Takeshia Ellis 8087 Beaverland Detroit, MI 48239 313-561-4596/ 350-9962 [email protected]Starfish Family Services 30000 Hiveley Rd Inkster, MI 48141-1089 RE: Leadership/ Administrative Position Dear Human Resources, This letter is to express interest in current or future Leadership/ Administrative position/(s) with Starfish Family Services. I learned about your employment opportunities from the sfish.org website. I am very interested in a position that will allow me to utilize my leadership skills. I believe that my educational accomplishments and employment background provide the skills necessary to endure such a position. My work background and coursework have supplied many opportunities of working in the Early Childhood arena. I have worked with children (and families) from various diverse learning communities. For instance; I have cared for children at the University of Michigan-Dearborn Child Development Center and worked as a preschool teacher for several years in suburban and inner city environments. By working within these different childcare facilities, I have become familiar with the planning and organization involved in being an effective leader. Additionally, I particularly enjoy working with young children (and families) as I find it rewarding being part of their day to day development. I possess a State of Michigan Provisional Certification in Elementary Education with a ZA endorsement in Early Childhood Education. I also possess a Bachelor of General Studies degree in the Children and Families Program. This degree is designed for those that have interest in child-care, child-care
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Takeshia Ellis8087 BeaverlandDetroit, MI 48239313-561-4596/ [email protected]
Starfish Family Services30000 Hiveley RdInkster, MI 48141-1089
RE: Leadership/ Administrative Position
Dear Human Resources,This letter is to express interest in current or future Leadership/ Administrative position/(s) with Starfish Family Services. I learned about your employment opportunities from the sfish.org website. I am very interested in a position that will allow me to utilize my leadership skills. I believe that my educational accomplishments and employment background provide the skills necessary to endure such a position.
My work background and coursework have supplied many opportunities of working in the Early Childhood arena. I have worked with children (and families) from various diverse learning communities. For instance; I have cared for children at the University of Michigan-Dearborn Child Development Center and worked as a preschool teacher for several years in suburban and inner city environments. By working within these different childcare facilities, I have become familiar with the planning and organization involved in being an effective leader. Additionally, I particularly enjoy working with young children (and families) as I find it rewarding being part of their day to day development.
I possess a State of Michigan Provisional Certification in Elementary Education with a ZA endorsement in Early Childhood Education. I also possess a Bachelor of General Studies degree in the Children and Families Program. This degree is designed for those that have interest in child-care, child-care administration and other work related with children and families. Furthermore, I am currently pursing a Master of Arts degree in Educational Leadership with the expectations of graduating in December, 2009.
The key strengths that I possess for success in this position include: Great classroom management skills Excellent leadership and communication skills Team Player Follow directions well Facilitator in the growth and development of children Great listener Strive for continued excellence and eager to learn new things
OBJECTIVE Leadership/ Administrative To contribute to an educational institution that can use a professional with outstanding communication, interpersonal, organizational, and motivational skills.
EDUCATION Wayne State University, Detroit, MI Master of Arts degree- 2006-present Major: Educational Leadership Cumulative GPA: 3.8 Expectant Graduation date: December, 2009 University of Michigan Dearborn, Dearborn, MI Certification: State of Michigan Elementary Provisional- 2004 Endorsement: Early Childhood Education (ZA) Minors: Language Arts and Science Cumulative GPA: 2.92/ Early Childhood Education GPA: 3.2 University of Michigan Dearborn, Dearborn, MI Bachelor of General Studies degree- 2002 Major: Children and Families Program GPA: 3.0
EXPERIENCE Pre-K Teacher. City of Highland Park School District, Highland Park, MI (2009). -Taught children by following Highscope and Everyday Math Curriculums. -Observed children daily by utilizing the COR observation method. -Directed and Supervised Teacher Aide. -Communicated daily with parents. -Conducted Home Visits. -Created bulletin boards. -Incorporated technology in the classroom. -Completed report cards for each student. -Responsible for providing children with breakfast, lunch and snack. *Provided afterschool tutoring to third, forth and fifth graders.
Substitute Teacher (grades K-12). Westwood Community School District, Dearborn Heights, MI (2005).
