Emma Schulze

I believe learning is most meaningful when students feel safe, valued, and supported in an inclusive classroom environment. I strive to create a positive and compassionate space where students are encouraged to develop confidence, independence, and a sense of belonging. Grounded in developmental theory, I recognize that students grow through different stages and benefit from instruction that honors their individual identities, strengths, and needs. I value collaboration, both among students and educators, and use differentiated instruction, group work, and purposeful use of technology to engage diverse learners, including students with IEPs, 504 plans, and ENL needs. By prioritizing patience, thoughtful pacing, and relationship-building, I aim to foster a classroom where students feel empowered to learn, take risks, and support one another.

• Childhood Education (Grades 1–6) (In Progress)
• Teaching Assistant, Level I (Issued 2024-02)