Padyn Elizabeth O'Keefe

• Communication

I engaged in constant communication with classroom teachers and administrators during my time as a substitute in order to clarify and successfully execute plans, give updates on the day, and ensure the differentiated needs of students were met

• Relationship Building

My time at Menomonee Falls as a substitute and coach is most meaningful due to the effort I put into building relationships with my students and swimmers, founded on mutual trust and respect Relationship building was essential to my success in fostering an engaging and productive classroom environment, as well as team culture

• Problem Solving and Decision Making

As a substitute teacher, it is imperative to be flexible in adapting to whatever problems may occur, and quickly craft an effective solution that anticipates the differentiated needs of all students From interpreting lesson plans, to behavior management, I learned to be a resourceful and decisive leader in the classroom

• Lesson planning

As a permit teacher, I gained experience in daily lesson planning alongside a curriculum guide I was able to adapt to the needs of my students during each lesson, and re-adjust for the next day My time as a substitute also allowed me to observe the skill of lesson planning from veteran teachers

• Classroom management

I have had the privilege of observing classroom management of veteran teachers across multiple districts in my time as a substitute, and experimenting to see which methods fit my style best Walking into a different classroom each day as a substitute gave me the opportunity to expand my classroom management toolbelt, with a comfortability to choose and apply the appropriate response to each individual situation

• Differentiated instruction

During my time as a permit teacher, I gained experience in lesson planning to differentiate instruction, as well as implementing both small and whole group instruction to ensure the success of all students As a substitute, I was attentive to specialized instruction from teachers on students with different needs, while balancing the needs of the whole classroom