Jessica Fabel

• Montessori lead teacher in lower elementary classroom of 31-33 first through third graders in same classroom.
• Delivered Montessori curriculum in language, arithmetic, geometry, science, history, geography, and art while also making sure to teach lessons based on MN state standards.
• Created and enacted Tier 1 and Tier 2 interventions that targeted literacy, math, and social skills for students who needed more support.
• During lockdown from March 2020 until June 2021, delivered school online full time and eventually hybrid - in person and online.
• Met regularly with school social worker, special education guides and assistants to share observations about students and address needs.
• Established open communication and positive relationships with students, parents, peers, and administrative staff.

Student taught and worked as classroom assistant simultaneously to learn best practices before coming lead teacher.

• Full-time teaching assistant for Children’s House (Ages 3-6) classroom in the morning.
• Lunchtime spent supervising seven preschool and elementary classrooms.
• Afternoons spent as a Montessori student teacher in 1st-3rd grade classroom.
• Responsibilities included lesson planning with my mentor teacher and giving lessons to students from first through third grade in all core subjects.
• Focused on providing lessons that were appropriately challenging and that fulfilled the students’ specific needs.

• Worked as co-teacher for High 5 preschool classroom in Minneapolis Public School system.
• Classroom population was over 80% Latino, all English Language Learners.
• Regularly assessed and progress monitored children throughout year in order to keep them on track for Kindergarten.

• Worked in inner city London school district as temporary teaching assistant through work abroad program sponsored by University of Minnesota.
• Worked side-by-side with student with severe Autism - limited abilities with speech and sensory processing.
• Worked with faculty and special needs coordinator to come up with lesson plans and activities that were primarily sensorial in order to help student feel more comfortable in school environment.