Erica Hurley

INSTRUCTION & CURRICULUM DEVELOPMENT

• Designed and presented engaging lessons using diverse teaching techniques to accommodate varied learning styles
• Created and continuously analyzed and refined Third Grade Benchmarks in alignment with California’s Common Core State Standards in English Language Arts, Mathematics, and History-Social Science
• Aligned with Gillispie’s academic benchmarks to meet curriculum requirements
• Balanced rigorous academic programs with a constructivist teaching philosophy to challenge and support students’ development
• Integrated technology and multimedia tools to enhance instruction and increase student engagement
• Developed authentic, interdisciplinary units of study in collaboration with colleagues to promote cross-curricular connections and ignite students’ creativity, curiosity, and passion for discovery
• Implemented creative instructional strategies to support different learning modalities, improve comprehension, and promote high interest
• Developed and delivered diverse enrichment courses for students in grades K–6, including visual arts (2D and 3D), academic subjects (math, reading, writing), and recreational activities (flag football, dodgeball, cooking) while fostering cross-age collaboration and building a strong sense of community among students

DIFFERENTIATION & STUDENT SUPPORT

• Differentiated instruction to meet all students’ varied academic and social-emotional needs
• Formed student groups strategically, considering specific learning goals and students’ abilities, work habits, and social dynamics
• Collaborated with the Student Learning Center specialists consistently to support the needs of students with learning differences
• Conferred with the school counselor regularly to support students with personal, social, or psychological issues
• Provided private tutoring for grades 2-6, improving academic performance across all subjects

ASSESSMENT & DATA-DRIVEN INSTRUCTION

• Assessed student understanding using both formative and summative techniques and adjusted instruction to enhance outcomes
• Designed assessments using high-interest projects to give students opportunities to demonstrate learning in various creative ways
• Administered standardized tests, including MAP Growth and ERB assessments, to evaluate student progress, identify potential gaps, and inform instruction
• Analyzed assessments independently and collaboratively to improve teaching strategies and guide instruction, enhancing learning for all students and improving the third grade program as a whole

COLLABORATION & LEADERSHIP

• Modeled the values outlined in the Portrait of a Gillispie Teacher by fostering a growth mindset, demonstrating integrity and empathy, and serving as a positive role model for students and colleagues alike
• Contributed to multiple committees focused on developing, evaluating, and enhancing Gillispie’s published Statement of Philosophy and Mission to reflect the school’s evolving values and vision
• Served on a committee to analyze and revise progress reports, ensuring alignment with benchmarks and consistency of learning objectives and skill progression across grade levels and subject areas
• Led a diverse team of early childhood, elementary, and specialty educators through the CAIS/WASC accreditation process on the Faculty and Pedagogy committee, facilitating collaborative evaluation and documentation of instructional practices and professional culture
• Led an ongoing Peer Reflection Group (PRG) of early childhood, elementary, and specialty educators, facilitating thoughtful dialogue on topics such as race and racism, gender communication, and inclusive teaching practices
• Developed interdisciplinary units of study in collaboration with specialty teachers to promote cross-curricular connections
• United with colleagues to share best practices, analyze continuity, and ensure instructional consistency across grade levels
• Served as the K–5 Math Coordinator, streamlining the procurement of instructional resources, including Math in Focus, SumDog, and ST Math, and facilitated teacher workshops to support effective implementation
• Served as a mentor for new teachers, offering guidance in curriculum planning, classroom management, instructional practices, and school culture
• Founded and led the Sunshine Club to foster camaraderie among all faculty and staff by organizing school-wide events, potlucks, and celebrations that built a positive and inclusive school culture
• Collaborated weekly with teachers and independent learning specialists in grades 2-6 to best support tutees
• Volunteered on the Retirement Committee to contribute insights and perspectives, assisting in the development and improvement of retirement policies that best support colleagues’ long-term financial well-being

PROFESSIONAL DEVELOPMENT & GROWTH

• Engaged in ongoing professional development on topics such as AI, differentiation, rubric design, technology implementation, MAP Growth, and backward planning, as well as programs including Math in Focus, Learning Headquarters, Units of Study in Reading & Writing, and Junior Great Books to stay current with best practices and enhance instructional effectiveness.
• Maintained active teaching certifications in two states and enhanced California qualifications with Cross-cultural Language and Academic Development (CLAD) certification, No Child Left Behind (NCLB) compliance, and the passing of CBEST, CSET, and CTEL exams
• Subscribed to educator memberships including Computer Using Educators (CUE), International Reading Association (IRA), Association for Supervision and Curriculum Development (ACSD)
• Read numerous professional resources including Why Gender Matters, Under Pressure, Understanding by Design, Best Friends, Worst Enemies, and Punished by Rewards, as a commitment to being a lifelong learner

SOCIAL-EMOTIONAL LEARNING & LEARNING ENVIRONMENT

• Served as a teacher leader for the No Place for Hate committee, collaborating with the school counselor to implement ADL’s initiative and empower students in grades 4–6 to take leadership roles in promoting a positive, inclusive school culture aligned with ICARE values
• Integrated social-emotional learning strategies into instruction to foster empathy, resilience, and emotional intelligence
• Committed to fostering empathetic, resilient learners by supporting students’ social, emotional, and intellectual growth in a nurturing community
• Promoted inclusivity and respected diverse perspectives to cultivate thoughtful problem-solving and collaborative learning
• Developed students' critical thinking and problem-solving skills through inquiry-based learning activities
• Maintained a positive and inclusive classroom environment through consistent behavior expectations and effective management strategies
• Created a warm, supportive classroom community encouraging healthy risk-taking and academic, emotional, and social growth
• Completed trainings in social-emotional programs, including Responsive Classroom and Second Step, and successfully integrated their practices into daily classroom routines to support student well-being and build a positive learning environment
• Aligned teaching practices with the Portrait of a Gillispie Graduate by designing inclusive, cross-disciplinary learning experiences that nurture the whole child and foster the growth of courageous, articulate, creative, and open-minded problem solvers
• Emphasized personal accountability and encouraged students to view mistakes as valuable opportunities for growth and learning

