Nicole Arratia-Walters 2022
Nicole Walters 2016
Objective
My purposes as an educator are to teach to the whole
student and to ensure every child the education and care that is their
right. I want to join [ ] to learn from a school that puts
students’ needs and curiosity first and share my talents in backward-designed
curriculum, collaboration, language integration, and optimistic work ethic.
My purposes as an educator are to teach to the whole
student and to ensure every child the education and care that is their
right. I want to join [ ] to learn from a school that puts
students’ needs and curiosity first and share my talents in backward-designed
curriculum, collaboration, language integration, and optimistic work ethic.
Experience
Valley
View Elementary School 08/2005-06/2011,
08/2014-present
· Instructed
students to their goal of achieving Percentage Estimated Growth (PEG) scores
between 93-120 on the Measures of Academic Progress (MAP) bi-yearly
assessment.
· Instructed
students to their goal of achieving Percentage Estimated Growth (PEG) scores
between 93-120 on the Measures of Academic Progress (MAP) bi-yearly
assessment.
· Lead
creation of curricular scope & sequence with teams of classroom teachers
that comprehensively integrated oral and academic language into all content
areas.
· Officially
trained in Sheltered Instruction Observation Protocol (SIOP), Content-Based
Instruction (CBI), Responsive Classroom, Response to Intervention (RTI),
Positive Behavior Interventions and Supports (PBIS), and Whole Brain Teaching.
· Accelerated
students’ learning after school through intensive guided reading practice, individualized
English instruction, Camp Invention, OAmbassadors community service group, and
ballet classes.
· Initiated
school committees on diversity and equity, involving speakers, book studies,
workshops, and membership in the District Diversity Advisory Council.
East
Harlem Scholars Academy 07/2011-06/2014
· Created
a co-teaching, collaborative, and content-based teaching model as the Founding
English as a Second Language teacher.
· Created
a co-teaching, collaborative, and content-based teaching model as the Founding
English as a Second Language teacher.
· Researched,
self-created, and implemented an internal English exam based on the four
modalities of language and the developmentally appropriate stages of
vocabulary and grammar acquisition.
· Celebrated
diverse characters and authors of children’s literature through posters with
summaries and biographical information hung in every hallway of the school.
· Promoted
and honored students’ pride in their heritage languages through weekly bilingual
breakfast.
Education
Teaching license in K-6 Elementary Education
M.Ed. Second Languages and Cultures Education, Teaching license in K-12 ESL
B.A. Educational Studies, minor Spanish
Strengths & Skills
•Experienced in collaborative co-teaching and planning to
best meet the needs of ALL students.
Nicole Walters 2011
•Experienced in collaborative co-teaching and planning to
best meet the needs of ALL students.
•Intermediate Spanish-speaker, reader, and writer; constant
improvement.
•Open to and grateful for all feedback, suggestions, and
support in my professional development.
•Proficient
in Word, Excel, Powerpoint, Google Drive, Groups, and Pages, as well as SeeSaw
and multiple educational apps.
•Enthusiastically
develop strong relationships with students’ families and family/community
engagement in my school.
•Taught
Sunday School for kindergarten and 2nd graders for two years,
revamping the entire curriculum to include community outreach, family
engagement, and authentic reading and writing skills.
Teaching Experience
Instructional
• Demonstrated best practices of instruction for ESL students in 2nd grade through improved average literacy assessment scores, from a percent of estimated growth (fall-spring) on the Computerized Achievement Levels Test (CALT) of 46% in 2005 to 121% in 2010, exceeding the CIP goal for all students school-wide.
• Gained proficiency in all ESL teaching models: pull-out classes with content-based instruction, combined pull-out and inclusion classes, and fully collaborative models, instructing whole classes and small groups of students based on need.
• Trained and proficient in the use of Response to Intervention (RTI), Positive Behavioral Interventions and Supports (PBIS), Balanced Literacy, Guided Reading instruction and Reading First.
• Created Individualized Behavior Plans for students with EBD and ASD, fostering relationships that led to success.
Curricular
• Researched and wrote a stand-alone, standards-based curriculum (literacy and social studies) for 3rd grade ESL students, providing a foundation of United States' history, culture, and geography content through which language was taught.
• Developed a language enrichment curriculum correlated with the Making Meaning Comprehension series, used by teachers over the school year for 100+ students at the second grade level, with self-produced realia and iPod practice programs.
• Gained experience with purposeful collaborative planning, helping to publish a comprehensive online curriculum map with classroom teachers and reading specialists, guided by backward design, content and language goals, and ongoing reflection.
Leadership
• Contributed to the planning and initiatives of the Parent and Family Involvement Committee, Diversity Committee, Mentoring Program Leadership, PBIS Leadership, Community Collaboration Council, and Literacy Leadership.
• Gained authority of, instructed and supported colleagues school-wide in the Sheltered Instruction Observation Protocol (SIOP), a research-based model for instruction that benefits the authentic language development of all students.
• Presented "Strategies for Elementary-Level Content-Based Vocabulary Instruction" at the Minnesota ELL, Bilingual, and Migrant Conference, April 2011.
Service
• Sponsored local O Ambassadors Club (2008-2010), an enrichment program through Free the Children, teaching global mindedness and empathy, and empowering students to think critically about issues and aid for children around the world.
• Mentored a student with social-emotional needs (2008+), fostering a beneficial school-home relationship based on mutual trust, supporting his emotional development of affective dispositions and his participation in the school science fair.
Skills/Interests
• Intermediate Spanish fluency and literacy; will pursue improvement with authentic dialogue in the Spanish-speaking community, academic study, and by living and teaching abroad (past Spanish study in Spain for 6 weeks in 2009).
• Languages and cultures of the world, international travel, and promoting a global perspective in my students.
• Long-distance biking for exploration and endurance, ballet for regimen and grace, yoga for flexibility and peace.
• Nutritious cooking, to promote responsible care for personal health and model conscious and informed choices for kids.
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