Sara Hilliger

• Monitor student learning.
• Communicate student progress with families and caregivers.
• Design and adapt instruction to meet student needs.
• Collaborate with multilingual learner and special education teachers to plan, design, and differentiate instruction.
• Balance instruction, demonstration, and independent work time for optimal student learning.
• Communicate with other house teachers and student services to support academic and SEL needs of learners.
• Led literacy PLC through Prairie View's transition to a 6-8 building, as the only team member with previous Teacher's College curriculum experience
• Participate in 6-8 literacy steering committee to:

-review and evaluate curriculum options

-vet and select MyPerspectives curriculum

-effectively implement the resource to maximize student learning

-align curriculum resources to essential WI state standards

-assist in developing baseline resources such as slides, digital worksheets, assignment prompts, and rubrics for the 8th grade team

• Give timely, detailed, and actionable feedback on student writing
• Revise lessons and materials for future use based on student learning results

• Help students to understand the narrative, argumentative, or informational structure of their pieces in order to best communicate ideas.
• Support students in writing and revision.
• Give in-the-moment, constructive written and verbal feedback on student writing and performances.
• Develop relationships with students to provide ongoing support and encouragement.
• Assist in running practices efficiently for maximum student growth.
• Assist in running Sun Prairie home tournaments.
• Judge and give written feedback on student performances during tournaments, including state competition.

• Monitored student learning.
• Communicated student progress with families and caregivers.
• Designed and adapted instruction to meet student needs.
• Collaborated with multilingual learner and special education teachers to plan, design, and differentiate instruction.
• Conducted instruction following the workshop model, using Teacher's College curriculum, including:

-development of streamlined mini-lessons to allow for maximum student work time

-conferencing with students during reading and work time to identify areas of improvement and next steps in learning

• Gave timely, detailed, and actionable feedback on student writing
• Revised lessons and materials for future use based on student learning results

• Worked with one writing-intensive undergraduate class per semester to give feedback on two papers, for approximately ten students at a time.
• Gave written feedback on student writing, including strengths and areas for improvement.
• Scheduled and conducted individual conferences with students to discuss feedback and revise writing in real time.
• Taught writing skills such as reverse outlining, thesis writing, and integrating evidence.
• Encouraged students to take ownership of learning by taking responsibility for own progress.
• Strengthened academic confidence of students by providing supportive learning environment.
• Conducted research on the impact of silence on writing conferences and presented findings at an academic conference with over 100 attendees.