Dr. Yasmin Amico

Proficient Grant Writer with higher educatrion degrees in EDD-EDL, MFAW, MAEd, and BA English with Distinction with extensive non-profit background experience. Submitted grant applications and supported formulation of strategic funding initiatives. Excellent command of diction and syntax, fostering consistent grant approvals. Accomplished in increasing and diversifying organizational funding sources. Exceptional writer and proofreader with perfect grammar and in-depth understanding of non-profit needs. Offering years of related experience. Proven leader and self-directed professional with successful career promoting organizations, plans and needs. Proficient in grant writing, proposal development and contract administration. Advanced skills.

• Professional Development Workshops:
• Time & Organizational Management
• Sales & Marketing Management
• Product Knowledge
• Customer Service Sales & Marketing
• Building an Electronic Clientele Database
• Trunk Shows
• Cross Selling & Marketing
• The Highly Satisfied Customer
• Employee incentives
• Skills Used
• Customer Service
• Sales, Marketing, & Promotions
• Product Knowledge
• Pricing & Promotions
• Mobile Cash Register
• Electronic Clientele Database
• Online Shopping
• Orders, Sends, Packaging, Shipping & Handling
• Cash Register
• Computer Systems & Internet
• Customer Satisfaction
• High Conversion Rates
• Adjunct Professor Humanities
• Post University CT2008 to 2011
• To facilitate English, World Languages, Literature, and Career Success Seminar Courses
• Adult Education Instructor
• Naugatuck Adult Education2004 to 2006
• Principal Teacher
• Washington Headquarters' Museum - White Plains, VA
• July 1999 to December 2003
• Responsibilities
• Principal Teacher: Washington Headquarters' Museum, North White Plains, NY"Children's Summer History & Ecology Program"
• Grades: 2-6
• Colonial American History of New York with a focus on The Battle of White Plains
• Activities:
• Historic reenactment
• Colonial Crafts
• Colonial Games
• Training Adult and Youth to be Docents
• Cooking Colonial Food
• Calligraphy and Illumination
• Museum Tours
• Funding
• Accomplishments
• As the Principal Teacher at WHM, I facilitated student learning and helped foster a climate conduciveto academic learning through hands on, action research and colonial activities based on NYS Academic
• Standards for Social Studies with emphasis on local history and ecology
• Students who attended WHM performed well on state standardized tests when they returned to theirtraditional school settings
• Students learned more about Colonial America and The Battle of White Plains
• Students learned how to make colonial meals and desserts using "receipts" which is the colonial formof the modern day recipe
• Students were trained in Museum Studies and Historical Events
• Students worked as Junior Docents and invited their families, friends, and neighbors to tour themuseum and learn more about local history and ecology
• Skills Used
• To successfully facilitate activities at WHM I underwent training via the Westchester County Parks,
• Recreation, and Conservation Department, Mt
• Kisco, NY
• I supervised three adult educators who worked at WHM and helped with the children and youth
• I designed and implemented the curriculum for the program; oversaw the accounts, bookkeeping, andpurchasing of teaching and learning materials for the historic site
• I designed and layout the colonial herb garden based on historic accounts of the herbs and spices thatwere native to the region during the 1600s
• I created a unit on colonial American history and ecology in White Plains c
• 1600s and designed abrochure featuring WHM with an emphasis on the history of Elijah Miller who owned the property in the1600s
• I located the root cellar where Washington's Army hid supplies from the Red Ciats and during one ofthe Colonial Ganrs Events one of the children found a piece of metal which helped me to locate andidentify the location of the original blacksmith shop c
• 1600s
• Adult Education Instructor
• Yonkers Parks, Recreation, & Conservation - Yonkers, NY
• September 1989 to December 20011
• Responsibilities
• Facilitated student learning in Arts & Crafts and Calligraphy Workshops, grades Pre K-12 for the
• Saturday Children's Workshops
• Accomplishments
• Educating students on the values of reducing, reusing, recycling, conserving, and preserving materialsto keep our environment healthy and green
• Using recyclables for Arts & Crafts and to learn the Art of
• Beautiful Writing (Calligraphy)
• Teaching students about Colonial Arts & Crafts and making connectionsto local history and ecology through artistic expressions
• Skills Used
• Best Practices: teaching and learning old, new, revised, and improved methods of helping students tobecome critical independent thinkers, knowers, doers, and problem solvers
• Gradual Release of Responsibility: teacher models the activity; students practice the activity on theirown, and then the entire group will practice together
• My best skill sets are to facilitate student learning through a process of knowing, doing, andunderstanding what skills students have; what skills are required to complete a task or project, andwhat tools are required to prepare students to successfully master the skills needed to produce a finalproduct
• Promoting Early, Emerging, and Emergent Childhood Literacy through Arts & Crafts and Calligraphythrough the lenses of diversity, inclusion, holistic, authentic, multiple intelligence student oriented/career oriented, purposeful, democratic, equity-character-community oriented curricula
• Students learn the value of reading instructions and following directions to successfully navigate fromthe beginning, middle, and end of an activity, and take pride in the final product they produce bythemselves
• I can
• You can
• We can!" Mostly, that once a skill is mastered the student can advance tothe next, higher level of skills and demonstrate competency then mastery over time
• Carefu attentionis placed on the value of the Home Learning Environment with respect for each student's language oforigin, country of origin, history, culture, and customs making the school a part of the community andthe community a part of the school through mutually respectful partnerships
• I am able to locate and identify students strengths and weaknesses and adjust the lesson plan,or modify same to suit the needs of individual students when necessary without upsetting thecohesiveness of the group project and destroying the working dynamics and enthusiasm studentsdisplay when interested in a topi or skill being taught
• To be a successful teacher and leader I stop, look, listen, and learn
• I assess the culture and climateof the classroom population
• I examine the classroom dynamics and demographic composite of theclassroom and build the lessons around what interests students most
• I use my time and organizational management skills to control the pace of work
• Students are providedwith clear and concise objectives for each project and the teaching and learning literature andmaterials required to complete a project
• Ample opportunities are provided so that the individual, small group, and whole group learner orknowledge engineer can shine
• The classroom materials are safe, age and skill appropriate and specifically selected based onstudent interest and currency
• What do students like
• What is popular
• Why is a certain color palette,character, book, movie, or cartoon so popular
• How can I capitalize on student interest to design astellar, student-centered curriculum with meaningful lesson plans and diverse, hands-on activities?
• These are some of the open-ended questions I ask myself in preparation for classroom success
• Happy, engaged students learn faster than unhappy, disengaged ones
• Learning is fun
• I allow studentsample opportunities to be "teacher of the moment" to provide a sort of "show and tell" to retract topeers what they have ingested, digested, absorbed, assimilated, and excreted or ignored
• I bring a fireand healthy zeal for learning into a classroom
• I am a kinesthetic, industrious teacher-student-scholar
• I teach and also learn from my students' reactions to my lessons and completion of tasks that illustratewhat students know; what students want to know; what students need to know, and what studentsneed to learn
• I apply the SAD Principle: to Speak, Act, and Dress professionally
• In applying the KISS v
• The KILL
• Principles: I do not over complicate things, but Keep It Short and Simple versus Keeping It Long and
• Lengthy
• I subscribe to the 8 steps to success as outline in basic sales and marketing guidelines whichcan be adapted and adopted to suit the needs of classroom teachers
• I also subscribe to Woods (2012):"Attack Your Day Befire It Attacks You!" I plan ahead
• I am prepared
• I smile and greet each studentwelcoming all to class
• I encourage positive thoughts among students
• I suggest relevant books ormagazines that will expand the knowledge base and scope of reading; improve individual students
• Lexile Scores, and demonstrate through hard work and ingenuity how students can benefit from samethrough daily reading and building language and literacy fluency through frequent practice.

