Cassie Mailhot

Stuart Middle School Teacher of the Year, Civics & Social Studies Teacher, recognized for achieving a 91% proficiency rate on the Civics EOC exam. Expert in curriculum design and data analysis, fostering student engagement through innovative strategies. Proven classroom management skills enhance academic growth and accountability among diverse learners.

• Florida Professional Educator Certificate – Social Science Grades 6–12
• AVID Certified Educator (AVID Summer Institute Attendee)

• Guide a team of 6+ teachers in planning, pacing, and assessment development across all three grade levels.
• Facilitate common formative assessments and instructional alignment to prepare students for the 8th Grade EOC.
• Mentor new teachers across content areas (ELA, Science, Social Studies) through classroom walkthrough using “Noticing & Wondering” protocols.
• Coach mentees on lesson planning, behavior management, and growth mindset.
• Conduct PDs on district lesson templates, classroom culture, and student response strategies.
• Collaborated with district leaders to develop the Civics scope and sequence and create essential questions.
• Opened classroom for observation to other teachers and instructional coaches to share best practices.

• Communicate proactively with families via monthly newsletters, updated gradebooks, and biweekly progress reports.
• Assign “Parent Homework Assignment” at the start of the year—collect letters about students' strengths, challenges, and goals to build personalized support plans.
• Maintain consistent communication regarding tests, projects, and learning updates.

• Attended AVID Summer Institute and led mini-PDs for the Social Studies team on Cornell Notes, vocabulary instruction, and AVID strategies.
• Helped design the school’s AVID organizational binder with tabs for Do Nows, Classwork, Notes, Vocabulary, and Assessments—used consistently across grade levels.
• Integrated common board configuration aligned with the workshop model: Essential Question, Standards, Objective, Opening, Work Period, and Closure.

• Advocate for students through high expectations, personal accountability, and intentional relationship building.
• Promote equity by using small group instruction, targeted subgroup analysis, and closing achievement gaps for ELL, L25, and African American subgroups.
• Support policy changes that mirror real-world expectations, such as late work penalties and time management accountability to help students grow into responsible, capable adults.