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Saint Louis Public Schools2019-20 Educator of the Year Application

Award Category: Early Childhood Educator

Contact Information

Name: Melissa Johnson

Home Address: 206 Edwards Place

City: Cahokia State: IL Zip: 62206

Work Phone: 314-533-0874 ext 31131 (Room 131) Personal Phone: 618-407-4870

Email: [email protected]

Employment Information

School: Stix Early Childhood Center

Current Positon: Early Childhood Educator (Pre-K Teacher)

Certifications Held: Bachelor’s Degree in Secondary Education: Social Studies

Additional certifications: Early Childhood Education, Early Childhood Special Education, Elementary Education, Family and Consumer Sciences

Number of Years with SLPS: 5 Number of Years at Present Site: 5

Professional Affiliations (please check all activities you have participated in and/or designations you have held within the last three years (i.e. between August 2016– present)):

Aspiring School Leader Fellow District Design Fellowship District-wide Professional Development Committee District-wide Professional Development Facilitator/Presenter Education Innovation Fellowship Mentor Teacher Leader

X Mentor Teacher Summer School Site Leader Residency Mentor Other:

Resume: Please upload your most up-to-date resume to [email protected]

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mailto:[email protected]



Supervisory Endorsement: ____________________________________________

(Please collect a signature from any one of the following: your Network Superintendent, your Principal, your Assistant Principal)

Questions / Prompts: Please keep responses between 250-300 words.

1. The SLPS Educator of the Year is an expert in their field who guides students of all backgrounds and abilities to achieve excellence. Describe a content lesson or unit that defines you as a teacher. How did you engage students of all backgrounds and abilities in the learning? How did that learning influence your students? How are your beliefs about teaching reflected in the lesson?

I have taken a more uncommon approach in becoming an early childhood educator. I graduated from Harris-Stowe State University with a Bachelor’s in Education focusing in social sciences. I chose social sciences because I have always loved history, learning about other cultures – how much they are alike/different, and studying people, relationships, and social constructs in general through sociology and psychology. I completed my student teaching in SLPS at Carnahan High School and after graduating, I was fortunate enough to gain teaching experience through a series of different substitute and teaching assignments around St. Louis, MO in both public and private education and various grade levels. It was through all of these experiences that I realized that Early Childhood is where I felt most “needed” and would create the biggest impact and where becoming employed by SLPS at Stix ECC would become my “home”.

In my approach to teaching I try to embody the teachers that inspired me into going into the education field and be the type of teacher I would want my own children to have. Since I do not currently have children of my own, I view my students as surrogate children.

One of the main lessons I try to incorporate throughout the school year is teaching them tolerance, acceptance, and celebrating the things that make them unique while also teaching them to find common ground with one another. To teach this lesson, I send home a detailed “Getting to Know You” form and ask the parents to fill out that allows me to get to know both them and their child. As a first “assignment” at the beginning of the year in our “All About Me” I ask the family to work with their child to put together a poster that allows the child to express themselves – their likes, dislikes, family photos, interests, etc. Using the Getting To Know You Forms and

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posters, we then create graphs showing how each person is an individual but also comparing and contrasting things we all may have in common – if we have pets, same number of siblings, same favorite color, etc. This allows students to find common ground with one another while also celebrating their individuality.

In keeping with this theme and having a background in history and social studies, I incorporate different cultural celebrations and maps throughout the year to introduce students to different places around the world to introduce them to different cultures and experiences. For example, during the Day of the Dead, we read stories about the holiday, go on a scavenger hunt for a Dia De los Muertos skeleton, and then have churros and other Mexican desserts that are eaten during the 2 day celebration.

I have found by introducing students to new experiences, other cultures, and being open and welcoming to incorporating their own into teaching that it creates a bigger understanding of others and proud of their own background.

Supported photo artifacts: All About Me Poster/Bag sharing activity and Family Wall:

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Day of the Dead Activity photos:

2. The Educator of the Year embodies lifelong learning demonstrated through leadership and innovation in and outside of the classroom walls. What do you consider

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the most important public education issue today? Describe why this is the most important issue to you and how are you addressing this within your classroom, school community and/or community.

As an educator and having experience at various different grade levels, from early childhood to high school, I have found that the most important issue for public education is teaching basic social skills and how to process and handle their social-emotional well-being.

During my time teaching students at the high school level, I noticed that most students were “set” in their mindset, behavior, and ways. I also noticed that a lot of times, they had had a “label” placed on them at some point during their educational journey and decided to conform to that label and expectations that came with it. When developing relationships with those particular students, almost all of them could pinpoint the exact grade, teacher, or moment that gave them a negative outlook on going to school.

When starting my path in early childhood education, I kept these students in mind and became determined to give each one of the students in my room the most positive start to enjoy coming to school and making it an experience that they would look forward to each day.

