Maureen Deming

Certified Elementary TeacherCandidate for Employment

Life-long Learner

Experience

• Deep River Elementary School – Teaching Assistant (September 2008 - present)

• Eli Terry Jr. Middle School – Title I Tutor (September 2007 – March 2008)

• Breakthrough Magnet School – Intern (August 2006 – June 2007)

Experience – Student Teaching

• Grade 4, Mosier Elementary School, South Hadley, MA

• Grade 4,Kelly Elementary School, Holyoke, MA• Grade 3, Noah Wallace Elementary School,

Farmington, CT

Strengths

• Flexibility• Experience K-6• Classroom management• Build strong professional relationships,

effective team worker

CMT Data - 2011

• Grade 6 – 7 students. All students improved at least one level. Two reach goal, and three achieved proficiency.

• Grade 5 – 5 students. Three students improved, with two reaching goal.

• Grade 3 – 6 students. Two students reached goal, and two achieved proficiency.

Philosophy of Education Quality education prepares students to be effective members of society.

Teacher’s role:– Create a supportive and respectful environment to encourage risk-taking, creative

thinking, and problem solving. This environment is based on a dynamic student-teacher relationship and established, consistently enforced routines, rules, and expectations.

Philosophy of Education Quality education prepares students to be effective members of society.

Teacher’s role:– Provide differentiated instruction with clear goals and expectations. – Provide multiple opportunities for students to exhibit learning in a variety of forms and

across disciplines.

Rubrics and checklists for written response to text are created with student input then posted on the blackboard.

Philosophy of EducationQuality education prepares students to be effective members of

society.Teacher’s role:– Connect curriculum with students’ lives (the “real world”)– Introduce different cultures and ways of life to give students a better view of the current

world and to help them learn to treat people respectfully.

Students studying slavery are introduce to the story of the schooner La Amistad, the center of a history making legal decision in the fight against slavery. The ship docked in New Haven – our own back yard. The subsequent court battle became the subject of Steven Spielberg’s “Amistad”. By connecting history to students’ lives, their understanding deepens.

Instruction • Informed by :

– assessment data– essential understandings and questions of the discipline (backwards design)

• Differentiated (flexible small groups)• Interdisciplinary and inquiry based: creating authentic tasks problems for

students to solveStudents

participate in the Atlantic Salmon RestorationProject, learning about the species, its habitat,

and why it is in is in danger. Combines science with reading, writing, geography

and art. As part of the project students raise salmon eggs and release them into the

Connecticut River.

Assessment: Varied and Ongoing• Drives instructional decisions. Sources include, but are not limited to CMT,

DRA, DRP, running records, projects, homework, conferences and observations.

• Formative assessments establish a starting point. Use ongoing formal and informal assessment to adjust instruction.

• Assesses Essential Understandings and Essential Questions of unit/content area as outlined in curriculum guides.In South Hadley students write to state officials, persuading them to support the Atlantic Salmon Restoration Project, which they have participated in all year. This assessed persuasive writing skills as well as knowledge of how animals and the environment interact.

Management: Proactive and PlannedPlanning is the most critical element of proactive management, including planning of lessons, the physical lay out of the room, and discipline.

Strategies that help students to self-regulate behavior promote independence and responsibility, and are key aspects of an effective and respectful environment.