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-8 Intervention Specialist (Multilingual), I collaborate with and contribute to inspire a growing
team of elementary and middle school teachers. I write original, blended curricula; in ELA, Math, History,
Black Studies, College & Career Readiness and foster school building teacher-leader liaisons. As I too,
believe in a curriculum steeped in a fresh, living, newfound academia; not devoid of, but inclusive
of layered instruction surrounding the Human Condition. Quotidian scholar-led, and critically thought-
provoking discussions, contribute to the designing of a school’s curriculum- as it is LIVE; and indicative
of an educational scope, to which students can assist in rearing. If society’s youth are tasked with ‘re-
imagining it [i.e., life] better’ right now; one can conclude, present-day school leaders looking to ‘get it
right’ by re-envisioning how public schools execute a free and appropriate education; in a post-pandemic
world is least of all- urgent and evolving.
My sense of urgency is apparent via the pride and enthusiasm I glean from teaching and learning from
my students; especially, as per the relationships I work diligently to foster and forge with not only
avant-grade instructional tools and fresh assessments- but additionally, regarding my commitment to
my school's mission statement. Necessary conversation bounces back and forth; especially, between
school buildings and influential community leaders. Folks from all walks of life, seek dependability in
the schools’ infrastructure, and peace-of-mind from well-intended leaders. When conflict arises from all
that transcends textbooks and computer screens; I want to collab with your charter in reclaiming what
is every community’s right- a chance to educate oneself, to create the niche each graduate will consider
with careful thought and deep reflection, the opportunity to chisel and carve.
My credentials include NYS Certification in TESOL- ALL GRADES (i.e., ENL/ROLL), as well as an
accompanying master’s degree in Teaching English as a Second Language to Other Language Learners
[TESOL], from the Graduate School of Education, at Manhattanville College. From the same graduate
school, I am state certified, with an MPS (and/or master’s degree in Professional Studies) in School
Building Leadership [SBL]. I have a Bachelor of Arts Degree in English, from Ithaca College, and a BA
in Politics. Equipped with nearly a decade and a half worth of experience as an inner-city, public-school
teacher-leader; and three plus years teaching, leading, and learning internationally- an invaluable asset
to your scholastic partnership I’d immediately prove to you and our team.
Upon hire, I will become indispensable to the learning organization, invaluable to the team administrators,
a worthy program coordinator; however, of equal importance, I will be a resourceful, woke soldier of
support to the teaching faculty, and staff. The learning organizations’ safety and functional prowess if in
place; can work to augment and celebrate unpredictable teachable moments- as well as support teachers’
academic freedom to push the margins and confines of instruction… in the name of differentiated,
supplemental instruction. Ultimately, I teach students, teachers, families and community members to
respect all moving parts of the learning organization; as one piece does not exist in successful isolation,
of the other.
As a teacher-leader I work both, under and alongside the members of the learning organization- inclusive
of spirited collaboration. It is rewarding to serve the school building leader(s)- however, more productive
to work towards balancing the partnership based on the areas of academic programming and/or school
building infrastructure, which need immediate attention versus issues of concern that need thoughtful
conversation, reflection, and then, a solution. A quick fix, or a detailed plan for how to get to where the
learning organization must exist; is one I share responsibility in developing, turn-keying and, model upon
execution. I model when leading adults, as I would do when teaching my students; especially since, I
value all faculty and staff, as we are all human beings.
I want the chance to contribute to and mold your (hopefully our) team, and hone my zeal and energies
into a partnership, that empathizes with communities, and acknowledges the critical need for schools
to be open; as to assist in combating Life’s hardest lessons: regaining momentum, while maintaining as
highly functioning and consistent; academically and organizationally.
I would appreciate the opportunity to communicate meaningfully with you, and with your team.

Early childhood education professional with history of creating and implementing comprehensive lesson plans that cater to diverse learning styles. Known for fostering collaborative environments and achieving educational milestones through adaptive teaching methods. Demonstrates reliability and flexibility to meet changing classroom needs while maintaining strong organizational and communication skills.
Experienced with creating engaging lesson plans tailored to young learners' needs and abilities. Utilizes effective classroom management techniques to maintain positive and productive learning environment. Knowledge of early childhood education principles and practices ensures solid foundation for student growth.

Certified Kindergarten Teacher creates and runs programs to educate beginning students and improve school readiness. Fosters growth and development in children while encouraging strong partnerships with families. Manages behavior issues through innovative and constructive correction.

Frankee Hammer

Summary

Overview

Work History

Kindergarten Teacher

Project Director, COIPP

Kindergarten Teacher

Teacher/Librarian

Education

MPS - Prevention Science

Bachelor of Science - Criminal Justice

Associate of Science - Criminal Justice

Skills

Timeline

Kindergarten Teacher

Project Director, COIPP

Kindergarten Teacher

Teacher/Librarian

MPS - Prevention Science

Bachelor of Science - Criminal Justice

Associate of Science - Criminal Justice

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