Carol Benninghoven
Orinda,CA
Summary
At TBS, we do the work required to create a dynamic, inclusive professional and school community where educators who value these things can thrive. TBS teachers advance The Berkeley School's mission and vision by... designing and implementing a student-centered learning environment where culturally responsive, neurodiversity-affirming practices support academic and social-emotional growth for all students. cultivating meaningful, responsive relationships with students and families, grounded in clear expectations, consistent communication, and the desire to understand each other better. creating and sustaining feedback-rich classroom communities where students learn more about themselves and others, develop empathy and personal responsibility, distinguish between intention and impact, and welcome the chance to be different, together. balance planned lessons and emergent opportunities in order to ignite students' curious minds, awaken their generous hearts, and help them engage a changing world in developmentally appropriate ways.
Passionate Primary Grade Teacher for 20+ years in both rural and urban settings. Proven history of creating engaged classroom environments supporting diverse educational styles. Versatile student-oriented approach consistently supporting optimum performance and advancement.
Overview
38
38
years of professional experience
Work History
Elementary Grade Teacher
Retired From The Mount Diablo Unified School District
08.2000 - 06.2025
- Designing and implementing a student-centered learning environment where culturally responsive, neurodiversity-affirming practices support academic and social-emotional growth for all students.
- Adapted lessons to differentiate instruction and meet students' diverse learning needs and abilities.
- Mentored new teachers in classroom management and instructional techniques
- Cultivating meaningful, responsive relationships with students and families, grounded in clear expectations, consistent communication, and the desire to understand each other better.
- Creating and sustaining feedback-rich classroom communities where students learn more about themselves and others, develop empathy and personal responsibility, distinguish between intention and impact, and welcome the chance to be different, together.
- Balance planned lessons and emergent opportunities in order to ignite students' curious minds, awaken their generous hearts, and help them engage a changing world in developmentally appropriate ways.
- Located directly across the bay from San Francisco in a city known internationally for its history of activism, thought leadership, and community-based change, The Berkeley School has been educating East Bay children since 1963. Compelled by our vision to seek and nurture each child's unique learning potential, we are a community of lifelong learners who value neurodiversity and seek to provide an academically rich environment with a focus on social-emotional growth as an integral part of our program. Our mission - ignite curious minds, awaken generous hearts, engage a changing world - calls us to keep children and learning at the center of our program while preparing our graduates to think critically, act compassionately, and live ethical, purposeful lives.
- This is the job for you if you enjoy teaching in a mixed-grade/multi-age setting.
- You lead with curiosity, working with colleagues, families, and outside professionals to learn as much about your students as possible.
- You believe that elementary grade students who feel seen, supported, and known are equipped to experience the 'gentle disequilibrium' in their zones of proximal development that will help them learn and grow.
- You enjoy creating classroom structures and practices that give students the attention and presence they need to take risks, make mistakes, and seek feedback.
- Developed engaging lesson plans aligned with curriculum standards
- Fostered positive classroom environment promoting student collaboration
- Implemented differentiated instruction strategies to meet diverse learning needs
- Assessed student progress regularly to inform instructional adjustments
- Integrated technology tools to enhance student engagement and learning outcomes
- Collaborated with colleagues to share best practices and resources
- Organized extracurricular activities to support holistic student development
- Developed strong classroom community-building practices that fostered respect, cooperation, and empathy among students.
- Integrated social-emotional learning strategies into daily lessons to support the holistic development of each child.
- Utilized assessment data to adjust instructional practices and target individual student growth areas effectively.
- Enhanced classroom management with clear expectations, consistent routines, and positive reinforcement strategies.
- Promoted a positive learning environment by establishing strong relationships with students and their families through consistent communication and outreach efforts.
- Implemented inclusive classroom practices to ensure all students felt valued, respected, and able to fully participate in the educational process.
- Designed project-based learning experiences that encouraged critical thinking skills while connecting content knowledge across subjects areas for deeper understanding.
- Supported English Language Learners with targeted instruction and culturally responsive teaching methods to enhance language acquisition and content mastery.
- Differentiated instruction to meet the varied needs of students, resulting in increased academic achievement for all learners.
- Coached, mentored and evaluated student teachers for progress against program objectives.
- Built positive relationships with parents to involve families in educational process.
- Helped students develop self-esteem and life skills by fostering healthy conflict-resolution, critical thinking, and communication.
- Provided regular feedback to students on progress and assigned grades based on performance.
- Attended students' concerts, sporting events and performances to offer support and encourage extracurricular activities.
- Established open communication and positive relationships with students, parents, peers, and administrative staff.
- Provided warm, supportive environment for developing academic, social, and emotional growth.
- Reinforced positive behavior by encouraging efforts through affirmation statements and praising accomplishments.
- Met with parents to review Individualized Education Plans for at-risk students.
- Created supportive and inclusive learning environments, fostering positive classroom atmospheres supporting student growth and learning.
Lower Elementary Teacher
Fresno Unified School District
09.1987 - 07.2000
- Designed and implemented engaging lesson plans for diverse learning styles and abilities.
- Improved student behavior and classroom management by implementing positive reinforcement strategies and clear expectations for conduct.
- Led parent-teacher conferences effectively, providing constructive feedback on student progress while fostering open communication channels between families and school staff.
- Fostered positive classroom environment promoting student collaboration and respect.
- Assessed student progress through formative and summative evaluations to tailor instruction.
- Collaborated with parents and staff to support individual student needs and development goals.
- Participated in professional development opportunities to stay current on best practices in elementary education, enhancing my instructional effectiveness.
