To whom it may concern,

I am interested in the anticipated [insert position here]. I received my professional

educator license in December of 2020 along with my BS in Elementary Education from DePaul
University. My experience in the world of education truly began with a place called Centro
Romero in Rogers Park; this is a community center that serves the refugee and immigrant
population. There I supported students from preschool all the way to eighth grade. My journey
in education continued as I student taught a fully virtual 1st grade class at Washington
Elementary in Evanston IL. I more recently concluded my role as a district substitute in district
64 substituting in a variety of grade levels and completed the school year as a long-term
substitute in a hybrid to then fully in-person 1st grade classroom at Eugene Field Elementary in
Park Ridge IL.
I form meaningful relationships with my students individually and as a class community
to create an environment where all students feel welcomed, appreciated, and supported. I have
learned to adapt social emotional learning and development for students of all age groups. A
great example of this is the use of the “I CAN” chart. The “I CAN” chart served as a way of
helping students understand healthy and more positive ways to react to big emotions. This
chart can be adapted and differentiated for various age groups, not only on the choices
available but also how it is utilized. Social emotional learning always comes first in my
classroom. A student that fails to understand or develop these skills, will disrupt successful
instruction and understanding of content. Furthermore, students remain focused for longer
periods of time if they have a constructive alternative to disrupting the class or withdrawing
from the lesson. In addition to social emotional development, it’s important that my students
understand not only my role in their educational experience, but their role as well. Frequent
one-on-one meetings with students spark conversations about more specific weaknesses,
strengths and goals within education and in life. For example, this allowed the 4 th-8th graders at
Centro Romero to see that a teacher genuinely cared about them aside from how they were
doing academically. They were more open to asking for assistance during educational periods
and showed more academic motivation than previously. Students need to be heard and seen
and understanding the cultural make-up of your class is important. It’s paramount to
understand that each student comes to your classroom with funds of knowledge that can truly
enhance the learning environment for all other students including yourself. Having this
knowledge will only strengthen your class community, and curriculum when providing culturally
relevant pedagogy.
I am confidently prepared for full-time teaching. My skills in classroom management,
creating engaging lessons, teaching social emotional development, differentiating instruction,
and assessing and utilizing assessment to adjust my teaching has improved through my
classroom experiences. I enjoy working and collaborating with a team to enhance the overall
learning for our students. With my positive and bright energy, I help students find excitement in
learning – whether that be creating number stories that include a mermaid pony unicorn eating
apple pie or using a kid’s interest in comics to help enhance his interest in literature. I want my
students go through their educational journey with a smile, even on their most difficult days.