Curriculum Vitae

Lauralynn Sweet, M.Ed

Classroom Teacher Grades Kindergarten - 6
Citizenship Teacher Grades 7-9
French Teacher Grades Kindergarten - 12

Web: www.lauralynnsweet.blogspot.com
Email: sweet31415@yahoo.com

Personal

Citizenship: USA
Native Language: English
Date of Birth: 7 November 1969
Passport: USA
Languages: French (Professional)
Professional Preparation
Master’s of Education, Elementary Education, GPA: 3.725
Arcadia University, Glenside, Pennsylvania USA
August 2005

Bachelor’s of Education, French
Temple University, Philadelphia, Pennsylvania USA
May 1991

TESOL Certificate (Short-Course)
Licensing Authority for Teachers of International English, Canada (LATIE)
October 1999

Certifications

(All certifications issued through The State of Pennsylvania)

Classroom Teacher: Kindergarten - Six
French: Kindergarten - Twelve
Citizenship Education (Social Studies): Seven – Nine

Classroom Experience

Mentor Teacher (English as a Foreign/Second Language)
Al Ghad Project
Abu Dhabi, United Arab Emirates
Pre-College/Grade 12
August 2007 – Current

- Instructed Pre-University/Grade 12 in educational reform project
- Duties included preparation of students for the CEPA Examination
- Re-evaluated learning path to create manageable and achievable student goals
- Demonstrated initiative in appending and differentiating curriculum
- Mentored and guided co-workers as demonstration teacher
- Assisted co-workers in evaluating and understanding requirements for observation
- Outlined plans for co-workers observation, including rubric
- Responsible for modeling and outlining weekly lesson plans based on specified learner outcomes across multiple grade levels; work with co-teachers on writing the plans for submission to line manager
- Modeled current methodology through demonstration teaching

Classroom Teacher
Kagman Elementary (Public School System of Northern Mariana Islands, Micronesia)
Grade 5
July 2006 – June 2007
- Instructed Grade 5 in public elementary school in Micronesia: all four content areas as well as reading
-Delivered instruction directed towards the English-Language Learner
- Raised reading level scores for majority of students by one level or more; 5 students had an improvement of 2 or more levels
- Differentiated instruction with various learning group; separated classroom into learning areas; provided a personal classroom library
- Attended professional development workshops and provided materials as requested
- Assisted in (successful) accreditation process as part of the grade level team

Classroom Teacher; Transition Support Tutor
School District of Philadelphia, Philadelphia, Pennsylvania
Grades 6- 8
March 2004 – June 2006
- Directed daily reading groups on three levels
- Adapted and executed multiple learning methods
- Wrote and utilized alternative assessments addressing specific differences in learning levels
- Provided individual and small group instruction for mainstreamed students; directed small learning groups during whole-class instruction
- Partner-taught Learning Support in multi-age classroom
Instructed Shared Reading
- Wrote project assignments and rubrics for assessment
- Directed resource room for mathematics grades 6-8
- Utilized Core Curriculum to create daily lessons, 3 or 6 periods
- Created mathematics learning materials addressing various learning styles

Leadership and Administration
Education Specialist
School District of Philadelphia/Community Education Partners, Philadelphia, Pennsylvania
August 2003 – February 2004

- Planned and directed post-secondary and professional training cohort for teaching staff
- Attended out-of-state seminars for instructional technology training
- Planned individual student curricula for entire high-school population
- Interacted with various local, state and inter-state agencies
- Accessed various agencies to obtain student records to award academic credit
- Testified in municipal juvenile court on behalf of students
- Planned, wrote and facilitated bi-weekly professional development workshops

Overseas Experience

France
L’Ecole Pratique des Hautes Etudes, French (audit)
1992 - 1993
University de Sorbonne III, Paris, France

Mexico
Universidad de Lingua, Spanish (audit)
1988 – 1989
Cuernavaca, Mexico

Travel

The United Arab Emirates, Germany, France, Great Britain, Canada, Czech Republic, Mexico

Men At Work! Shh!

Want to see what we're reading? Come have a look...

Jason is reading The Big Book of Nonsense underneath the computer tables.

Anthony is hard at work in the first book of the series The Lightning Thief. Just for the record: Anthony improved his reading level by over two levels!!! Who says boys don't like to read?

Dominic and Yu-Gi-Oh are reading together.

Dominic also improved by 2 levels.

Elias and Herman found a cool and private spot on the mat in the closet. I see some Magic School Bus, Game Pro Magazine, Amazing Mazes (we have a four-part series) and other books that look good...

Letters to Patrick Henry - Reading Group 4

Valentine's Day

Our classroom made Valentine's Day cards for the Ma'nemko Center (Garapan) and the Transitional Living Center of the Community Guidance Center (Navy Hill). I delivered the valentines, and wish to thank Mr. Patrick and Miss Vickie of the Transitional Living Center for giving us a candy basket and a card signed by everybody there as a "Thank You" gift.

Classroom Photographs

My students (Grade 5) created these various assessments during the first semester of the school year 2006-2007.

Philosophy of Education

Philosophy of Education

Education is the passport to the future, for the future belongs to those who prepare for it today. Al-Hajji Malik Al-Shabazz (Malcolm X)

I believe that all children can and will learn - in their own time, in their own manner.
I believe that the teacher is the conduit and the facilitator of knowledge – not the sole supplier nor the guardian of wisdom. The teacher is also the model for appropriate behavior and codes for participation in society.
I believe that children are also teachers.
I believe that language is an intrinsic part of culture. Each culture has the right to exist; to have its values understood and respected. Children bring their own culture into the classroom.
I believe that learning should be interesting, if not always fun. Children learn by doing, touching, feeling, seeing, instructing, participating.
I want my students to value the reward of serious academic endeavors. I want my students to have the humility to work in teams, and to have the courage and strength of character to be able to work alone. I want them to be engaged as citizens; to be responsible; to be content, yet work for improvement. I want them to be critical thinkers.