- Followed instructions/directions of lead teacher by providing students with assignments left by their original classroom teacher. - Implemented creative abilities and classroom management skills throughout the course of the day. - Followed school rules and regulations.- Presented frequent availability.- Completed each work day with leaving a general report for the lead teacher.
Student Teacher (4th grade). Westwood Community School district: Daly Elementary, Inkster MI (Aug. 2004- Dec. 2004). - Taught all subject areas, as well as gained valuable teaching experience while assisting the Lead Teacher. - Utilized planning and organizational skills by creating interesting and thorough lesson plans (with use of curriculum): as well as providing students with test-taking strategies.
- Gained greater insight on how to utilize the curriculum in daily activities.
- Acknowledged the importance of team work and relationship building. - Acquired significant knowledge on how a "school year" should begin. - Applied active learning techniques (e.g. students interest, centers, manipulatives, differentiated
instruction, etc) while encouraging students to actively participate and open themselves to learning.
- Implemented positive classroom management strategies to encourage respect for others and proper behavior.- Maintained ongoing communication with parents and assisted Parent Teacher Conferences.- Displayed creativity and initiative in the development of informative bulletin boards.
Preschool Teacher. Crestwood School District (Highview Elementary), Dearborn Heights, MI (2003-2004).
- Instructed a diverse student population in preparing them for future educational endeavors.
- Developed age appropriate lesson plans that enhanced the social, emotional, physical and cognitive development of children.
- Respectfully supervised and directed Teacher Assistants in everyday activities/routines.- Provided students with safe, meaningful and enjoyable educational experience.- Created bulletin boards that displayed children’s work.
Preschool Teacher. Star the Bear Preschool, Detroit MI (2000-2001).- Team Teacher (Feb. 2000- June 2000)- Promoted to Lead Teacher (Sept. 2000- June 2001)- Taught basic Spanish (counting, colors, etc).- Many of the same responsibilities as Preschool Teacher experience as above.
NON- Student Assistant. University of Michigan Dearborn, Dearborn Heights, MI RELATED (2001-2003). Part-time position in assisting various departments on campus EXPERIENCE (e.g. Engineer, Education, CASL, etc). Performed responsibilities such as: assisting students and staff, answering phones, reviewing documents, typing, filing, running errands, operating general office equipment, etc. Administrative Assistant. Blue Care Network, Birmingham, MI (1998-1999). Full-time position in assisting Health Care Organization. Duties included: Customer Service, Data Entry, answering phones, typing, filing, etc.
SKILLS Typing: 40 wpmComputers: Microsoft Word, Power Point and basic Excel; e-mail and the Internet
PERSONAL Enjoy reading, acting, and dancing. Honored with two Certificates of Completion in "Children in Poverty" and "Classroom Management" Professional Development Series (December 2004). Have a reputation of being a multi-tasked individual, positively leading others, and positive attitude.
REFERENCESAvailable by request.
Instructor: Ms. Ellis Grade: 4th Date: Week of 9-20-2010
*Story- Donovan’s Word Jar*Vocabulary word list*Reading book*Paper*Pencil
*Reading workbook pages 8 & 9.*Pencil
Reading workbook pgs. 10 & 12.*Pencil
Procedures -Students will write each question.-Students will answer questions in a complete sentence.
-Students will work independently by filling in the bubble that best answers the questions.
-Teacher will read “Donovan’s Word Jar” aloud.-Teacher will ask questions to prompt comprehension.-Students will write vocabulary words and its meaning.
Pg. 8-Students will match vocabulary words with similar meanings.
Pg. 9-Students will write the correct phrase that best completes each
Pg. 10-SW complete a story map (e.g. character,setting, problem, etc).
Pg. 12-SW label whether a sentence is
sentence. declarative or interoggative
Assessment
Review answers Review answers
Observe classwork
Review answers
Review answers
Mathematics
Monday Tuesday Wednesday Thursday FridayGLCEObjective SW be able to
create line segments.
SW be able to draw and name line segments.
SW complete Math Boxes.
SW understand the meaning of angle and vertex.
SW be able to name and/or illustrate angles and vertex.
SW understand the meaning of geometric figures that are a part of the Polygon family.
SW understand the meaning and characteristics of a Parallelogram.
