Carla Mosley

• Gulfstream Academy World History Teacher (August 2023- present)
• Pines Middle School World History Teacher, Global Scholars Teacher, Language Arts Teacher (August 2016-June 2023)

Job Description:

• Maintained an understanding of my students' learning and development
• Prepared students to become informed global citizens.
• Encouraged independent thought, good judgment and expression of original ideas.
• Utilized multimedia strategies and technology to convey information in interesting ways.
• Used assessment strategies (traditional and alternative) which are aligned with the curriculum and standards to assist in continuous development of the learner.
• Communicated clear learning objectives to students.
• Used appropriate instructional strategies and materials that reflect each student's culture, learning styles, special needs, and socio-economic background.
• Created lesson plans and made adjustments based on overall class performance throughout year.
• Educated students regarding national and global social issues and influencing factors.
• Devised lesson plans reflecting student educational, cultural and language diversity.
• Attended professional development seminars and workshops to maintain my expertise .
• Participated in school district meetings and parent-teacher conferences to give insight into student progress and curriculum plans.
• Monitored student progress and provided feedback to both students and parents.
• Implemented differentiated instruction to meet needs of diverse learners.
• Administered and interpreted assessment results to determine learners' challenges.
• Completed in-service and additional training to maintain professional growth.

• Empowered teachers on instructional delivery, data analysis, and best practices.
• Monitored student progress and provided feedback and support with reading skills and strategies.
• Trained and monitored teachers on the use of the Core Reading Curriculum.
• Completed 2 year Credentialing Program on Instructional Coaching.
• Disaggregated student data to redirect the instructional focus, address specific instructional needs, determine core reading curriculum, schedule students appropriately, and develop school-wide
  Professional Development (included Formative and Summative Test data disaggregation).
• Effectively promoted the Response to Intervention Multi-Tiered process to pinpoint student strengths and weaknesses, track improvement, and assist in development of plans of action to meet the school wide literacy need.
• Prepared and guided teachers on implementing and embedding the Florida State Standards/Common Core State Standards and Text Complexity.
• Assisted with the development and implementation of the Reading Objectives in the School Improvement Plan
• Articulated the reading program to school, home, and community.

• Collected data on program efficacy through data analysis and implemented solutions for improvement.
• Researched the latest teaching techniques and incorporated it into modeled lesson delivery to improve concept acquisition.
• Identified areas in need of improvement and implemented solutions.
• Supported successful alignment and implementation of school and district improvement plans with the Comprehensive K-12 Reading Plan.
• Supported the statewide reading initiative.
• Participated, guided, and monitored the successful implementation and progress of Literacy Leadership Teams.
• Modeled and assisted in the effective implementation of technology in reading classrooms (BEEP, FCAT Explorer, and the FAIR Instructional Toolkit, etc.).
• Utilized the Florida Continuous Improvement Model (FCIM), worked collaboratively with administration, content area coaches, and teachers in an effort to identify and model rigor and differentiated instruction.
• Partnered with literacy teams to help build professional capacity within on-site Instructional Coaches to ensure classroom environments were conducive to teaching and learning.
• Ensured instructional materials supported the highest level of teaching and learning, and students were effectively
  and actively engaged as learners and ‘team teachers’ on a consistent basis.

• District Staff Developer
• Trained teachers on the Core Reading Program Macmillan/McGraw-Hill Treasures).

• Served as a stable resource in Reading First Schools for improvement in reading instruction and reading achievement.
• Team Leader
• Collaborated with teachers, administrators and parents to determine how best to support student success.
• Provided professional development on the use of diagnostic testing and progress monitoring data in planning instruction, and methods for providing differentiated instruction in the classroom.
• Gave daily support to K-3 teachers by demonstrating effective instructional strategies.
• Assisted in screening, diagnosing and monitoring student progress and immediate intervention strategies.
• Created Reading First Continuous Improvement Plans, which helped my schools/grade levels focus on the changes/improvements that were needed to improve reading instruction based on data analysis.
• Led DIBELS Data Analysis Meetings with the Principals, Literacy Leadership Team, and teachers to identify where extra resources and support are needed and to evaluate the effectiveness of new or continued curriculum.
• Mentored and coached students with focus on developing independence and self-confidence.
• Maintained records of student assessments, tutoring activities and results.
• Worked closely with teachers and students on specific class struggles, closely reviewing materials and assignments to offer targeted help.
• Administered standardized tests to assess student strengths and weaknesses.

• Developed targeted learning solutions.
• Provided coaching and mentoring to teachers.
• Helped to create systematic change within the school culture while building internal capacity.
• Led with instructional support for the classroom, and trained teachers on use of a variety of assessments.
• Coached and Conferenced with teachers.
• Provided Site Support (provided modeling/training sessions) and Professional Growth (continued participation in ongoing trainings and support sessions).

• Assisted with the organization of the Direct Instruction Program.
• Included efficient grouping models, analysis of reading assessment data to identify students' needs for follow-up on their use of reading strategies, and individualized teacher training based on student outcomes.
• Helped teachers identify and instruct students who needed substantial improvement through assessment, intervention, and instruction.

• Fostered intellectual and social development of children.
• Used classroom presentations or individual instruction to help students learn and apply concepts in subjects such as reading, writing, science, social studies and mathematics.
• Planned, evaluated and assigned lessons.
• Incorporated software technology into lesson planning.
• Observed and evaluated student performance; maintained classroom discipline.
• Met with parents and other school staff to discuss my students’ academic progress.
• Drove student learning by establishing clear classroom plans and group objectives, as well as actionable strategies to achieve each goal.
• Worked one-on-one with students to determine strengths, weaknesses, and learning patterns.
• Developed and implemented discipline strategies to maintain classroom order.
• Provided regular feedback to students on progress and assigned grades based on performance.
• Assessed student learning progress and comprehension with routine tests and standardized examinations.