Paula Charleston

Paula Charleston

Certification

Portfolio

Skills

Skills

Technology

Use of Smart Board, Apple, PC, Document Projector, Elmo, IPAD and various technology tools to enhance learning.  Use of software such as Xcel, Word, Paint, Powerpoint, Publisher, Garage Band, IMOVIE, and others to both teach and promote student project based assignments.

Interest

I love to spend time with family.  In my spare time, I enjoy arts and crafts,  reading, and writing.

Work History

Work History
Aug 2011 - Present

Teacher

Waynesville R-VI School District

4th Grade - Responsible for self - contained classroom teaching.  Duties include teaching core curriculum subjects to include Math, Science, Reading, Language Arts and Social Studies following curriculum standards and preparing students for state assessment and promotion expectations.  Additional duties include grading, classroom management, parent conferences, lesson design and general classroom responsibilities. PLC duties include serving on the Steering Committee.

School Steering Committee (2012-2013)

Work collaborately to identify instructional concerns and remedies for beginning and experienced 

teachers. Serve as confidential consultant upon a teacher’s request. Assess faculty needs as discussed in grade level and verticle team meetings.  Present to the proper authority, faculty suggestions, ideas, and recommendations pertaining to classroom instruction within the school. 

Aug 2006 - May 2011

Teacher

USD 383

5th Grade - Responsible for self- contained classroom teaching.  Duties include teaching core curriculum subjects to include Math, Science, Reading, Language Arts and Social Studies following curriculum standards and preparing students for state assessment and promotion expectations.  Additional duties include grading, classroom management, parent conferences, lesson design and general classroom responsibilities.

Student Improvement Team (2009-2011)

Worked as a team member on consultation and problem solving which focuses on the needs of an individual student. The identified student, in spite of having received the benefit of evidence-based Tier 1 and Tier 2 instruction or interventions, has not shown the expected academic or behavioral growth. Consultation with the school Student Intervention Team is needed to explore more intensive and individualized intervention options. The Student Intervention Team is composed of knowledgeable school staff and the student's family, who work collaboratively to: (1) deeply examine student strength and needs, (2) to analyze the student's response to previous interventions, (3) and develop a systematic plan for intensive interventions which are designed to close the academic or behavioral gap between the student and his or her peers. The team uses a continuous problem-solving process to review and revise plans as needed until the student achieves goals.

Textbook Adoption Committee (2007-2008)

Worked with a team to make recommendations regarding priority of subject/content areas for adoption of new textbooks and ensure maximum alignment of sequence and context of texts with district outcomes prior to recommending such texts for adoption. Examined textual and supplemental materials according to criteria established by district policy. Rank order examined materials with particular emphasis on the materials' support of course learning outcomes. Ensured that instructional materials selected are consistent with goals and objectives of the district stated policy and established priorities for purchase of supplemental materials among additional responsibilities.

Northview Salutes You - club for students of deployed parents (2007-2009)

Directly led an after school group of children with deployed or military family.Planned and organized activities to help the children cope with deployment to include academics in writing and reading instruction.Students emailed family members, wrote letters and created a group book about deployments.Students shared similar concerns and issues related to moving, making new friends, and the general concerns related to this culturally diverse population.

Student Council and Camp Leadership (2009-2011)

As a leader of STUCO and Camp Leadership, I worked with our school counselor to develop strong leadership skills to a selected group of students.  Some areas the students participated in include attending a Leadership Camp, organizing food drives, selling of school spirit merchandise, school clean up, and planning and organizing a school talent show.  Students also served as school community leaders in assemblies and welcoming visitors to the school.

Aug 2002 - May 2006

Teacher

Killeen Independent School District

Title 1 / Fast ForWord Coach / 3rd Grade Teacher - Responsible for maintaining and operating multi computer software designed to improve reading comprehension, fluency, and phonemic awareness while assisting students and managing their overall performance and guided reading instruction to 3rd - 5th grade.  Responsible for self- contained classroom teaching.  Duties include teaching core curriculum subjects to include Math, Reading, Language Arts, and Social Studies following curriculum standards and preparing students for state assessment and promotion expectations.  Additional duties include grading, classroom management, parent conferences, lesson design and general classroom responsibilities.

Student Improvement Team (2002-2004)

Worked as a team member on consultation and problem solving which focuses on the needs of an individual student. The identified student, in spite of having received the benefit of evidence-based Tier 1 and Tier 2 instruction or interventions, has not shown the expected academic or behavioral growth. Consultation with the school Student Intervention Team is needed to explore more intensive and individualized intervention options. The Student Intervention Team is composed of knowledgeable school staff and the student's family, who work collaboratively to: (1) deeply examine student strength and needs, (2) to analyze the student's response to previous interventions, (3) and develop a systematic plan for intensive interventions which are designed to close the academic or behavioral gap between the student and his or her peers. The team uses a continuous problem-solving process to review and revise plans as needed until the student achieves goals.

Textbook Adoption Committee (2004-2005)

Worked with a team to make recommendations regarding priority of subject/content areas for adoption of new textbooks and ensure maximum alignment of sequence and context of texts with district outcomes prior to recommending such texts for adoption. Examined textual and supplemental materials according to criteria established by district policy. Rank order examined materials with particular emphasis on the materials' support of course learning outcomes. Ensured that instructional materials selected are consistent with goals and objectives of the district stated policy and established priorities for purchase of supplemental materials among additional responsibilities. 

Grade Level Leader (2005-2006)

Responsible  for the effective operation and communication within the team unit and between

the team and administration. Conducted weekly meetings of the grade level team to disseminate information and respond to requests from the principal. Recorded minutes of team meetings and submits copies to the principal. Coordinated field trips and special activities for the team, including arranging for transportation, securing reservations and appropriate permission slips, and arranging for meals. Assisted with behavior management situations when appropriate. Acted as a mentor for new teachers.  Worked with other team leaders and/or faculty members as deemed necessary and performed other duties as assigned by the principal

Tutoring / Extended Day Learning (2002-2006)

Responsible for monitoring and assisting students with homework or class work as needed. Teaching strategies and problem solving techniques to help students be more successful in school.  Worked closely in reading and math to assist at risk students in general performance on state assessments.

Aug 2001 - May 2002

Teacher

Dodea Grafenwoehr Elementary

5th Grade - Responsible for teaching Reading and Language Arts to homeroom class, and Social Studies to 4th, 5th, and 6th grade in a team environment.  Duties include teaching to include a variety of methods to meet individual student needs, grading and reporting, parent conferencing, lesson plan designing, following curriculum standards and preparing students to meet all expectations. Additional duties include grading, classroom management, parent conferences, lesson design and general classroom responsibilities.

Odyssey of the Mind Coach(2001-2002)

Monitor students, offer guidance and encouragement in creative problem solving.  Teach team members how to explore possibilities, listen to others, learn from failures, and evaluate solutions effectively.  Provide supervision and handle logistics such as scheduling meetings, making sure paperwork is done properly, getting the team to competition, and teaching them how to solve differences. Responsible for recruiting and selecting team members.  Oversee brainstorming and spontaneous practice sessions. 

Education

Education
Aug 1998 - Dec 2000

BS

Austin Peay State University

Austin Peay (Bachelor of Science Degree)

Cumulative GPA 3.655

Graduated Cum Laude 2000

Transfer Credit                      Rogers University                                         Claremore, OK.

Elementary Education

Graduated Phi Theta Kappa 1998 (Associates Degree)

Transfer Credit                      Northwestern OK State Univ.                        Alva, OK.

Transfer Credit                      Northern OK College                                    Tonkawa, OK