Ashley Sullivan

• Building a family environment focused on relationship first respect 2nd and third academics
• Building academic confidence by using a wide range of methods of videos, modeling, guided practice, group practice, and independent practice
• Fostering a love of learning in my students through hands on activities, group projects, and independent projects
• Collaborating with co teacher to create hands on learning opportunities for the grade level.

• Building a solid phonics foundation in students from basic sounds to blending sounds to read simple CVC words in a month
• Building number sense in students by modeling, guided practice, centers, and independent practice
• Building overall academic confidence with a positive learning environment where mistakes are viewed as a means of learning not failure
• Closing academic gaps that placed students preforming at a beginning pre-k level at the beginning of the year to be on 1st grade level and some even mid 1st grade level

Creating a nurturing learning environment for 150 students where mistakes are steps to success not failure

• Creating a family environment for 150 students built on mutual respect and trust

Building a love of reading in 150 students through videos, modeling, guided practice, and independent practice

Creating lessons where 24 students were able to connect to through hands on activities, scaffold practice, small group, and independent practice which closed significant gaps were students closed gaps and moved to a higher group within a month

• Creating a nurturing environment where 24 students felt comfortable to be themselves and build healthy communication skills with each other by modeling, guided practice, and then able to guide other students on the playground to have healthy dialogue rather than fighting
• Building a family environment which created a safe space where 24 students built self confidence in their academics by understanding mistakes are steps to understanding not failure
• Fostering a positive learning environment which cultivated a willingness to stretch with hard concepts rather than shut down

• Building critical foundational phonics skills with 29 ESL students who couldn't connect Alphabet letters to sounds to reading simple CVC words in a month
• Building a positive learning environment where 58 students in 1st/2nd grade feel safe to struggle, never give up, and stretch
• Create scaffold lessons that encourage 58 students to grow on their own level without feeling judged or singled out
• Instill a love a reading in 58 students in 1st/2nd grade by daily reading to students, guided practice, and independent practice

Scaffolding lessons left by teacher to meet the needs of 39 students

• Following set schedule set by classroom teacher so 39 students feel comfortable, and structure stays consistent
• Building relationships with 39 students so that each student feels love, respect, and trust from me
• Building a positive learning environment where 39 students feel safe to be themselves and safe to make mistakes and recognize mistakes lead to understanding not failure

Creating a positive learning environment for 24 students through hands on activities, projects, and circle time

• Building a safe environment where 24 students feel comfortable to be themselves
• Instilling an excitement of learning in 24 students through hands on activities, small group, and independent work
• Building positive communication skills in 24 students through modeling, children practicing skills, and empowering children to use their words instead of their fists

• Creating a positive learning environment for 20 students through circle time, centers, small groups, and independent work
• Building a safe environment for 20 students to be themselves through building individual relationships with each child, mutual respect, and trust
• Creating scaffold lessons for 20 students that provide for each child to feel successful in their learning rather than shutting down with frustration

• Assisting lead teacher in creating a safe, nurturing environment through hands on activities, small group, and one on one support
• Closing gaps of students through small group and one on one support
• Leading scaffold instruction when the classroom teacher was absent through direct instruction, guided practice, and independent practice