• Willing to relocate: Anywhere, Authorized to work in the US for any employer
• Awards , Sir Lionel Luckhoo Prize for Literature: " Guyana in 50 Years Time," an essay. January 1974 Essay Competition Sponsored by the Honorable Sir Lionel Luckhoo. National Recognition. The Spirit of Goddard Award January 2008 The Spirit of Goddard Award is given to the graduate student who shows scholarship and best represents the academic and personal characteristics fostered and nurtured through the Goddard College philosophy of knowing, doing, and understanding through the lenses of self, peers, students, faculty, and who represents the overall attitude that makes people smile and reminisce about Goddard. The Excellence in English Award May 5, 2007, Post University Honors Convocation for Valedictorians and Sautatorians of every department and every academic discipline at Post. Transformative Language Arts Conference Scholarship July 2008 Transformative Language Arts seeks to promote early language and literacy acquisition and sustainability; promote music across the arts, and writing across the curriculum and across genres. Summer Writing Intensive and Meet the Author or Artiste Workshops, Goddard College, VT Featured Playwright Nominee, Arts Council of Greater Waterbury, CT

National Society of Leadership and Success (NSLS)

Sigma Alpha Pi, Northcentral University, la Jolla, CA

Alpha Chi National Honor Society, Post University, CT

Post University, CT Alumni Association, Waterbury, CT

Goddard College Alumni Association, Plainfield, VT

Northcentral University, La Jolla, CA Alumni Association

Sister's Journey, Cancer Education, Support, Advocacy, and Fundraising Organization, Hamden, CT

Received a Congressional Award, Mohegan Sun Convention Center, 2016, from Congresswoman Mrs. Rosa De Lauro (D-CT) for cancer advocacy and sharing my cancer journey with patients and survivors to bring awareness, educate, advocate, fund, and support initiatives to find a cure for cancer.