As I have experienced more and more time under my belt as a preschool teacher, I have began to see that one of the most important things that need to be focused on and taught is social-emotional well-being and social skills. We place a strong emphasis on letters, sight words, and counting – but if a child is not able to know how to sit, focus, complete a task, or follow basic 1-2 step directions, those academic skills and retaining them are out of the window.

I remember in my own school experience, the topics that preschool teachers are told to focus on now were topics that were covered in Kindergarten, 1st, and even 2nd grade. Over the last few years, report cards from years ago have popped up and gone viral on the internet. Recently, a report card from 1954 went viral again for what was emphasized and how different the criteria and subjects look compared to report cards that are sent home with children today. The focus of most of the report card from 1954 wasn’t on academic skills or what is on the standardized tests we are so hyper-focused on, but instead were about developing interpersonal relationships, social skills, communication, self-help skills, manners, and basic foundations of being a good human being.

In my own classroom I have been trying to take these ideas and creating a greater focus on them – by having a task completion timer, instilling manners of “please” and “thank you”, following 1-2 step directions, and developing their social and communication skills by having them work in group table centers, trying to solve their social problems first before coming to an adult, and encouraging them to say what is on their mind, how they feel, and guiding them through their feelings by asking them questions throughout the day.

I have also began taking additional professional development opportunities with children’s yoga and mindfulness courses. By teaching students ways to move, breathe, and cope with their feelings, I believe that we will then see an even greater improvement in academics and behavior throughout.

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References and supportive articles:

https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201701/why-child-s-social-emotional-skills-are-so-important

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2355477#page=6

Kindergarten Report Card: https://www.workingmother.com/this-1950s-report-card-proves-just-how-crazy-kindergarten-is-today

3. Reading is a priority focus of the SLPS Transformation Plan 3.0. As you examined the district and/or school and classroom data (as applicable), what shifts have you made in your practice to respond to this reading data? How has your instruction changed in response to the data? Please upload evidences of that change (i.e., formative/benchmark assessment; pre and post student work; descriptive feedback iterations).

While teaching in inclusion, I was able to explore teaching reading, phonics, and letter recognition in different ways that fit my students’ specific learning needs. By using visuals, student photos, songs/visual song books, movement games, I was able to teach these core concepts in ways that interested them and tailored to their learning styles. I have carried this over into the general education classroom as students still have various degrees of comprehension and learning styles that suit them best.

I also try to make it a priority to focus on reading by creating literacy spaces throughout the classroom and having books available to students at all times – both with a classroom library, classroom centers, and designated “reading” time during the beginning and the end of the day.

During structured instructional time, I aim to read at least 1 story each day and strive for 2-3 if possible that center around the learning unit being studied. After, I have students answer questions about the story and tailor to their ability to comprehend/answer and increase the difficulty as they grow.

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https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2355477#page=6




Photo support artifacts:

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4. The SLPS Educator of the Year collaborates with colleagues and students, and families to create a school culture of respect and success. Describe a project or initiative you have been involved in which contributed to the improvement of overall school culture. What was your role, how did you involve others, and where is this project today? Please include a sample of that work/project.

I take great pride in the relationships that I form with students and families. I want my students to know that once they are a “fish” they are always a “fish” and have an open door policy for my former students to come to me as a buddy room when they need a break from their own classroom or as an incentive for good behavior or meeting classroom goals. By having this policy it continues the relationship I began with them as a preschooler and allows them to know that I will continue to care about them and their success as they leave me and grow. It also provides a sense of support for current students to see older peer modeling from former students, instills leadership skills in older students helping younger students, and social skills for both sets of children.

While teaching in the inclusion classroom, I found that there were a lot of supports both ECSE and general education students needed to be successful but the classroom or school did not have or were unable to provide. I have sought out ways to obtain these supports and continue to do so while teaching a general education room as even still – not every child learns the same and needs different supports to be successful. These include (but not limited to) playground toys, ECSE manipulatives, books, school supplies, sensory materials, toys, visuals, and technology. While a lot of items have been paid for personally out of pocket through Craigslist and yard sale finds, Goodwill, eBay, Target, and Amazon I have also been able to secure items for the room from retiring teachers, family and friends, and community resources. In 2019 I also set up a DonorsChoose page for my classroom and through using DonorsChoose projects and match campaigns I have been able to have 9 projects fully funded since July of 2019 that have ranged from a reading nook, flexible seating, technology, sensory and science areas, and more. Through having this success I have also been helping other teachers and staff set up their own pages for projects for their own classrooms. I am hoping that this will be able to turn into a future committee we can have at Stix to obtain additional items for the school itself that all students will be able to use on the playground and around campus and I have also been researching grants that will help benefit our school and individual classrooms so that every classroom has the supplies they made need instead of having to borrow from others or going without.