FAMILY & COMMUNITY ENGAGEMENT

• Built meaningful relationships with students to ensure children are known, valued, and supported throughout their educational journeys
• Cultivated meaningful parent engagement through consistent communication, collaboration, and involvement in classroom and school activities to strengthen the home-school connection
• Fostered open and effective communication with students, families, colleagues, and administrators to build strong partnerships, enhance collaboration, and promote a positive school community
• Participated in community service projects in support of the Jenna Druck Foundation, Pennies for Pakistan, Rady’s Children’s Hospital, Lucky Duck Foundation, and San Diego Blood Bank
• Organized and led 16 blood drives on campus, collecting over 550 pints of blood, raising more than $50,000 in donations, and adding numerous people to the National Marrow Donor Program to support the San Diego Blood Bank and the local and national communities

DIRECTOR OF SUMMER EXPLORERS (2015 to Current)

• Directed all facets of the Elementary Summer Explorers program, including creating master schedules and session plans, communicating with parents, supporting students and staff, and managing daily operations to ensure a smooth and enriching camp experience
• Recruited and hired a diverse team of educators to deliver engaging enrichment classes for students in grades K–6
• Designed and managed a balanced program schedule that offered high-interest learning experiences tailored to a wide range of student interests and needs
• Wrote and distributed the Summer Explorers brochure, effectively communicating program highlights and logistics to families
• Utilized CampBrain management software to efficiently handle registrations, payments, scheduling, and communication, streamlining administrative operations for a smoother camp experience
• Increased staff satisfaction through clear communication and supportive leadership practices, fostering a positive and collaborative work environment
• Managed year-round operations for Summer Explorers, maintaining ongoing communication with parents and staff, providing tax documentation, and ensuring seamless program continuity beyond the summer sessions

ART EDUCATION & INTEGRATION

• Earned a California Single-Subject Teaching Credential in Art (2025) after completing all requirements set by the California Commission of Teacher Credentialing
• Completed coursework at San Diego State University and University of San Diego (4.0 GPA) and passed CSET Art exams 1 & 2, demonstrating subject matter competency
• Cultivated rich art experiences with an appreciation of art’s cultural and historical contexts, building a supportive, inspiring classroom environment where students developed technical skills and explored artistic expression through choice
• Developed and taught engaging, hands-on art lessons incorporating drawing, perspective, and 3D projects using diverse media including watercolor paint, oil pastels, and mixed paper, fostering student creativity and confidence
• Enhanced third grade curricular subject matter by incorporating art projects that combined the elements of art and principles of design to create high interest learning opportunities
• Collaborated regularly with a mentor artist to integrate the elements of art and art history into cross-curricular instruction, gaining recognition by mentor for technical skill, creativity, student rapport, and commitment to developing the next generation of artistic thinkers

• Created an exceptional educational experience for my students following California's rigorous content standards
• Collaborated with my team to address the specific learning needs of our students using data from various assessments including the Houghton Mifflin California Summative Reading Tests, the QRI, the District Writing Analysis, self-made rubrics, tests, quizzes, and projects
• Administered and/or scored the QRI (Qualitative Reading Inventory), the District Writing Analysis, and the STAR test
• Taught reading comprehension to fourth grade ALP (Academic Learning Program) students using the Soar to Success program
• Increased student learning through the successful implementation of teaching and learning strategies to achieve grade level S.M.A.R.T. (Specific, Measurable, Attainable, Results Oriented, Time Bound) goals in reading, writing, and science
• Gained knowledge of and experience in the SST (Student Study Team) process for identifying students with special needs
• Implemented strategies to facilitate Character Education and Anti-Bullying through the Six Pillars of Character
• Developed proficiency in using the Hampton Brown program to teach ELL students

• Taught all subjects in English to more than 30 bilingual students enrolled in a dual Hebrew/English curriculum
• Embraced a new culture, facilitating an open exchange of diverse customs, traditions, and values
• Raised academic expectations, improving students' reading, writing, and mathematics skills

• Led less experienced coworkers in developing more effective methods of assessment and in implementing a variety of teaching strategies including group work, directed lessons, and hands-on activities
• Introduced higher standards of education
• United parents with teachers and students by establishing communication through weekly newsletters and regular conferences

• Received training in Reach out to Schools: Social Competency Program
• Coordinated a partnership with a Spanish-speaking classroom, designing and implementing lessons structured to meet the diverse needs of ELL students
• Established numerous groups including the Millennium Club, Spirit Team, and Basket Committee
• Created highly motivating reading and writing units including Writing Rainbow, Stellar Readers, and Book Projects
• Collaborated to create a Language Arts Rubric for all grade levels
• Tutored students in preparation for the MCAS exam (Massachusetts Comprehensive Assessment System)

• Gained complete control of a troubled inclusion classroom mid-year, restoring discipline and respect
• Guided students toward the development of self-understanding, self-confidence, self-reliance, and self-discipline
• Implemented a plan to improve communication between parents, students, and teachers