Teresa Dobler

  • Silver Spring US-MD
Teresa Dobler

Portfolio

Resume

Attached you can find my current resume, reflecting my current teaching job and past experiences related to working with students.

Teresa Dobler's Resume

Educational Philosophy

I believe that the purpose of school is to prepare students for life by providing a comprehensive education to every student. By integrating multiple subject areas into quality units and themes, the teacher creates a sense of purpose and direction for the students learning. As movement, music, drama, writing, and art reinforce objectives in the core content areas, students’ minds and bodies are engaged. By addressing every lesson objective from several intelligences, a truly multisensory learning environment is created, ensuring student success. I utilize my passion for art, music, and theater to energize my lessons.

Through my experiences, I have learned that instruction should always be presented at the students’ level; thus, teachers must differentiate within their classrooms. This requires teachers to cultivate a supportive community of learners within the classroom, in which all learners understand their learning differences and respect each other. As process and product are differentiated, the students will all work toward the same overarching learning goals. This requires the teacher to proactively design activities and lessons that will give every student the ability to be successful. I enjoy the creativity and logic involved in creating instructional materials by finding, crafting, or modifying resources that enrich, explain, and differentiate while still supporting the educational standards appropriate for my students. During a unit on the Civil War, I wrote personalized “textbooks” for my students in a 12-1-1 Special Education classroom to allow each student to have materials at their own reading level. I worked carefully to pull out key concepts from the New York and National Standards to ensure that my students were getting the same information as their grade level peers, even though they had challenges with reading. They were quite proud to be able to access the information from a book, as their peers did. These differentiated readers were supplemented with analysis of photographs and dramatic reenactments to provide a rich understanding of the messages and context of the Civil War. This is just one example of how I have worked to compile and modify resources for my students with varying needs.

Teachers must informally assess their students every step of the way so they know exactly what the student knows. Teachers must also consistently communicate with parents and former teachers to ensure they have a full picture of the student. Only then can they build upon this foundation to bring the student farther. Teachers also must actively seek out resources and ideas to provide each student with the individual level of support they need to be successful. Thus, in order to effectively meet all of their students needs, teachers must consistently educate themselves about new theories and practices, swapping successes with colleagues and modifying them to work in their situation.

As teachers cultivate a community of learners, they must also celebrate the success of every student. Students build confidence and motivation as they visually chart their progress toward the high expectations that they have set for themselves. The teacher must also clearly state student objectives and individual goals for every student to reach for in every lesson. When students trust they are safe within a structured, respectful, and supportive community, they will take the risks and make the mistakes that are crucial to learning. To build these relationships, I begin each year speaking with each of my students outside of the typical classroom interactions. This allows me to learn more about their families, interests, and personal lives. I can then draw on these connections throughout the year.

Courses Taught

I teach 6th grade General Science. This is a survey course, meaning that the course is broken into various units, each on a different topic. Each unit is cumulative, but the course overall is not. Students are introduced to the basics of Chemistry, Geology, Light and Sound, Electromagnetism, Landforms, and Ecosystems throughout the year. The course is a hands-on, lab based course. Students are encouraged to complete investigations, keep lab notebooks, and make observations about how their world works. 

Work History

Work History

Education

Education

Certifications

Certifications
Sep 2010 - Aug 2015

Students With Disabilities (Grades 1-6), Initial Certificate

New York State Education Department
Sep 2010 - Aug 2015

Childhood Education (Grade 1-6), Initial Certificate

New York State Department of Education

References

References

Patti Kolb

As my principal, she has been my direct supervisor for three years. She serves as my evaluator and as such is well versed in the daily happenings within my classroom.