Amina Guettatfi

Strategic Instructional Leadership

Promoted to Lead Teacher

• Proven Value-Added Results: I consistently hit Level 4 or 5 Value-Added ratings. My focus isn't just on who passes, but on ensuring every student, whether they start at 'Limited' or 'Accelerated', exceeds their state-predicted growth trajectory.
• Real-Time Assessment for Learning: I use Pear Deck as a live diagnostic tool, not just a presentation aid. By using drawing and draggable features during close-reading exercises, I can see every student's thought process simultaneously. This allows for immediate "assessment for learning" where I can pause a lesson and address a misconception the second it appears on my dashboard.
• Driving Reading Rigor: To challenge students on complex texts, I embed rigorous comprehension checks directly into the instructional flow. I use Pear Deck to facilitate "Stop and Jot" moments and evidence-based responses, ensuring students aren't just skimming but are actively grappling with Lexile-heavy content.
• Data-Driven Pivoting: The session reports from Pear Deck provide the "exit ticket" data I use to plan the next day’s instruction. If the dashboard shows that 40% of the class struggled with a specific inference question during the lesson, I can immediately group those students for a targeted mini-lesson the following morning.
• Immersive Scaffolding: I create an immersive environment by embedding audio, maps, and primary sources within the slides. This supports diverse learners—especially EL and IEP students—allowing them to access high-level ELA content without lowering the bar for rigor.
• Total Participation Techniques: I use Pear Deck to eliminate "hand-raising bias." Because every student is required to respond digitally, I get a 100% data sample for every question. This total participation ensures that I am moving the entire class toward proficiency, not just the students who are most vocal.
• Evidence-Based Literacy: Deeply committed to the Science of Reading. I don’t just teach content; I build foundational literacy skills through structured, evidence-based practices that align with Ohio’s current rigorous standards.
• Instructional Pivoting: I treat data as a living document. I use formative assessment trends to pivot my daily instruction, ensuring that my lesson pacing matches student mastery rather than just "getting through the book."

Student-Centered Classroom Management

• Differentiated Tiering: Expert at managing Multi-Tiered Systems of Support (MTSS). I utilize flexible grouping and Lexile-adjusted materials to ensure that every student—from IEP to Gifted—is challenged at their specific edge of learning.
• Culturally Responsive ELA: I focus on bridging the gap between high-stakes testing requirements and student engagement by selecting diverse, high-interest texts that reflect the demographics of the Westerville and Gahanna communities.

• Plans daily lessons based on the Ohio State Standards
• Plans and implements TBT's
• Incorporates teachers best practices
• Incorporates cooperative learning and Kagan structures into class activities
• Uses technology in every class such as: Interactive Smart boards, Videos and interactive storybooks.
• Manages student grades, behavior and progress using online grading systems.
• Uses differentiation in classes based on learning styles, interests, and ability levels.
• Implements different classroom management techniques
• Works independently and creatively on lesson plans, technology used and curriculum implantation.
• Works on improving writing students' main weaknesses (writing structure and word choice)
• EDSOLUTIONS

• Substituted as a teacher for schools around Westerville City District while working on my official English Language Arts Licensure
• Substituted as an instructional aide for students with disabilities at Westerville North High School

• Plans daily lessons for reading, writing, language, and math
• Plans and implements TBT's
• Incorporates the common core state standards into lesson objectives.
• Incorporates cooperative learning and Kagan structures into class activities
• Uses technology in every class such as: Interactive Smart boards, Videos and interactive storybooks.
• Manages student grades, behavior and progress using online grading systems.
• Uses differentiation in classes based on learning styles, interests, and ability levels.
• Implements different classroom management techniques
• Works independently and creatively on lesson plans, technology used and curriculum implantation.
• Works on improving writing students' main weaknesses (writing structure and word choice)

• Plans daily lessons for ages 7 to 11 for reading and ages 11-14 for writing
• Proficient in classroom management of all age groups.
• Incorporates the common core state standards into lesson objectives.
• Incorporates cooperative learning and Kagan structures into class activities
• Uses technology in every class such as: Interactive Smart boards, Videos and interactive storybooks.
• Manages student grades, behavior and progress using an SMS.
• Uses differentiation in classes based on learning styles, interests, and ability levels.
• Plans and implements monthly curriculum overviews based on the common core state standards.
• Works independently and creatively on lesson plans, technology used and curriculum implantation.
• Works on improving writing students' main weaknesses (writing structure and word choice)
• Helps students form a love and an appreciation for reading.

• Planned and led activities to develop students' physical, emotional and social growth.
• Tailored lesson plans for students with emotional and cognitive disabilities.
• Assisted in preparing reports and paperwork for parent-teacher conferences.
• Prepared instruction materials, including making copies, constructing bulletin boards and setting up work areas.
• Assigned homework assignments and quizzes and wrote corresponding keys.
• Provided high quality lesson plans, instructional materials and assessment materials used in teaching language arts.
• Implemented cooperative learning strategies used inside the classroom (Kagan Structures)
• Used technology in the classroom (virtual smart boards).

• Managed team of grades 4 to 6 English Teachers.
• Organized departmental procedures.
• Attended classes of other teachers to record student attainment.
• Successfully improved student participation in the classroom through integration of creative role-playing exercises.
• Implemented reading and writing workshops to increase student literacy and support school reading programs.
• Collaborated with a team of faculty to develop after-school tutorial program for students in need of extra help.
• Modified the general education curriculum for special-needs students based upon a variety of instructional techniques and technologies.
• Planned, implemented, monitored, and assessed a classroom instructional program which was consistent with Capistrano Unified District regulations and Board of Education goals.
• Organized grade records to increase reference speed.
• Developed and taught lessons on relevant children's books, poems, movies and themes to promote student interest.

• Planned lessons daily tailored for all student abilities.
• Consistently received positive teacher evaluations from students.
• Implemented group seating and used smart boards
• Created differentiated assignments according to student levels.
• Met daily learning objectives.
• Implemented motivational cues for students to use.
• Taught detailed lessons about Grammar, Vocabulary, Writing, Reading, Listening, and Speaking.