- Promoted a love of learning by creating a welcoming and inclusive classroom environment where all students felt valued and supported.
- Enhanced students'' reading and writing skills by incorporating guided reading groups and writer''s workshops into daily lessons.
- Developed strong relationships with parents through regular communication about student progress, fostering a supportive home-school partnership.
- Collaborated with colleagues to develop cross-curricular projects, enriching students'' learning experiences across multiple subjects.
- Mentored new teachers in the development of effective teaching strategies, contributing to overall school improvement efforts.
- Implemented hands-on activities and project-based learning to encourage active participation in the learning process.
- Organized after-school tutoring sessions for struggling students, helping them improve their academic performance.
- Contributed to school-wide initiatives aimed at fostering community engagement and promoting literacy through events such as book fairs and family reading nights.
- Utilized assessment data to guide instruction, resulting in differentiated lesson plans that targeted individual student needs.
- Established open communication and positive relationships with students, parents, peers, and administrative staff.
- Provided warm, supportive environment for developing academic, social, and emotional growth.
- Reinforced positive behavior by encouraging efforts through affirmation statements and praising accomplishments.
- Met with parents to review Individualized Education Plans for at-risk students.
- Prepared and administered grade-specific tests and examinations regulated by school district to monitor students' growth and to report progress to parents.
- Pursued professional development during summer months to maintain certification and extend skills.
- Administered various reading tests and determined student reading levels based on assessment findings.
- Adapted lessons to differentiate instruction and meet students' diverse learning needs and abilities.
- Created supportive and inclusive learning environments, fostering positive classroom atmospheres supporting student growth and learning.
Education
undergraduate degree - teaching, learning, child development
Master of Arts - Educational Leadership
St. Mary’s College
Moraga05.2011
Bachelor of Arts - Elementary Education
California Polytechnic State University/Fresno State
San Luis Obispo, CA / Fresno, CA05.1984
Skills
- Parent-teacher communication
- Growth mindset
- Oral communication
- Child development
- Individualized learning
- Literacy education
- Social-emotional learning
- Time management
- Critical thinking
- Team collaboration
- Classroom management
- Active listening
- Collaborative teamwork
- Relationship building
Timeline
Elementary Grade Teacher
Retired From The Mount Diablo Unified School District
08.2000 - 06.2025
Lower Elementary Teacher
Fresno Unified School District
09.1987 - 07.2000
undergraduate degree - teaching, learning, child development
Master of Arts - Educational Leadership
St. Mary’s College
Bachelor of Arts - Elementary Education
California Polytechnic State University/Fresno State
Resume
Elementary Grade Teacher, The Berkeley School, Berkeley, CA, Designing and implementing a student-centered learning environment where culturally responsive, neurodiversity-affirming practices support academic and social-emotional growth for all students., Cultivating meaningful, responsive relationships with students and families, grounded in clear expectations, consistent communication, and the desire to understand each other better., Creating and sustaining feedback-rich classroom communities where students learn more about themselves and others, develop empathy and personal responsibility, distinguish between intention and impact, and welcome the chance to be different, together., Balancing planned lessons and emergent opportunities in order to ignite students' curious minds, awaken their generous hearts, and help them engage a changing world in developmentally appropriate ways., An undergraduate degree, preferably in an area related to teaching, learning, and/or child development., At least two years' elementary grade teaching experience, including implementing structured, multi-sensory literacy programs (such as Science of Reading and Fundations) and math programs (such as Bridges)., Familiarity with relationship-based approaches to classroom management (Responsive Classroom, Positive Discipline, Collaborative Problem-Solving, etc.)., Experience with and enthusiasm for working with a neurodiverse student population and supporting students with a wide range of learning and enrichment needs., Ability to build strong, positive connections with children, families, and colleagues through clear and compassionate oral and written communication., Ability to work independently and as part of a team with a high level of personal and professional integrity., Located directly across the bay from San Francisco in a city known internationally for its history of activism, thought leadership, and community-based change, The Berkeley School has been educating East Bay children since 1963. Compelled by our vision to seek and nurture each child's unique learning potential, we are a community of lifelong learners who value neurodiversity and seek to provide an academically rich environment with a focus on social-emotional growth as an integral part of our program. Our mission - ignite curious minds, awaken generous hearts, engage a changing world - calls us to keep children and learning at the center of our program while preparing our graduates to think critically, act compassionately, and live ethical, purposeful lives., The Berkeley School is committed to human-centered principles that promote effective, inclusive operating practices. We also value the skills, knowledge and experiences that a diverse workforce brings to our school., elementaryteacher@theberkeleyschool.org, Cover Letter: Describing your interest in the position and the ways that your professional and personal values and expertise align with our school's mission and vision., Resume., Reference List: Contact information (ph # & email address) for three professional references., TBS is committed to student safety. In compliance with SB 848, candidates moving forward in our process will be required to provide a full history of previous educational employers. TBS will contact these institutions to verify employment and fulfill state-mandated reporting requirements regarding egregious misconduct (per Education Code Sections 44051 and 44052)., $66,586 - $75,000, full-time, salary-exempt, 100%, The Berkeley School is an equal opportunity employer committed to providing a work environment free of discrimination and harassment. All employment decisions at The Berkeley School are based on business needs, job requirements, and individual qualifications, without regard to race, color, age, disability, national origin, gender identity, sexual orientation, marital status, ancestry, religion, and genetic information. Candidates of color, bilingual candidates, and candidates from other groups traditionally underrepresented in independent schools are encouraged to apply.