SANDRA CALDERON

• Make and implement weekly lesson plans and activities developed to engage children and promote learning according to the curriculum.
• Apply diagnostic tools such as the ASQ to students and parents at the beginning of the school calendar.
• Design and apply annual goals to schools, based on the results of the ASQ with their respective monitoring to achieve goals.
• Carry out observation and development processes of the DRDP to schoolchildren in their different areas of development.
• Maintained strong relationships with parents and carers, providing regular updates on their child's progress and proactively addressing any concerns.
• Maintained organized, fun and interactive classroom to help children feel safe.
• Sanitized toys and play equipment each day to maintain safety and cleanliness.

• During the first three months I worked as a CDA student, carrying out support and accompaniment activities for the lead teacher.
• Once I received the title of associate teacher, I carried out the same activities that the lead teacher does: planning, evaluations, interviews with parents, and development of daily routines in the classroom.

• During this period of time I served as the lead teacher of the preschool and elementary school grades, each school year we rotated to different grades or, sometimes they allowed us to continue with the same grades.
• As a leading teacher, I guide processes of design, planning and execution of transversal curricula, according to the ages and stages of development of the children and their grades, lead and execute institutional educational projects with both students, parents and the community in general educational.
• work on projects for children with educational needs

I served as a lead teacher from preschool to fifth grade of primary school, rotating each year through different grades executing the activities of the lead teacher.