching models with a general educator and special educator in the classroom. Students attended the class for science and social studies and switched with the other section as practice for middle school. I was able to assist in a biome project focused on creating an environment for a choice endangered species. I further aided in supporting student needs, providing success in a school-wide student council sales event and helping in other classroom roles.
Additionally, I observed in a fourth grade setting with a general educator and special educator. These teachers worked in the alternative teaching and one teach, one drift models to support student needs. With this, I was able to learn more about curriculum, balancing classroom learning time with school-wide initiatives, and high stakes testing.
I also visited an inclusion first grade with the fourth grade special educator for push-in support during word study. I learned various teaching strategies and supported learning for those students.
Moreover, I visited other grades for short periods of time to observe the various classroom teaching models and differences in student learning.
JAMES MONROE ELEMENTARY SCHOOL, EDISON, NJ
February - April 2017
Observed in an inclusive kindergarten for forty-one hours during the semester. The classroom was a half-day schedule with morning and afternoon classes taught by the general and special educators in the team teaching model. I was able to take part in one-on-one learning opportunities with the students and engaged students in an interactive read aloud. I learned about the importance of timing, scheduling and cooperative teaching.
JOHN MARSHALL ELEMENTARY SCHOOL, EDISON, NJ
October - November 2016
Observed in a first grade classroom for a total of twenty-eight hours during the semester. During this time, I learned a lot about classroom routines, set up, organization and rules. I also was able to observe classroom management skills and how technology can also have a role as a supportive tool for students' learning.