I have been in education for five years. I am a novice teacher, but have various skills and confidence in my teaching style. From 2010, I graduated from San Diego State University with two teaching credentials ALAS Program. Proudly, I have a Bilingual CLAD credential on Multiple Subjects and a Specialist Education credential in Mild to Moderate disabilities. That school year, 2010-2011, I was a collaboration teacher at Calvin Lauderbach Elementary School in Chula Vista. I was the only teacher that could be placed in SDC class for two hours, then placed in Kinder or first grade spanish class, then full English immersion for grades 2-6. I learned quickly how to modify and sharpen my behavior and academic expectations based on students strengths/needs and grade levels. In January of 2011, I applied in the South Bay School District to gain further expertise in fostering language acquisition as an Impact Teacher for Newcomer students from Mexico. I mastered SDAIE and GLAD strategies to enhance student content and language development. In addition, after school, I was responsible for the intervention group of students in grade 3-5 on the online program of Imagine Learning and I had the key to the school-wide laptop cart in the computer room. From that point in time, I felt technology was a tool, I could use to scaffold students learning.
The following school year, 2011-2012, I was hired as a long term sub in a sixth grade class for three months. The principal was impressed with my open-mindedness in learning more about technology integration. As a result, Olga West trusted me with 25 iPads and asked me to stay at Veterans Elementary in Chula Vista as the Gifted and Talented Education Specialist (GATE) for the entire school for grades 2-6. In addition, I was able to utilize project based learning and depth and complexity icons to facilitate critical thinkers for the 21st century. I hosted a Science Fair in which students showcased their learning in our GATE class. Also, I was combo teacher for a block of language arts. My students created various iMovies based on CA content standards. From that experience, I knew that technology should be implemented in class because students have further engagement and creativity when the tool is in place. The following school year, 2012-2013, was the year of discovering my learning style with one group of students because it was my first year as a full time fourth grade teacher. That year was the most challenging because I had to balance SSTs, IEPs, CA State 4th Grade Writing and CSTs. The most positive aspect about about that year, was the support from my BTSA support provider. She encouraged me to use Common Core language and make students accountable and have high expectations. The administration had clear and concise expectations for students and teachers. As a first year full-time teacher, this experience solidified the type of teacher that I needed to become: fair, structured, resourceful, inspiring and respectful.
The following school year, 2011-2012, I was hired as a long term sub in a sixth grade class for three months. The principal was impressed with my open-mindedness in learning more about technology integration. As a result, Olga West trusted me with 25 iPads and asked me to stay at Veterans Elementary in Chula Vista as the Gifted and Talented Education Specialist (GATE) for the entire school for grades 2-6. In addition, I was able to utilize project based learning and depth and complexity icons to facilitate critical thinkers for the 21st century. I hosted a Science Fair in which students showcased their learning in our GATE class. Also, I was combo teacher for a block of language arts. My students created various iMovies based on CA content standards. From that experience, I knew that technology should be implemented in class because students have further engagement and creativity when the tool is in place. The following school year, 2012-2013, was the year of discovering my learning style with one group of students because it was my first year as a full time fourth grade teacher. That year was the most challenging because I had to balance SSTs, IEPs, CA State 4th Grade Writing and CSTs. The most positive aspect about about that year, was the support from my BTSA support provider. She encouraged me to use Common Core language and make students accountable and have high expectations. The administration had clear and concise expectations for students and teachers. As a first year full-time teacher, this experience solidified the type of teacher that I needed to become: fair, structured, resourceful, inspiring and respectful.
Then, I arrived to Lakeside Union School District (LUSD). Last year, 2013-2014, I was privileged to be a Grade 3 and 4 combo Spanish/English Dual immersion Teacher. I worked closely with a Mandarin Teacher, so I was able to enhance my collaboration skills. I was able to complete my second year of BTSA, while balancing 50 report cards and 50 parent-teacher conferences each trimester. In addition, my students had one-on-one iPads to foster creativity and innovation. This school year 2014-2015, I have flourished as an educational leader. I have participated in various committees to develop my leadership skills. I am in Lighthouse team, IDEAS 2.0, Learning Headquarter Grade Level Representative, and Lakeside NGSS. The Lighthouse team focuses on 7 Habits implementation at RV to receive the honor of "Leader in Me" school. IDEAS 2.0 is a three year commitment of that incorporates NGSS and Science and Engineering Practices. Through summer trainings with Learning Headquarters, I have learned crucial ways to teach Common Core writing to my fellow grade level team.