Bailey Davin

• Experience working with students between fifth and eighth grade of varying abilities within general education classroom
• Implemented whole class as well as individual behavior management strategies to maintain positive and focused classroom environment
• Assisted in daily collection of data of five students to track progress and trends, using this information to help adjust instructional and non-instructional strategies for optimal learning outcomes
• Promoted self-advocacy skills among students by encouraging students to identify: best ways to show knowledge for assessments, helpful settings to work in, and peers students worked well with and reminded students to: ask questions, re-read directions before asking for help, use resources such as Chromebooks, textbooks, worksheets, and notes
• Supported students during individual and small group instruction (reinforcing concepts taught by lead teacher, answering questions, and re-directing student attention to tasks)
• Delivered personalized educational, behavioral, and emotional support to enable positive learning outcomes for students (took notes during lectures, provided answer keys to study from, created task check-lists, asked students to reiterate instructions, provided time check-ins, changed physical proximity to students, quietly redirected, reminded of strategies to focus on learning, gave clear expectations for behavior, shared positive feedback, administered check-ins on emotional status throughout day, took breaks with students in separate locations when needed)
• Previewed daily schedules with students at beginning of each day, reviewing important information concerning upcoming assignments, assessments, any future schedule changes, and personal goals and rewards
• Proctored quizzes, tests, and MCAS to students both individually as well as in small groups

• Facilitated relationships with children and parents by developing caring and structured home environments
• Created daily schedules for children during remote learning to maintain playing, eating, school, and homework schedules
• Taught children and parents self-regulation strategies using Zones of Regulation
• Built at-home Calming Corner with specifically chosen calming strategies
• Encouraged reading for enjoyment by sharing personally-owned books and organizing classroom-style book-bins in bedrooms
• Read and discussed stories with children while using Bloom's Taxonomy to encourage higher-level thinking
• Explored specifically-chosen mentor texts with children to teach social-emotional lessons such as kindness and manners
• Fostered close relationships with children by discussing school, friendships, and special interests, along with engaging in play together
• Led daily indoor and outdoor crafts and activities to entertain and occupy children
• Assisted children with remote learning, homework assignments, and special projects across different subjects
• Prepared healthy, age-appropriate snacks and meals daily
• Drove children to and from extracurricular activities such as soccer, art classes, and music rehearsals
• Balanced week-day playtime with limited screen time to support development of fine motor, gross motor, and cognitive skills
• Assisted in light housework including laundry, dishes, and tidying of play spaces

August 2022 Wellness Teacher

• Planned and taught several interactive wellness lessons per day for grades five through eight on topics such as impact of emotional stress, healthy ways to practice self-care, and learning about positive impact exercise has on physical and emotional wellness

August 2023 Fifth-Grade Teacher

• Taught incoming fifth-grade students up to six pre-planned curriculum-based lessons each day in subjects such as math, science, history, and ELA, as well as necessary skills such as how to use padlocks on lockers, layout of new school, and how middle-school schedules differ from elementary school schedules
• Communicated daily with program director, teachers, and families

• Gained experience working with children between kindergarten and sixth grade
• Promoted in August 2015 to lead teacher in fourth grade and continued position in second and third grade
• Addressed behavioral concerns with parents and program management
• Managed and developed positive classroom community for class sizes between 18 and 32 children
• Communicated daily and maintained close relationships with children in my care, co-workers, and families
• Created monthly newsletters for families in program
• Incorporated Zones of Regulation into classroom “Calming Corner,” and taught children accompanying language in order to help students acknowledge emotions and to help find strategies that help to calm and comfort
• Organized age-appropriate lesson plans for crafts and activities run two to five times per week
• Delivered differentiated instruction (through one-on-one directions, use of visual and verbal timers during activities, and explicit instruction for expected behavior in and outside classroom)
• Participated in weekly and monthly meetings with supervisors and co-workers to share recent events within classrooms and brainstorm ways to address specific situations and continue to improve instruction
• Reported any concerns of child abuse or neglect
• Implemented classroom routines to address varying student needs
• Attended conferences with parents and supervisors to discuss students' progress and classroom behavior
• Completed annual student progress reports to notify students and parents of strengths and areas of improvement
• Performed general lead teacher tasks by taking attendance, editing internal paperwork and making phone calls to parents
• Modeled positive guidance and effective classroom management to maintain safety, well-being and attention of all children

• Collaborated with parent to create tutoring sessions appropriate for student's age, learning preference and learning style
• Developed student confidence though attentive instruction in math and reading, applying positive reinforcement strategies
• Ensured student engagement by including frequent breaks, making sessions social, and incorporating physical activities into learning