Katherine Welch

Minors in Japanese Studies and Teaching English as a New/Second Language.

Study abroad experience in England (Harlaxton College, January 2009), France (Universite de Rennes, September 2009), and South Korea (Ewha Womans University, July 2010; Korea University, July 2011)

Main Area: French

Endorsement Areas: English as a New/Second Language; Reading; English Language Arts

• Instructed middle and high school students in various writing styles and techniques, including essays, research writing, and creative writing.
• Taught critical reading and reading comprehension skills, including Close Reading and literary analysis, to middle and high school students.
• Prepared students for AP exams in English as well as SAT and TOEFL exams.
• Organized and led field trips for secondary students related to their course of study.
• Utilized the Understanding by Design model to create engaging lessons rooted in Project Based Learning and other teaching methods to facilitate student growth, engagement, and learning
• Collected and analyzed data attained through formative and summative assessments in order to evaluate student growth and retention of material.

• Worked as part of a team with the program staff to create a fun and engaging camp experience for students in grades 4 through 10 at a two-week English immersion camp during two consecutive summers.
• Designed lessons for thematic units focusing not only on English skills, but also on character building, problem solving, and critical and creative thinking skills.
• Mentored and trained a total of 30 new Fulbright ETAs during two weeks of their orientation and training over three consecutive summers.
• Tracked student progress over the course of the camp through in-class formative and summative assessments.
• Wrote student evaluations at the end of the camp to communicate with parents the progress of their child and areas for further improvement.

• Built project-based and interactive lessons to enhance real-world application of English.
• Coached 2 teams of four students in debate skills for the regional Youth Diplomacy and Activism Conference where one team won first place.
• Supervised with co-teacher the English newspaper club, acting as Editor in Chief. Enhanced student learning and engagement by incorporating media and technology into lessons.
• Established several after school programs, such as a movie discussion club and an English debate class to supplement classroom learning and increase students' English abilities.
• Organized with co-teacher field trips for students in the newspaper club to local universities, places of historical heritage, and the United States Embassy.

• Acted as a cultural ambassador providing information about US culture through lessons on American life, schools, foods, and holidays.
• Developed curriculum for a two week winter camp focused on empowering young female students
• Promoted a healthy school environment conducive to learning by fostering relations with Korean coworkers.
• Led an after-school club teaching basic French to interested students.
• Trained a team of four students for competition in the regional Youth Diplomacy and Activism Conference.
• Prepared two students for the Ban Ki Moon English competition.

• Supplemented textbook material with media, hands-on activities, and projects to adapt lessons for multiple learning styles and IEPs.
• Cultivated a multi-cultural setting by exposing students to various aspects of French and Francophone culture in order to increase cultural awareness and understanding.Incorporated other subject matter into lessons to help students form connections across the school curriculum.
• Designed and administered exams to assess student retention of material.
• Counseled students in anger and grief management as well as conflict resolution when problems arose in class or at home.
• Judged the district Knowledge Bowl competition.

• Increased student reading comprehension and fluency through various activities and by discussing news articles altered to fit student reading levels.
• Supplemented textbook readings with student-led presentations on subjects of the readings.
• Built student vocabulary through lessons on synonyms, antonyms, suffixes, and prefixes.
• Involved students in cultural discussion by comparing and contrasting their own culture to the United States.
• Provided tutoring to aid students who were struggling.
• Helped prepare students to take the SAT and TESOL exams.