Materials *Geoboards*Rubberbands*Geoboard Line Segments worksheet (1.2/ pg. 9)*Pencils
*Everyday Math Journal (1.2/ pgs. 4-5)*Math Notebook*Pencil
*Everyday Math Journal (1.3/pg. 6)*Math Notebook*Pencil
*Angles and Quadrangles worksheet pg. 11.*Pencil *Math Notebook
Procedures -SW practice making line segments on Geoboards.-SW then create line segments onto worksheet.
Pg. 4-SW create and name line segments.
Pg. 5-SW use Mental Math capabilities to solve math problems.
-TW provide students with the meaning and examples of angles and vertexes.-SW take notes.-SW complete pg. 6.
-TW provide students with the meaning and examples of Polygons (rectangle & trapezoid).-SW take notes.-SW complete Angles and Quadrangles worksheet pg. 11.
-TW provide students with the meaning and characteristics of a Parallelogram.-SW take notes.-SW complete Classifying Quadrangles worksheet pg. 15.
Assessment Observe classwork
Observe classwork
Observe classwork
Observe classwork
Observe classwork
Social Studies
Monday Tuesday Wednesday Thursday FridayGLCEObjective SW explore the
characteristics of a Physical Map.
SW explore the characteristics of a Political Map.
Materials *Desk Map*Marker
*Desk Map*Marker
Procedures -Teacher and students will explore a Physical Map/ Side A.-TW make descriptions of different characteristics that identifies a Physical map (e.g. lakes, rivers, elevation, etc).-SW identify particular areas and mark them on their map.
-Teacher and students will explore a Political Map/ Side B.-TW make descriptions of different characteristics that identifies a Political Map (e.g. counties, etc).-SW identify particular areas and mark them on their map.
Assessment Observe Classwork
Observe Classwork
Instructor: Ms. Ellis Grade: 4th Date: Week of 9-27-2010English Language Arts
Objective SW answer comprehension questions that relate to short story in Reading Workbook.
SW better understand the meaning of their weekly spelling words.
SW demonstrate test-taking skills by answering comprehension questions that relate to “Donovan’s Word Jar”.
SW listen to “My Name is Maria Isabel” as the teacher reads it aloud & make predictions.
SW understand the meaning of the weekly vocabulary words.
SW be able to match vocabulary words with phases and analogies that share similar meanings.
SW understand how adding a prefix or suffix to a word changes it meaning.
SW use spelling words to rhyme and complete sentences.
SW better understand how prefixes and suffixes change the meaning of words.
SW understand where to look in a library to find certain material.
Materials *Reading Workbook Pg. 11 & 13*Pencil
*Test worksheet*Reading text*Pencil
*Story- “My Name is Maria Isabel” *Reading text*Reading Workbookpg. 16*Vocabulary word list*Paper*Pencil
*Reading Workbook Pg. 14, 17, & 22 *Pencil
*Reading Workbook Pg. 18 & 19*Pencil
Procedure 1
-SW silently read short story in reading workbook.-TW then read short story aloud to students.-SW answer comprehension questions (1-8) in workbook.
-Students will work independently by filling in the bubble that best answers the questions.
-Teacher will read a portion of: “My Name is Maria Isabel” aloud.-SW predict what will happen next.-SW write prediction in the box.-TW read the continuation of the story.-SW write what actually happened next.
-SW fill in the blanks with words that has similar meanings & analogies.
-SW look at either the prefix or suffix of each underlined word and choose the answer with the best meaning.
Procedure 2
Procedure 3
-SW fill in the blank with spelling words that means the opposite.-SW fill in the spelling word that best completes the sentence.
-Teacher will ask questions throughout the story to understand students prior knowledge about vocabulary words.-Students will then write vocabulary words and its meaning.
SW make sense of words by adding a prefix or suffix to words.
SW use spelling words to complete sentences and rhyme with given words.
-SW write the name of the selection of the library that is the best place to find that item.
Draft focused ideas using a variety of….techniques
W.PR.04.03Draft focused ideas using a variety of….techniques
W.PR.04.03Draft focused ideas using a variety of….techniques
Objective SW learn how to peer edit
SW compare and contrast items
SW learn how brain storm writing ideas.
