B.S. in Elementary Education
Teaching Resume and Statements
Marissa Waddle
767 East Benton Street
La Plata, Missouri
C: (660) 651-4682
Personal Email: marissakahn2014@gmail.com
PROFESSIONAL STATEMENT
I am a motivated worker with a passion for excelling by equipping myself with the latest research-based strategies to meet the needs of every learner. I have a deep seeded belief in maintaining a positive, inclusive classroom environment where every student feels valued and capable. I am trained in utilizing Positive Behavior Supports (PBS) in the classroom and will do so for the betterment of all learners. I understand the importance of advocating for students to promote optimal achievement. I will find ways to make learning possible for all students by building personal relationships and seeking the appropriate interventions, accommodations, and modifications to benefit every learner. I am receptive to feedback and will make the necessary changes to improve myself personally and professionally.
SKILLS
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Expertly Meets Goals
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Time Management Skills
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Quick Learner
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Advocator
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Strong Communicator
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Patient
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Effective Team Member
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Critical Thinker
EDUCATION
Bachelor of Science in Elementary Education (Grades 1-6) (2022)
Grand Canyon University – Phoenix, Arizona
High School Diploma (2014)
Brunswick R-II School District – Brunswick, Missouri
WORK EXPERIENCE
06/2010 to 08/2014
Pollinator at Pioneer Seed Company － Miami, Missouri
As a summer employee of Pioneer Seed Company, I, among others, assisted in the process of pollinating corn. Everything had to be done precisely as in a way to not harm or expose the plants. I had to work with many teammates to accomplish this task.
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Successfully led key projects which resulted in a correct pollination.
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Monitored multiple plots to stay on track of our daily tasks.
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Worked with a large team efficiently to reach our goals.
08/2019 to 01/2021
Paraprofessional – Kirksville, Missouri
Worked in a team environment to teach, lead, grow, and develop pre-school students. I oversaw many projects and activities for students to complete, which resulted in efficient management skills to reach targets and objectives.
02/2021 to Current
Certified Substitute Teacher – Kirksville, Missouri School District
Provided valuable learning experiences for students of all ages (K-12th) while supporting a positive classroom environment. I led lessons in core areas of study, such as math, science, and English Language Arts (ELA).
01/2022 to 04/2022
Student Teaching Candidate – Kirksville R-III School District (Ray Miller Elementary, Grade 4)
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Valuable Observations: IEP Meetings, Differentiation Strategies, Inclusive Learning Environment, Professional Development Sessions
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Implemented Math, Reading, Writing, Social Studies, and Science Lessons to Promote Mastery of Missouri Learning Standards
ACHIEVEMENTS AND ACTIVITIES
Brunswick High School Class Valedictorian
Nominated to Participate in The National Society of Collegiate Scholars (NSCS)
Currently Maintaining a 4.0 GPA at GCU
Member, National Honor Society
Member, PEO
Random Acts of Kindness Organization
Missouri River Clean Up
SAC (After School Program) Volunteer
Food Pantry
Adopt-A-Family
Missouri Department of Transportation Adopt-A-Highway
CERTIFICATIONS
Missouri and Arizona Certified Teacher
Missouri Substitute Teacher Certification
Missouri Department of Elementary and Secondary Education Certified Paraeducator
CPR and First Aid Certified
LINKS TO SOCIAL MEDIA
For privacy reasons, if you are unable to view much of my social media, I do not mind sending snapshots for you to look over.
Facebook – You can find me under Marissa Waddle. If you need to add me as a friend, please, feel free to do so.
https://www.facebook.com/marissa.kahn/
Professional Dispositions Statement
As I enter this journey, I understand and accept the obligations that go beyond the scope of the classroom to be a competent, successful educator. When I think of all the qualities that require me to effectively lead and teach, numerous attributes come to mind. In reflecting on my personal teaching outlook, the characteristics I value the most include dedication, advocacy, and compassion. I believe in fully committing to the responsibility of my students and colleagues to be the best version of myself in all applicable areas.
In being dedicated, I assume the mindset of equipping myself with the necessary tools to run a positive and inclusive classroom environment. I acknowledge my room for growth and will seek ways to become a more informed educator with research-based strategies to utilize in my classroom. Through professional development activities and on my own accord, I will strive to operate as a seeker of knowledge for the betterment of my students. As God ministers his children through teaching, I will dedicate myself to do the same (GCU, 2015).
I realize my role in the classroom as someone who will step in and advocate for each student so that the learning experience meets their needs to the fullest. I will find ways to make learning possible for students by accepting the range of abilities as a map instead of a detour. Building positive relationships with students, taking the time to discuss students' lives beyond our four walls, and seeking to understand the challenges students face will help me to be the utmost leader for the benefit of my students (GCU, 2015). I will have the confidence to stand up for my students in any capacity to get them the intervention and accommodations they require to be successful.
In leading with compassion, I am sensitive to the differences and challenges students face in and out of the classroom. In accepting the differences between students, I will show genuine interest in each child’s life and dedicate myself to creating a communal classroom environment. Every day I will greet students with a friendly smile so that they know I am glad they are here and I am happy to see them (GCU, 2015). To intertwine the most significant dispositions in my professional perspective, I will dedicate, advocate, and show compassion by volunteering in the community in areas that are important to my students. I want to be a teacher that students can see making a positive difference through my words and actions in both the classroom and local community.
