Early Childhood Educator
no image
Location: Guilford, CT, USA
School: University of Bridgeport
Major: Elementary Education

Early Childhood Educator

BARBARA FEENEY
105 Wauwinet Trail, Guilford, CT 06437
------------ ♦ ------------


EARLY CHILDHOOD EDUCATOR

CAREER DIRECTION

Seeking a long-term, responsible and challenging teaching assignment. Options include elementary classroom teaching positions, tutoring and, or career opportunities which employ my teaching skills.


PROFESSIONAL PROFILE

With more than 17 years of rewarding experience in early childhood education, including both public and private school environments, I am fully prepared to enter my next role in elementary teaching. My commitment to academic excellence reflects the following personal and professional attributes:

♦ Genuine care and concern for students’ intellectual and emotional development
♦ An animated and enthusiastic teaching style – one that motivates and inspires students
♦ A passion for teaching and building strong connections with students
♦ A strong advocate for positive change and continuous improvement in schools


EDUCATION AND CERTIFICATION


Master of Arts in Elementary Education
University of Bridgeport, Bridgeport, Connecticut

Bachelor of Science in Business Marketing
Manhattan College, Riverdale, New York

Connecticut teacher certification in elementary education (grades 1 through 6), No. C------------
New York State teacher certification pending


TEACHING EXPERIENCE

2005 to 2017‚ÄčTEACHER: Grades 1, 2 and 3 and intermediate 3rd
The French American School of New York
Larchmont, New York

♦ Developed curricula, lesson plans and activities with a focus on creativity, critical thinking and differentiated instruction.
♦ Taught in a co-teacher environment, sharing responsibility for instruction in English with peers providing instruction in French.
♦ Developed personal learning plans for students and performed individual and small group instruction for students who needed additional support.
♦ Established strong working partnerships with parents, administrators and colleagues, building consensus and support for shared goals.
♦ Introduced teaching and learning technologies into the classroom that included online research projects.
♦ Introduced and implemented guided reading.

Note: My position was eliminated following the 2016-17 academic year due to budget constraints.


(Continued)
Barbara Feeney – Page 2

TEACHING EXPERIENCE (Continued)

2000 to 2005‚ÄčTEACHER: Grades K through 5
Stamford Public Schools, Stamford, Connecticut

♦ Used differentiated instruction to appeal to a broad student population.
♦ Established learning groups to encourage peer mentoring, teamwork and socialization.
♦ Made interdisciplinary connections to reinforce learning in all subject areas.
♦ Wrote Individualized Education Plans and taught in an inclusive environment.
♦ Worked as part of interdisciplinary teams to customize learning strategies and interventions for special-needs students.
♦ Created hands-on classroom activities, incorporating computer literacy into instruction.


REPRESENTATIVE PROJECTS

Coding with children: Recognizing the increasing importance of computer code as a language, I attended a workshop and brought these skills to the French American School as a member of the Technology Committee. I was then able to bring these skills to the classroom, not only to teach the basics of coding but to introduce to the children new ways to problem-solve or create – thinking strategies derived from coding.

A synthesis of learning: Research and expository writing draw on a wide set of skills. To develop these skills in my students, I challenged them with a high-level project to produce a 65-page book about the solar system. Working in homogeneous reading groups, they researched print and online resources, used critical thinking and collaboration skills, and wrote chapters with illustrations on such topics as the planets and other space objects, climate and satellites.


PROFESSIONAL STRENGTHS

Teaching: A passionate, enthusiastic and motivating leader in the classroom.
Early childhood: Advanced skills, experience and deep commitment to elementary education.
Assessment: Experience includes the Fountas & Pinnell Benchmark Assessment Systems and the Rigby PM Benchmark Test, as well as ongoing self-designed assessments of student learning.
Lesson planning: Skilled and creative development of daily and unit lesson plans.
Language: Experienced in teaching students for whom English is a second language.
Technology: Familiar with Macintosh and PC applications including Microsoft Word, Excel and PowerPoint; Google Docs and Google Drive; iPad and SMART Board; basic coding through ------------.
Communication: Able to build a friendly, patient rapport with all of my students; communicate well with other teaching professionals, administrators and families.
Classroom management: Committed to listening to children, helping them to know their strengths and needs, and building a disciplined classroom culture of teamwork and learning from mistakes.
Collaboration: Work well with other education professionals, administrators and parents to create the best possible learning experience.
Progress: Monitor students’ progress and identify challenges; document learning in progress reports and report cards.
Common Core: Familiar with Common Core standards and underlying skills.
Documentation: Maintain thorough documentation for each child, including assessments, progress reports, notes and test results.
Extracurricular: Very willing to participate in after-school programs and events, including tutoring.

REFERENCES AVAILABLE UPON REQUEST

Kind, efficient, nurturing, consistent, hard working, connected, fast learner