Resume

Cassandra Dawn

cassandragracedawn@gmail.com

CERTIFICATION

New York State: Childhood 1-6 (professional), tenured (2010)

ESL (professional)

CAREER EXPERIENCE

P.S. 217, Colonel David Marcus School  

Brooklyn, NY  2004-2006; 2010-present

Teacher, 3rd Grade

• Curriculum Leader-creating curriculum maps and locating materials to support NY state and Common Core Standard Curriculum

• Serving as a Mentor/Master teacher

• Increasing student reading levels up to 15 levels (F & P) in a single year, 5.5 on average

• Achieving 80% scores of 3 or 4 on the 2011 NYS 3^rd Grade Math Test for a diverse student population (ESL beginners and intermediates, IEP & general education students)

• Increasing English proficiency one or more levels on the NYSESLAT by 92%

• Serving on the School Leadership Team

• Organizing ESL after-school intervention program: teachers, materials, pacing and assessment

• Organizing the Running Club, assisting with school theater productions such as Robin Hood, volunteering for school fairs, fundraisers, and in the PS 217 Garden to Table program

Cheremoya Elementary 

Los Angeles, CA  2002-2004 

Teacher, 1st Grade

• Developing and implementing a California State Standard first grade curriculum by providing project based instruction in literacy, math, science, and the arts

Pratt Institute   

Brooklyn, NY  2007-2010 

Adjunct Professor, Writing, Thesis

• Developing and implementing a theme-based, interdisciplinary, multi-media approach to English literature

• Utilizing technology in classroom instruction including Smart Board instruction

• Providing an understanding of and ability to produce basic academic writing forms such as the research paper, compare/contrast essays, and descriptive narratives

Columbia University 

New York, NY Summer 2008

Adjunct Professor, English Literature

• Developing and implementing a theme-based, multi-media curriculum for students of English Literature

EDUCATION

Columbia University, Teacher’s College, New York, NY 
M.A. Applied Linguistics, 3.92, 2008
Apple Award Finalist for Thesis “Be like et all: How the valley girls are taking over”

California State University, Northridge, California 
Teaching Credential, 3.91, 2004

California certification in Childhood Education 1-6 and ESL

University of Oregon, Robert D. Clark Honors College, Eugene, OR 

B.A. English, 3.8, 2001

Awards: University Award, Susan Schnitzer Award, Hunter Family Scholarship 

Responsibilities:  President, National Organization of Women Chapter; Philanthrophy Chair, Alpha Chi Omega; Women’s Representative, Associated Students of the University of Oregon; Election Chair, Associated Students of the University of Oregon

Oregon Episcopal School, Portland, OR — High School Diploma, 1996

METHODS/PROGRAMS (Elementary)

Literacy:  Balanced Literacy Workshop model: read aloud, shared reading, guided reading, and independent reading; CAFÉ; Comprehension Toolkit; Making Meaning; Reading Street; Imagine Learning; Lucy Caulkins’ Writer’s Workshop 

ESL:  AWARD Reading; On Our Way to English; Mondo; Rigby; English Explorers

Phonics: Words Their Way; Wilson

Math:  Math Workshop; Math Connects; Everyday Math

Test Prep:  Testing Fundamentals; Ready NY CCSS; Kaplan Test Prep; Rally; Finish Line; Terranova

Classroom Environment

A classroom environment is most important as evidence of what is being learned.  Of course areas shift and grow with content, but here are some examples of spaces in our room this year:

Group Presentations on Africa

Students worked together using a variety of nonfiction sources including DOE social studies trade books and the internet, to research a geographical element of Africa.  They practiced using nonfiction text features to locate information, as well as using features such as photographs and maps to enhance comprehension. They used the information they collected to organize and draft their own nonfiction text with topic sentence and supporting details.  They then made a plan to present their work.
Group work can be challenging, especially early in the year, as most students are used to working individually.  They also don't always have the language to dialogue and problem solve effectively.  Added to this are a heterogeneous set of skills including reading comprehension and writing accuracy.  In spite of the complexity of the task, students did an excellent job learning, as well as presenting and reflecting.  Here is a sample:

Here is some feedback to enable growth:

A is for Adaptation

Bulletin boards are a wonderful way of celebrating student work, as well as educating those who pass by it.  Here is an example of a writing project, reports on adaptation, a major unit of study in the third grade Common Core science standards.  We studied various types of adaptation, building our vocabulary and using a variety of source materials.  We also worked through the stages of the writing process using Lucy Calkin's writing workshop method.  

Here is the conclusion of that project:

Selina Alko Trip

Our first trip this year was to the Brooklyn Library to see author Selina Alko speak about her work and artistic process.  The children learned about her personal history and education as an artist, as well as her inspiration which includes Brooklyn and her family.  We even met Selina afterwards and each child received a signed copy of one of her books!

Every-Day Dress-Up is my personal favorite.  Selina describe it as, "an alternative to all the princess stories out there."  It was a great launching point to talk about Stella Ehrhart and women's history.  http://abcnews.go.com/blogs/entertainment/2012/10/omaha-third-grader-dresses-up-as-historical-figure-every-day/

Daily Reading Response

Each day we read and respond to texts, not just in preparation for the ELA, but because the ability to draw conclusions and support those ideas with evidence is fundamental to positive personal development.  This day we read the text My Best Friend by Mary Ann Rodman.  Here are some notes to support comprehension, as well as a sample response:

Gabriela did an excellent job not only identifying the lesson, but supporting it with specific details from the text.  She used excellent transitions and wrote a beautiful conclusion further illuminating the big idea while still tying it in to the details of that specific text.  My only advice is to be sure to capitalize proper nouns, including names such as Tamika.  Outstanding work!!!

Peace Parade, September 2013

Our first school event of the year was a Peace Parade on September 11.
We asked questions such as, "What is peace?"  "How can we create peace?"  and "Why is peace important?"  Students answered these questions by combining their background knowledge and life experience with such texts as Alice Walker's Why War is Never a Good Idea.  Students created and marched with doves, a symbol of peace, expressing what the word "peace" means to them.