Shannon L
Shannon L. Waite
shannonwaite.
ShannonLWaite@
586-216-3384
ShannonLWaite@
July 2012 Teaching Intern, Arts and Technology Academy
Month long student teaching internship, 6th grade ESL class
• Facilitated a game of Reading Simon Says to actively teach and assess the ability to correctly read
• Applied appropriate self–developed assessment techniques to a class of 6th graders in order to differentiate their learning levels and provide them with an accurate education
• Encouraged a positive and appropriate learning environment by dividing the students into learning-level groups
September 2010 – April 2011 Teaching Observer and Intern, Dakota High School
Yearlong observation/student teaching field experience, 12th grade English class
• Directed lesson plans that found foreshadowing in song lyrics, created literary device cootie catchers, and used magnetic poetry to demonstrate word choice, while employing the students’ multiple intelligences to bring enthusiasm to the curriculum
• Integrated technology into the classroom by producing a Web Quest to follow the curriculum’s novel, Nickel and Dimed
• Invited back by the cooperating teacher to continue to teach for the remainder of the year in his class with him
Related Experience:
August 2011 – April 2013 Resident Assistant, Oakland University
• Advised and counseled students who lived on my assigned floors in subjects such as financial support, diversity and inclusion, health and wellness, time management, academic success, sexuality, depression, and the use of resources
• Inspired a positive residential environment through floor community building programs such as Secret Buddy, Progressive dinners, and Thank yOU week
• Encouraged students to attend events in order to help increase student involvement in school-sponsored activities
September 2010 – April 2013 Peer Transition Assistant Consultant, Oakland University
• Counseled students with Asperger’s syndrome to help them adjust to college and acquire life skills
• Acted as a resource to other on campus resources such as professors, offices, and departments
• Researched the Disability Support Services policies and benchmarks as well as found current trends that could assist the affected students
September 2010- May 2011 Multicultural and Diversity Coordinator, Oakland University
• Lead a disability focused program by teaching sign language to on-campus residents
• Generated awareness of the LGBTQA community by providing National Coming Out Day flyers and events
• Developed a new pen pal program between Oakland University students and 5th graders in Bennett Elementary School, a Detroit Public School system’s classroom, so that both sets of students may benefit from the education and diversity of the letters
Professional Development: Solving Classroom Discipline Problems Continuing Education Class, Mental Health First Aid Certified, National Math and Science Initiative Pre-AP Professional Development, MCTE Fall Conference 2014, Catalyst Leadership Development Program, L’Anse Creuse High School Professional Development, Global Compliance Network Modules, Oakland Country Title III Advisory Council Meeting
Technology Skills: PowerSchool, Parent Portal, Prezi, Document Camera, Microsoft Word, MS PowerPoint, iMovie, Weebly, Web Design, Remind 101, Google Drive
Activities, Memberships, and Honors:
Mental Health First Aid Certified, 2014-2017 Michigan Council of Teachers of English, 2014-2015
Michigan Education Association Member, 2013-2014 National Council of Teachers of English, 2013-2014
Golden Key International Honour Society, 2012-2014 National Residence Hall Honorary, 2011-2013
Sigma Tau Delta (English Honors Society), 2010-2014 Students, Administrators, and Faculty for Equality Ally, 2010-2014
President of Vandenberg House Council, 2010 OU Student Michigan Education Association, 2010, 2013-2014
Grizz Pack, 2010 Oakland University Housing blogger, 2009-2011
Oakland University Dean’s List People to People Student Ambassador 2006, 2008
Professional Education Classes Completed Prior to Student Teaching
Course Title Course Credit
Education Field Class List
Intro to Secondary Education 4
Intro to Technology 4
Educational Psychology for K-12 Educators 4
Teaching Reading Content Areas 4
Approaches to Teaching Literature and Composition 4
Intro to Students with Special Needs 4
Teaching in Content Areas 4
Teaching of the Major Field 4
Student Teaching (Practicum) 12
Subject Area Concentrations
English Major Class List
Literature of Ethnic America 4
Fundamentals of Grammar 4
