Teaching Opportunities 

Bilingual Pre-Kindergarten Teacher, Booker T. Washington Elementary School, Elgin, Texas
         (August, 2003 to August, 2004)
         Teacher of a full-day bilingual pre-kindergarten class; team taught with my mother (who developed an award-winning Kindergarten program in California); member of the bilingual committee and Pre-K committee; developed lesson plans in English and Spanish; integrated technology into the curriculum (daily computer games, speaking into a microphone, PowerPoint lessons); hosted 10 classroom programs for parents and visitors (incorporating singing, speaking, chanting, and dancing); developed students’ pre-reading readiness skills; conducted parent conferences; identified how lessons and classroom activities met grade level standards (displayed on bulletin boards with postings of student work).

Bilingual Early Childhood (Special Education) Teacher, Sunset Valley Elementary School, Austin, Texas
         (August, 2002 to August, 2003)
         Teacher of an early childhood/PPCD class for monolingual Spanish speaking students with disabilities (ranging in age from 3-6.5 years old); had one of the largest classes for this age group in AISD; worked with students with speech impairments, developmental delays, austism, and non-categorical childhood disorders; prepared lessons in English and Spanish; infused context-embedded, high sensorimotor lessons; organized classroom programs and performances for parents to attend; provided inclusion activities with early childhood, pre-kindergarten, bilingual pre-kindergarten, and bilingual kindergarten classes; arranged 20 field trips for students to transfer knowledge learned in the classroom to the outside environment; conducted over 30 Admission, Review, and Dismissal (ARD) meetings (temporary placement, initial ARDs, annual ARDS, requests for additional assessment and in-home training, change in label ARDS, dismissal, and exit ARDS); provided training for a teaching assistant/instructional aide to more effectively impact the learning of students; recommended students for Extended School Year and Limited English Proficient Summer School programs; organized bi-weekly home visits including 10 in-home training sessions with family members of children with autism; attended all PTA meetings and special nightly performances; managed the Golf booth at the School Carnival; participated in over 30 hours of Continuing Professional Education (CPE) credit in 2002-2003;  member of the early childhood grade level team, Kindergarten, Pre-Kindergarten and early childhood (vertical) team, and Technology Team; received “Exceeds Expectation” scores on evaluation from assessor (assistant principal).

Adjunct Faculty, The University of Texas, San Antonio, Texas
         (August, 2001 to December, 2001)
         Faculty member of a graduate level course entitled Microcomputer Applications in Educational Settings; facilitated sessions focused on a variety of topics (understanding digital equity; conducting self-assessments of levels of integration; incorporating technology standards into instruction; developing technology tools to monitor student behavior; using digital cameras, scanner, multimedia, and the Internet for student projects; understanding the implications of assistive technology; and developing digital portfolios); evaluated student learning; engaged learners in approaching technology integration from an innovative standpoint; used teamwork strategies.

Developmental Communications Adjunct Faculty, Austin Community College, Austin, Texas
         (February, 1999 to August, 2000)
         Instructor of a 6-hour course teaching limited English proficient students from a variety of cultures; taught learners representing multiple levels of English proficiency; developed lessons and homework assignments using collaborative group strategies; managed student files in accordance with the Texas Education Agency regulations; recruited students; assessed student learning; recommended students for more advanced classes; facilitated communicative activities in cooperative group settings; worked with students to improve their listening, reading, writing, and speaking skills in English.

Teacher, Casa Marianella, Austin, Texas
         (Spring, 1998)
         Planned and directed lessons for adult students who recently immigrated to the United States; designed ESL lessons focusing on English survival skills; taught Level I and Level II English speakers; created relevant context embedded lessons to promote English conversation skills.

Student Teacher, Zilker Elementary School, Austin, Texas
         (Spring, 1998)
         Student teacher for Mrs. Aguilar in a first-grade bilingual classroom; designed lessons in both Spanish and English; implemented a ten-day interdisciplinary unit; provided instruction in Project READ and received an outstanding rating by the Project READ specialists; utilized hands-on concrete manipulatives in a variety of grouping structures; incorporated poems, stories, math, science, social studies, reading, and behavior management strategies in Spanish and English; modified all material for limited English proficient (LEP) students; organized lessons to include all types of intelligences; identified and planned for students who needed remedial work or advanced/language modifications; focused lessons on the similarities among cultures; promoted multicultural awareness.

Intern, Allan Elementary School, Austin, Texas
         (Fall, 1997)
         Interned for Ms. Rowland in an early childhood bilingual special education classroom; coordinated activities with two other teachers; directed and supervised morning circle time, recess, breakfast, lunch, bus time, independent centers, small groups, and whole class across all areas of the curriculum; attended ARD meetings, parent conferences, and teachers' meetings; tested students, both formally and informally.

Teacher's Assistant, Casis Elementary School, Austin, Texas
         (Spring, 1996)
         Assistant to Ms. Vail in an early childhood classroom; supervised field trips, lunch, recess, and bus duties; planned and directed biweekly lessons in rotating small groups; conducted lessons working with computers; developed an "academic change" project which involved identifying a student's area of weakness, using an intervention strategy, plotting the child's progress on a chart, and discussing the student's improvement.

Teacher's Assistant, Brooke Elementary, Austin, Texas
         (Spring, 1996)
         Assistant to Ms. Smith in a mainstreamed classroom; evaluated and assessed the "Read Along Pal" Program; researched and reported on the opinions of teachers, students, parents, mentors, and librarians; conducted assessments of student progress and program effectiveness.

Teacher's Assistant, Pleasant Hill Elementary School, Austin, Texas
         (Fall, 1995)
         Assistant to Ms. Sedillo in a bilingual special education classroom; planned and created weekly activities for small groups based on the teacher's chosen topics.

Teacher's Assistant, Brown Elementary School, Austin, Texas
         (Spring, 1995)
         Assistant to Ms. Howard in physical education; directed a biweekly physical education class of up to 90 students; conducted lessons in English and Spanish.

Teacher's Assistant, St. Elmo Elementary School, Austin, Texas
         (Spring, 1995)
         Assistant to Ms. Paredes in a bilingual special education classroom; created bulletin boards; instructed individual students and small groups; graded and corrected students' work; prepared class materials.

Teacher's Assistant, St. Elmo Elementary School, Austin, Texas
         (Fall, 1994)
         Assistant to Ms. Vasquez in a bilingual special education classroom; prepared class materials; created a play for a school-wide performance; implemented the use of a behavior management system which consisted of daily rewards and a class store.

Teacher's Assistant, Linder Elementary School, Austin, Texas
         (Spring, 1994)
         Assistant to Ms. Garcia in a bilingual special education classroom; conducted teacher's lessons with small groups in Spanish; tutored individual students.

Teacher's Assistant, Allan Elementary School, Austin, Texas
         (Fall, 1993)
         Assistant to Ms. Garcia in a bilingual special education classroom; read Spanish books to students; tested students' reading comprehension; reviewed and extended reading lessons with students.
 

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