Chelsey B. Truesdell1810 Eutaw Place, Baltimore, Md

(443) 468.3327chelsey.truesdell@gmail.com

S U M M A R Y

A results-driven special and general educator experienced in differentiation, collaboration, mentoring, and serving high-needs youth. Highly qualified for a position as a special educator to improve student achievement through targeted, experiential, and differentiated instruction.

E D U C A T I O N

Master of Arts, Special and General Education, May 2014Lesley University, Cambridge, MA.Advisor: Ellen Scales

Bachelor of Arts, Educational Sociology; Minor: Studio Art, May 2010University of Mary Washington, Fredericksburg, VAAdvisor: Timothy Crippin

Q U A L I F I C A T I O N S

Results Driven: In the 2014-2015 school year, used research-based teaching strategies, specifically guided reading, multisensory language, and project-based learning, to increase 76% of student reading levels from Print Concepts to a level C/D based on the TRC and DIBELS Amplify Assessment. (August 2014-May 2015)

Results Driven: Based on the NWEA-MAP Assessment, worked with ten low-performing students to make reading growth through the year. All ten students reached their goal. (August 2013-May 2015)

Differentiation: Restructured small groups, provided differentiated instruction, and maintained a responsive classroom after my kindergarten class increased from 17 to 35 students. (November 2014-May 2015)

Mentoring: Served as a teacher mentor in the second year as a teaching fellow. Provided real-time coaching in the classroom for eight new teachers as well as provided constructive feedback and lesson plan collaboration. (June 2014-August 2014 and June 2013-August 2013)

Collaboration: As a teacher leader on the Instructional Leadership Team, lead a team to create an efficient and easy to understand presentation of our school math data. The district supervisor used this presentation as a model for network schools. (February 2015-March 2015)

Collaboration: Recruited parents and volunteers to read and work in small groups in classrooms by establishing relationships in the c. (August 2012-May 2015)

R E L A T E D E X P E R I E N C E

TEACHING

Kindergarten Teacher, Baltimore City Public Schools, Baltimore, MD 21216August 2014-June2015 Managed a class of 35 students while meeting with four small groups daily to provide targeted

instruction for intensive and advancing students.

Created and implemented whole group, hands-on lesson plans for Literacy, Mathematics, Social Studies, and Science.

Consistently provided positive reinforcement for students with behavior concerns and created Behavior Intervention Plans for students with exceptional needs.

Collaborated with the Child Support Team, IEP Team, parents, psychologists, and teachers to provide each student the tools and strategies to learn in the least restrictive environment.

Received a Highly Effective rating on the Professional Expectations rating, including communication and professional demeanor with administration.

Teacher Mentor, Urban Teacher Center, Baltimore, MD 21218June 2015-August 2015 Mentored eight new teachers in their first year of teaching by providing immediate constructive

feedback, highlighting their strengths, and developing next step plans. Hosted individual and group lesson planning sessions that focused on classroom environment,

objective-based lessons, and student-centered learning. Demonstrated classroom management techniques by modeling positive reinforcement and

accountability.

Fourth and Fifth Grade Teacher, Baltimore City Public Schools, Baltimore, MD 21216 August 2012-June 2014 Developed detailed lesson plans in Literacy, Mathematics, Social Studies, and Science for a class of

25 students that provided differentiated strategies and tools for each student to reach success. Planned and collaborated with master teachers to learn and implement best practices in guided

reading, student-centered stations, and whole group instruction. Recorded myself teaching on a weekly basis to share and receive constructive feedback from

instructional coaches to continue growing my teaching strategies.

RESEARCH

Pre-Masters, Reading Practicum, Lesley University, Baltimore, MD2013-2014 Assessed a group of ten low-performing fourth grade students with the NWEA-MAP Assessment in

reading. Collected quantitative data from formative assessments to drive targeted small group instruction. Collected qualitative data from kid-watching and reading conferences to discover best practices in

reading instruction and utilize those in small group instruction. All ten students reached their reading goal by the end of the year based on the post NWEA-MAP

Assessment.

Pre-Masters, Classroom Management, Lesley University, Baltimore, MD2012-2013 For the course of a year, videotaped myself and master teachers in the classroom on a weekly basis. Created and gathered frequency tables, event recordings, and qualitative data on student behavior, Found that teachers who used Lee Canter’s ‘Assertive Discipline” techniques, such as strong voice

and positive narration, were more likely to have a positive classroom environment than teachers who did not use “Assertive Discipline” in their classroom.

Found that students were more engaged when they were learning through hands-on experiences.