- Prosper, Texas
- January 12, 2023
I am a longtime educator, passionate about classical Christian education, and I am hoping to find a school where I can serve as part of a God-centered community. My husband and I are moving to Prosper, Texas in late March of 2023.
I have over thirty years of experience in both teaching and administration, most of that in the classical Christian community. I am committed to this model and would be happy to serve in whatever capacity is the best match for my skills and your needs. I feel that in no other approach do we find a recognition of both our nature as human beings as well as children of God, and I have been a frequent witness of the joy in learning that results.
Working with parents and their children has always been one of the most rewarding parts of my career. I believe strongly that a partnership between parents and teachers is the most effective way to bring about both learning and heart change in young people. I also feel strongly that our children deserve the highest quality teaching we can give them. Therefore, professional development is vital. I have been an avid student of best practices in education throughout my career and very much enjoy helping parents and teachers feel capable and effective as instructors.
I would love to speak with you about the unique qualities of your school, and how I might serve its mission.
Coursework complete, GPA 3.89
Currently working on Master's thesis
40 hours of coursework
Graduated magna cum laude
Specialization in Learning Disabilities
Graduated magna cum laude
Recipient of three merit scholarships
Double major in Political Science and Philosophy
Graduated cum laude
• Served as administrator for small rural school associated with the reformed Baptist church
• Responsible for 9 teachers, 4 staff members, and 35-45 students from preschool through eighth grade as well as all marketing, advancement, scholarships, and media
• Coordinated the return to school after COVID and managed online learning due to periodic closures
• Gave frequent professional development seminars and arranged for a Circe Institute training on CCE by Andrew Kern
• Implemented the following classical Christian practices: new timeline-based History curriculum, catechism memory work, weekly exordium, monthly hymn memorization, and a penmanship program
• The school's financial difficulties necessitated a resignation after one year.
• Provides teacher training in best practice and in classical Christian methodology through education workshops, classroom observation and evaluation, modeling of teaching techniques and provision of resources
• Reviews and evaluates school curricula and provides recommendations
• Separate services available: curriculum and standards writing, assessment recommendations and data analysis, guidance for accreditation process.
• Responsible for 14 classroom teachers, 3 assistant teachers, and five specialist teachers in grades K-6.
• Implemented significant improvements to the Grammar School Curriculum Guide, curricular resources and teaching methodology in the Elementary School to align more closely with classical Christian education
• Developed Grammar School Handbook to describe and guide the formation of school culture for current and new teachers
• Led the professional development of elementary teachers (both experienced and novice) both during yearly in-service and throughout the year
• Served on the Hawaii Association of Independent School’s (HAIS) Accreditation Committee for the reaccreditation of Our Savior Lutheran School in Aiea, Hawaii (2015)
• Served as Accreditation Chair for Trinity Christian School’s reaccreditation for HAIS and Western Association of Schools and Colleges (WASC) in 2014/2015 resulting in full accreditation
• Led a variety of school events such as yearly Speech Festival, Weekly Exordium and Chapel
• Contributed regularly to the Tabula, Trinity’s school newsletter, with lead articles on CCE, parenting and culture (please ask for samples)
• Designed, planned and led yearly 3-day, 2-night excursion to the Big Island of Hawaii for fifth grade (24-36 students, 2-5 teachers each year) (2006-2017)
• Responsible for curriculum and instruction of fifth-grade students with a variety of learning levels
• Designed and implemented a structured, integrated language arts, history and science program using multiple resources
• Expanded and further developed history curriculum for use in the fifth grade, integrating world history with American history
• Created Study of the Gospels curriculum for fifth grade based on Matthew Henry’s Commentary on the Bible
• Conducted in-service training for teachers on the integration of writing and study skills throughout the curriculum, integration of geography with history, and the pedagogy of mathematics
• Active member of the School Board Curriculum Sub-Committee
• Curriculum, Instruction and Assessment Accreditation Committee Chair, 2010
• Mathematics Chair
• Responsible for the curriculum and instruction of fourth-grade students
• Implemented successful classroom management plan mid-year
• Guided and directed students in Science Fair experiments, Speech Festival Performances, and Christmas program performances
• Language Arts Chair
• Developed unique reading workshop program presented at ACSI Annual Conference 2006
• Math instruction for three seventh grade home-schooled students
• Responsible for choosing and implementing NCTM Standards-based curriculum
• Presented in-service seminar on National Council of Teachers of Mathematics Principles and Standards to Trinity Christian School staff (2005)
• Variety of grade levels and subject areas (K-12) including middle and high school Algebra I, History, Biology, Religion, English, and Geometry.
• In Maryland, 13 students for 17 hour-long sessions per week
• Extensive experience in teaching organization and time management
• Counseling and advocacy for parents of students with disabilities
• Very strong references and recommendations from all parents
• Special education instruction for grades K-6 for 43 students
• Preparation and management of individualized education plans for special education students
• Active resource for classroom teachers on instruction and accommodation, as well as current special education law and school responsibilities concerning the law
• Formal and informal assessment of students to determine disability or need areas
• In-service instruction for classroom teachers in areas of special education, differentiation of instruction and research-based teaching techniques
• Member of multidisciplinary team responsible for managing student learning issues, recommending testing and determining presence of a disability
• Co-management of special education students’ learning in the regular classroom