My Educational Philosophy

Sabrina Roy’s

As a teacher, I aim to foster a love of learning in all my students. I am committed to create a comfortable environment where students can reach their full potential, meaning students are encouraged to grow academically, emotionally, mentally, and socially. All children are unique, which is why I believe it is important to support the diverse and unique needs of each young learner through multimodal instruction, flexible grouping, and balanced literacy. I often incorporate hands-on activities and technology in my lessons to keep students engaged.

Creating a safe environment where students have a growth mindset and feel comfortable taking risks means students develop critical thinking and problem-solving skills. I strive to build a positive rapport with and among students so that every child accepts themselves for who they are and embraces the differences of others. It is my responsibility to bring warmth, love, and a positive attitude to my classroom each day. My students are lifelong learners.

RESUME

Summary

Creating a safe environment where students have a growth mindset and feel comfortable taking risks means students develop critical thinking and problem-solving skills. I strive to build a positive rapport with and among students so that every child accepts themselves for who they are and embraces the differences of others. It is my responsibility to bring warmth, love, and a positive attitude to my classroom each day. My students are lifelong learners.

CERTIFICATION

New York State Initial Certification in Elementary Education: Grades 1-6, April 2020

EDUCATION/HONORS

Master of Science in Literacy Education (degree anticipated in May 2022), GPA: 4.0
Queens College, Flushing, NY, August 2020- Present
Bachelor of Arts in Elementary Education GPA: 3.815
Queens College, Flushing, NY, December 2019

PROFESSIONAL EXPERIENCE

Permanent Substitute Teacher, East Hills School, Roslyn, NY, September 2020-Present

  • Execute lesson plans across all subject areas left by the absent teacher and guide students through planned activities
  • Utilize Journey’s Reading Program and GO! Math Curriculum
  •  Provide students with feedback on their work to promote academic growth
  • Establish and enforce rules for behavior to maintain order in the classroom
  • Build a positive rapport with students to establish a healthy classroom climate

 

 Per Diem Substitute Teacher, Jericho School District, Jericho, NY, February 2020-March 2020

• Engaged students in various lessons across all subject areas left by the absent teacher
• Collaborated with an inclusion teacher to meet the needs of all students
• Maintained the established routines and procedures of the school and classroom to which assigned
• Provided a brief report in writing on the day’s activities at the conclusion of each day for the teacher

NYC DEPARTMENT OF EDUCATION WORK EXPERIENCE

Student Teaching, 4th Grade, P.S. 65Q, Ozone Park, New York, Fall 2019, 235 Hours

  • Utilized Teachers College Readers and Writers Workshop

  • Conducted and analyzed Teachers College running records for assessing the needs and progress of learners
  • Initiated and instructed students through The Writing Process and Writers Workshop
  • Utilized GO Math! Curriculum and Algebra for All to help guide instruction
  • Created and conducted skill-based strategy groups based on data trends across all subject areas
  • Scaffolded and differentiated instruction to ensure all students meet the daily learning objective
  • Reinforced independence in students through a growth mindset, allowing students to set their own goals
  • Attended Professional Development with staff and administration

Student Teaching, 2nd Grade, P.S. 184Q, Whitestone, New York, Spring 2019, 227 Hours

  • Constructed lessons using a balanced literacy approach, providing different levels of support in reading and writing
  • Conducted strategy and skill based read alouds using anchor texts
  • Utilized GO Math! Curriculum and manipulatives to help guide instruction
  • Implemented differentiated learning strategies to accommodate students with diverse learning needs
  • Utilized technology to create engaging lessons and to meet individual student needs
  • Established a positive and nurturing environment for students, promoting academic and social growth
  • Utilized positive classroom management strategies that focused on student accountability
  • Collaborated with classroom teachers to enhance student learning
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