Material *Students writing samples*Writing check list*Pencil
*Venn Diagram*Paper *Pencil
*Bubble Diagram*Pencil
Procedure -TW model how to peer edit.-TW explain how to improve writing.-SW peer edit writing.
--SW compare the similarities and differences amongst items.-SW write a paragraph about the comparisons.
-TW give students a topic.-TW model how to fill in Bubble Diagram.-Teacher and students will complete a Bubble Diagram together.-Teacher and students will complete paragraphs for the topic.
-SW be able to solve various mathematical concepts.
-SW determine the place value of several numbers.
-SW review characteristics of Polygons.
-SW create numbers & operations to fit each Name Collection Box.
-SW be able to solve various mathematical concepts.
Material *Student Math Journal pgs. 28-29*SRB*Notes*Pencil
*Student Math Journal pgs. 33-34*SRB*Notes*Pencil*Place Value Chart
*Student Math Journal pgs. 30-31*SRB*Notes*Pencil
*Student Math Journal pg. 35*SRB*Notes*Pencil
Procedure 1
Procedure 2
-SW read each question.-SW use SRB to solve mathematical problems.-Teacher and students will review questions together.
-TW model and provide strategies as how to solve various problems.-SW use SRB &
-SW record numbers in place value chart.-SW determine the worth of each number.-SW record his/her results.
-SW place a mark next to statements thatare true about each figure.
-Teacher and students will review each collection box together.-Teacher and students will create numbers and operations for each box.-SW then create his/her own Name-Collection Boxes.
-TW model and provide strategies as how to solve various problems.-SW use SRB & Math notes to
-TW review how to solve various math concepts.-SW work independently to solve problems.-Teacher and students will discuss individual problems after work time is complete.
instructions as how to “change” numbers. -TW model on the projector.-TW ask: Do you have to add to change the number?Do you have to subtract/minus to change the number?-Teacher and students will perform each step together for several problems.
-SW work in a group to perform independent practice for remaining problems.
terms and meaning.-SW copy words and meaning in math notebook.-SW be placed in groups of two.-Teacher and students will play the “Counting Raisins” game step-by-step.-SW record their results.
-TW randomly select students to state their family size.-TW record each child’s family size.-Teacher and students will discuss results and answer questions relating to findings.
problems using the Partial-Sums method.-SW work in small groups and complete few problems using the Partial-Sums method.
-TW model how to solve addition problems using the Column Addition method.-SW work in small groups and complete few problems using the Partial-Sums method.
subtraction problems using the Trade-First method.-SW work in small groups and complete few problems using the Trade-First method.
-TW model how to solve subtraction problems using the Partial Differences method.-SW work in small groups and complete few problems using the Partial Differences method.
Assessment Check answers Listen to students responses
P.PM.E.3Magnets can repel or attract other objects.
Objective SW detect the force of magnetism
-SW learn about water and its process.
Material *Foss Kit (magnet boxes, test objects, …)*Pencil
*Story: Randy’s Fantastic Journey*”The Words Around You” Worksheet*Pencil
Procedure -SW construct magnet boxes-SW play magnet detecting game using test objects, compass & iron filings.
-TW read “Randy’s Fantastic Journey” aloud-Teacher and students will discuss vocabulary words and definitions.-SW then match vocabulary words with its meaning.
Assessment Check reports on detection
Check work
Instructor: Ms. Ellis Grade: 4th Date: Week of 10-25-2010
Proofread and edit writing using appropriate resources……
W.PR.04.05Proofread and edit writing using appropriate resources……
L.RP.04.01Listen to or view knowledgeably and discuss a variety of genre….
THANKSGIVING BREAK!
THANKSGIVING BREAK!
Aim Integrated Learning (SEE Grammar)
Integrated Learning (SEE Grammar)
SW be able to demonstrate understanding of
SW write complete sentences by implementing a complete subject or predicate.
SW write sentences by implementing both a complete subject and predicate.
Expository Text.
Strategy Refer to notes to write who or what the sentence is for the subject, and indicate what the subject is or does for the predicate portion of each sentence.
Refer to subject and predicate notes to accurately write sentences with subject first, then predicate.
Explain & provide details as to how the story: “How to Babysit an Orangutan” is considered to be an Expository Text.
Assessment Check together Check together Check together