MELISSA HOOT
Middle Grades Teacher - Science, Social Studies, Language Arts
John-Quincy Adams said, “if your actions inspire others to dream more, learn more, do more, and become more, you are a leader.” It is my firm belief that teachers must first and foremost be leaders in the classroom. My two years of experience as a middle school teacher and my diverse leadership background have prepared me to be an innovative leader in a middle level environment.
COVER STATEMENT
Why I Teach
I teach because, I enjoy being an active member of a learning community. I cherish working with students, as well as other teachers, and members of the school staff to develop an atmosphere of collaboration and learning. In my classroom, students learn through discovery and experimentation with ideas and possibilities to explore the world around them. As I teacher, I hope to educate students on how to understand, interact with, and improve the community they belong to.
I believe my experiences in education and leadership, as well as my extensive fieldwork, have prepared me to be a valuable asset in the classroom. I know that my background and involvement will allow me to educate students to develop excellence, accountability, and integrity, as well as an appreciation for diversity, collaboration, and sustainability.
PROFESSIONAL EXPERIENCE
POTOMAC MIDDLE SCHOOL: GRADE 6, LANGUAGE ARTS
August 2015 - Present
• Pioneered school-wide technology integration as a Technology Teacher Leader utilizing laptops, Amazon Kindles, Office 365, and contemporary internet applications to further curriculum goals and technology education
• Promoted educational technology implementation across core content areas as the Technology Teacher Leader for a pilot “technology team” of nearly 100 students
• Collaborated with fellow educators as the 6th Grade Language Arts Department Lead to develop standards-based lessons and unit plan materials in line with county pacing and curriculum guides
• Integrated co-teaching strategies in grade level planning communities for subject area teachers, ELL teachers, and special education teachers
GREAT VALLEY MIDDLE SCHOOL: GRADE 8, EARTH SCIENCE (STUDENT TEACHING)
January 2015- May 2015
• Developed instruction and integrated technology for 100% paperless daily lesson plans through the use of Moodle and Office 365
• Maintained overall student engagement and classroom management through implementation of effective instructional strategies
• Coordinated daily curriculum and assessment with a team of educators in a paperless, co-taught environment
INTERACTIVE FIELD EXPERIENCE:
August 2012 - December 2015
Hillsdale Elementary School - Grade 4/5, Elementary Education
• Regularly instructed math, reading, and writing for basic and below basic students in a culturally diverse classroom of over 50% ELL students. Also completed an in-depth student case study specifically in reading/ language arts
Greenwood Elementary School - Grade 4, Elementary Education
• Constructed a language arts, weeklong thematic unit in a culturally diverse classroom of over 40% ELL students
Kennett Middle School - Grade 8, Biology
• Observed academically diverse, and honors biology classes regularly. Managed small-group student centers, and led whole-class instruction
Downingtown Middle School - Grade 7, Introduction to Algebra
• Regularly observed mathematics instruction, and tutored 3 at-risk students twice per week in mathematics
PORTFOLIO
Projects and Work Samples
Sample 1
Technology Integrated Lesson
In this sample, I have provided an example lesson I taught to introduce an informational cause-and-effect text. To encourage motivation, I combined technology and movement to keep kids invested in learning. This sample highlights the experience students see when using the online application, NearPod. All students participate by sending in digital responses which can be shared to small groups or the entire class.
Sample 2
Differentiated Instruction
Working with diverse students calls for the ability to provide diverse instruction. This sample highlights a lesson differentiated for the three tiers of learners. The lesson begins with a teacher-led reading of two different stories of The Three Little Pigs. The lesson continues with a class discussion and activity to organize the events of the story, and ends with an individual, differentiated assessment to compare and contrast the two readings.
Sample 3
Assessment Development
This sample is a model of my ability to design assessments that target academic anchors and standards in subject areas, and plan instruction related to traditional assessments. The assessment examines higher and lower order thinking, and demonstrates a variety of objectively and subjectively scored items. The assessment was also analyzed by West Chester University staff to ensure reliability and validity.
EDUCATIONAL EXPERIENCE
West Chester University of Pennsylvania - August 2011- May 2015
Bachelor of Science in Education in Middle Grades Preparation, Grades 4-8
Concentrations in Science, Reading/Language Arts, and Social Studies
Overall GPA 3.7
WHO’S WHO AMONG STUDENTS IN AMERICAN UNIVERSITIES AND COLLEGES
April 2015
• Award Recipient
WEST CHESTER UNIVERSITY ORIENTATION LEADER
May 2014- December 2014
• Communicated issues of campus diversity, safety, health, and educational resources to incoming students
• Facilitated social connections among incoming first-year, transfer, and non-traditional students, and promoted
interaction between students and University staff
FRATERNAL VALUES SOCIETY
April 2014- May 2015
•Vice President (a.k.a. Director of Values Education)
• Selected to serve on a values-based committee alongside the top 1% of Fraternity and Sorority leaders
WEST CHESTER UNIVERSITY, EDUCATION DEPARTMENT STUDENT FORUM
November 2013- May 2015
• Selected by university faculty to engage with Education staff members to discuss student matters within the Professional
Education Department
DELTA PHI EPSILON SORORITY
September 2011- Present
2015 - Present: Alumni Advisor- University of Maryland, Delta Xi Chapter
2014: Vice President of New Member Education
• Organized a committee of peers to redesign and implement a new member educational program
2013: President
• Managed an organization of over 120 women through philanthropic, educational, and social events
• Delegated chapter responsibilities to team members efficiently
• Corresponded regularly with University staff and International Headquarters to report and promote chapter activities
2012: Secretary, and Public Relations Chair
"The best way to predict the future is to create it"
Abraham Lincoln