American Literature 4
British Literature 4
Approaches to Teaching Literature and Composition 4
British Medieval Literature 4
British Literature of the Victorian Era 20th Century 4
American Literature from 1820-1865 4
Advanced Critical Writing 4
Staging the American Family 4
European Literature II 4
Language and the Brain 4
Workshop in Fiction 4
Teaching English as a Second Language Class List
Introduction to Linguistics 4
Models of Second Language Acquisition 4
Language and Culture 4
The Teaching of English as a Second Language 4
Theory and Practice in Language Testing 4
Student Teaching (Practicum) 4
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Professional Goal: Utilize proficiency in building high quality English lessons and cultivating strong relationships to provide a variety of learners with the tools to excel in a global society
Certifications (Highly Qualified): Major: English Language Arts (BA)
Minor: Teaching English as a Second Language (NS)
Education:
April 2014 Oakland University
College of Arts and Sciences
Bachelor of Arts with Honors
Provisional Secondary Teacher Certification
Cumulative GPA – 3.7 / 4.0, Cum Laude
Professional Experience:
September 2014 – Present 9th and 10th Grade Reading Teacher, Detroit Public Schools
• Differentiate instruction to provide a variety of learning types with a catered education
• Scaffold lessons on annotation strategies to help with reading comprehension
• Model expected approaches
• Research current strategies for teaching students who read below grade level
• Track assessment data and use it to direct college readiness standard driven instruction
• Establish rapport with parents through communication to acknowledge superior student achievement in addition to student behavioral or performance concerns
• Enhance classroom management and instruction by learning from three professional developments, and a continuing education class at Macomb Community College
• Maintain a class website and utilize Remind 101 to keep students and parents informed
• Planned, implemented, and managed the 9th grade field trip to the Holocaust Memorial Museum as a supplement to the first semester's memoir, Night
June 2014 – July 2014 English Paraprofessional, L’Anse Creuse Public Schools
• Chunked writing assignment requirements so struggling students could accurately visualize the task
• Became proficient in the background and content of the eight texts being taught
April 2014 – June 2014 Substitute Teacher, L’Anse Creuse Public Schools
• Presented lessons and corrected inappropriate and unacceptable behavior based on school expectations
August 2013 – April 2014 Teaching Intern, L’Anse Creuse High School
Yearlong student teaching internship, high school English 9 class
• Assisted the district in decreasing the number of failing students and increasing student success
• Directed class discussions, using high leverage teaching practices, that were relevant to, and focused on, the students’ lives and prior knowledge
• Facilitated cooperative learning amongst students using the jigsaw technique to provide students with an understanding of Fahrenheit 451
• Developed a unit that used the reoccurring themes of media and censorship to engage students
May 2013 - June 2013 Teaching Observer and Intern, Avondale High School
Two month long observation/student teaching internship, high school ELA, Yearbook, and ESL class
• Worked with Oakland County's Common Core Curriculum and taught a session six lesson regarding the four freedoms
January 2013 - April 2013 Teaching Observer and Intern, Seaholm High School
Trimester long observation/student teaching internship, high school ESL class
• Became familiarized with updated WIDA standards by attending an Oakland County Schools’ Title III meeting where I worked with colleagues to develop a unit using the new standards
• Supervised a group of seven middle and high school students on a service project based field trip to a Detroit elementary school where they donated books and read to other ESL students
• Observed home-based learning techniques, including a focus on reading comprehension
Core Values Actively Employed
High Leverage Teaching Practices
Scaffolding
Positive Reinforcement
Cooperative Learning
Common Core State Standards
College Readiness Standards
Differentiated Instruction
Bloom’s Taxonomy
Formative and Summative Assessment
Backwards Design
Multiple Intelligences
Integration of Technology
ESL Tutoring
Mentoring Students on the Autism Spectrum
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