Reflection
When self-assessing my level of agreeance on professional dispositions, it was difficult for me to find areas that I did not strongly agree with. In all areas, I agreed that each disposition was significant and needed to be a successful, cognizant educator. The disposition criteria that spoke out the most to me and supports my personal disposition statement, include students’ needs being met prior to learning, taking the time to learn about students and their community, and honoring commitments (GCU, 2022). When considering each individual learning need and preference in the classroom, I am becoming a person who will advocate for my students, no matter the demand. If something can be done inside of the classroom, I will utilize my background knowledge and enlist help from colleagues to implement strategies that will benefit the students in need. In also advocating for children, I will understand that some needs will be beyond my control of the classroom and will seek intervention within the school for each student to thrive. By learning about the personal lives of my students and their local and cultural communities, I am showing that I care, or in other words I am embodying compassion. I want students to know that they can come to me with their highs and lows, and I will listen and problem solve to the best of my ability. In relation to the third significant disposition, I will be dedicated to accomplishing any goals and tasks that I set out for myself. I commit myself to the profession of teaching and all that it encompasses for my students and myself.
I used to think that knowledge was power, and it is in a sense, but since having started this program of study, I firmly believe that experience is power. From my first practicum hours and now to student teaching, I have grown tremendously in professionalism and knowledge. I am now capable of identifying and meeting needs, where before I would have stood back and watched as someone else took on the task. As an example, I spent multiple hours in one classroom because I highly respected the educator and knew she had a lot to offer with her professional skillset and ability to maintain a positive classroom environment. This educator had three students on tier three behavior, where it was difficult to manage and instruct without distractions. In my first observation, I watched how she was able to continue instructing by giving small tasks to those students. In my early childhood experience, we were often taught to ignore behaviors; however, in learning, I know that is not how I want to operate. When I ended up teaching a lesson to that group of students, I used some of the same strategies I observed, as well as the relationships I had built with the tier three students to effectively lead and teach without interruption. Their engagement in hands on activities were much higher than explicit instruction; therefore, I worked to create lessons with many moving parts to keep students busy and on task, instead of leaving time for behaviors to erupt. In other experiences, instead of leading a whole class, I spent time with a small group of students. I was determined to get to know this small group of students more in depth to create a deeper relationship with students and understand their learning preferences. I met with this small group of students two days a week for five weeks early in the school year and worked specifically on reading. We would do various reading activities, such as matching cards, I Spy, rhyming, and a game where students had to guess, or sound out, large, unfamiliar words. When doing these activities, I was becoming increasingly aware of one student who was having trouble separating and identifying sounds in words. I brought this concern to the teacher, and she agreed that she had noticed a lack of phonemic awareness in other activities. This student was flagged and tested for receiving reading intervention services. While using my own knowledge, I was able to advocate for a student and got him the help he needed to be successful. I am confident, even without my help, that he would have received services; however, this instance gave me the confirmation I was seeking that I am in the correct field of study. Both examples show growth in myself, personally and professionally, in dedication, advocacy, and compassion towards student’s needs; the dispositions I value the most.
Educators are given many constructive resources to use to inform and enhance professionalism and conduct to instill crucial responsibilities in the realm of education. Two of these resources include Grand Canyon University’s Professional Dispositions of Learners and the Model Code of Ethics for Educators (MCEE). Outlined in GCU’s document are the qualities educators should embody and the demeanor educators must act and speak with in addressing students, colleagues, and the community, both impacting student achievement and professional development (2015). Summarized in the MCEE are the ethical principles that teachers must adhere to in relation to the profession, students, school community, colleagues, and the use of technology (NASDTEC, 2015). In operating in accordance with both detailed documents, educators are acting in the best interest of all parties involved while simultaneously protecting their reputation as an educator. Without such guidelines, educators would fail not only themselves but the community of stakeholders who are preparing future generations for success.
Part of being an educator is the commitment to being a lifelong learner, accepting feedback, and continuing to grow. While I feel competent enough to teach and manage a classroom, I also know there are areas of improvement that will help me personally and professionally. While I do agree with each professional disposition on the assessment, there are some areas that I do not “strongly” agree with and I would like to get to a point where I can see the equal value in each disposition. One area I could develop would be the use of various instructional strategies to elevate learning for all students. While teaching, I try to level questioning strategies so that all students can participate, but I do not necessarily provide multiple avenues to reach the same conclusion to meet the needs of all learners. To improve this disposition, I will first seek to understand the ways in which every student learns best. Then, I will speak with more experienced colleagues and find research-based strategies to implement to optimize student learning. In another capacity, I do not always feel like it is significant to involve every student in learning. I do not mean that I think students should be left out, but I do believe there are areas and instances where not all students will benefit. However, I want to adjust this mindset and understand that everything I will teach can be useful to all students and that they should be involved in every aspect of learning. To take steps forward with this goal, I will educate myself and take notes while observing in the classroom and through other resources, such as teaching videos, to see how each student can add value to the classroom while learning. Lastly, I feel that I personally lack the eagerness to involve myself with others. While I am caring and compassionate to help those in need emotionally and academically, I tend to have more of a laissez-faire approach. Where, instead of inserting myself in others’ problems, I would allow the problem to work its way to me. I want to be a teacher who works to problem solve quickly instead of stand back until it becomes a larger issue. To progress this quality, I will take measures to first address the problem, identify ways for resolve, and check in with students to make sure the dilemma has been settled appropriately. I realize that I may not always be the right person depending on the problem; therefore, I will discuss with peers while maintaining confidentiality, the proper way to work through any concerns. I believe that with the right measures and support, I can improve such qualities for personal growth.
References
Grand Canyon University. (2022). Professional disposition assessment.
https://halo.gcu.edu/resource/4a99b25e-c8f9-49f3-8f707
81d6d196292e?nestedResourceId=24199004-bb53-40a3-b095-b7aa2927b904.
Grand Canyon University. (2015). Professional dispositions of learners.
National Association of State Directors of Teacher Education and Certification.
(2015). Model code of ethics for educators (MCEE). Retrieved January 13, 2022
from https://www.nasdtec.net/page/MCEE_Doc#Principle%203.