Individual projects, descriptions, and photos from DonorsChoose page: https://www.donorschoose.org/msjohnsonsfishroom

Climber purchased at church sale (now moved into the Pre-K self-contained classroom to help students with PT minutes and goals):

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https://www.donorschoose.org/msjohnsonsfishroom


Items for outdoor sandbox / Pre-K playground house purchased and donated from yard sale / community groups:

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5. As the 2019-2020 Educator of the Year in your area, you serve as a spokesperson and representative for teachers and students. What is your message? What will you communicate to your content area and district as we prepare for the 2020-2021 school year?

If chosen for Educator of the Year, I believe my message would be to focus on educating and developing ways to improve how we teach the whole child by putting more emphasis on providing students, schools, and staff with behavioral and social emotional support.

By beginning programs, lessons, and activities that focus on social skills, social-emotional wellness, mindfulness, and behavior regulation at the Early Childhood level we are giving children the tools they need to be successful and able to remain inside the classroom for academic time vs being a frequent flyer to principal and counselor offices due to behavior and inability to regulate themselves.

One effective way is teaching breathing techniques and incorporating yoga into classroom lessons. In ways similar to brain breaks for upper grade levels, using yoga inside of the classroom provides a way to not only integrate movement into lesson units and provides additional gross motor activity that young children need throughout the day, but also teaches students breathing techniques and how to regulate their emotions, self-soothe when upset, and allows for more self-expression and choice to the child. Studies have shown that students and classrooms who participated in yoga shows improvements in social development, body awareness, improvement in cognition, and self-regulation and coping skills.

By teaching students these tools and giving them the foundation, I believe that we are providing them with key components to be academically successful and improve academic performance and create a more positive classroom culture and school community.

References and supporting articles:

https://www.yogiapproved.com/yoga/benefits-yoga-for-kids/

https://www.yogajournal.com/teach/yoga-for-kids

https://www.health.harvard.edu/blog/more-than-just-a-game-yoga-for-school-age-children-201601299055

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Specific Evidences (material uploads are required for all applicants):

Please label and upload all evidence associated with the questions. They MUST be labeled according to the question.

General Information:

Please submit your 2019-20 Educator of the Year Application no later than close of business on February 6, 2020.

Completed application packets must be uploaded to [email protected] .

Incomplete applications will not be accepted.

Applicants advancing in the selection process will be notified on a rolling basis.

Questions, comments or concerns? Contact [email protected]

Checklist for upload:

Application with Responses to Questions

Supervisory Endorsement

Evidences Associated with Questions

Up-to-Date Resume

One Letter of Recommendation

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APPLICATION RUBRIC

Criteria Domains Unqualified (1 point) Qualified (3 points) Exemplar (5 points) Totals

1. People MatterApplicant does not meet any of the evidences specified under “Qualified”

Evidence of: possessing positive mindsets around peer collaboration to support student learning; sustaining positive professional relationships with colleagues, parents, and other stakeholders

Evidence of criteria specified in domain 3 in addition to: supporting or leading colleagues to track progress toward a set of ambitious student learning targets; guiding professional learning opportunities for colleagues to improve instructional practice

2. Students FirstApplicant meets 1 or less of the 3 evidences specified under “Qualified”

Evidence of: sustaining trusting relationships with students that grow positive academic mindsets; establishing classroom policies and procedures that enhance student focus on learning; successfully employing culturally responsive practices in school/classroom setting; effectively using of gradual release strategies; facilitating high level of student participation

Evidence of all criteria specified in domain 3 in addition to: positive growth in student self-regulatory behaviors and prosocial skills (this is typically reflected in student “ownership” of classroom/school culture and instructional program and/or mastery demonstrated in applied learning opportunities); evidence of activities that promote higher levels of critical thinking and cognitive reach; promoting practices that engage parents in student learning

3. Data-driven Instruction

Applicant meets 2 or less of the 4 evidences specified under “Qualified”

Evidence of: setting academic goals reflective of high expectations for student academic skill growth; effectively using “tools” to project and track student skill growth; implementing a differentiated, college-ready curriculum; effective use of assessment to adjust content and pedagogy to increase student learning

Evidence of all criteria specified in domain 3 in addition to: collaborating with colleagues to increase student growth and achievement beyond assigned course load; positive growth in student academic behaviors (this is typically reflected in student “ownership” of classroom/school culture and instructional program)

4. Content Knowledge

Applicant does not meet any of the evidences specified under “Qualified”

Evidence of: content matter expertise specific to the application category; incorporating relevant, experiential learning AND/OR culturally responsive practices in classroom instruction

Evidence of criteria specified in domain 3 in addition to: facilitating applied student learning outcomes that speak to excellence in real world context(s); possessing a life-long learner orientation; proactively engaging in professional skill growth opportunities

NOTE: Ratings may include scores of “2” and “4”.

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