II’m a dedicated educator with a creative flare who fosters a positive environment for learning. My dual certification in Special Education and Social Studies empowers me to identify with students across all different academic levels.
My career is a culmination of 15 years of experience in various educational environments. That ranges from working with alternate assessment, self contained, integrated co teaching classes and general education courses. All of these classes come with different educational needs of the students. One of my key strengths is Identifying and adapting to how students learn based on their levels and needs along with integrating NYS standards. My passion has always been to help students maximize their potential to reach their academic goals.
The Beginning
Eager to begin my career I accepted my first full time position at the League School, a day treatment center in Brooklyn New York. There, I worked with Emotionally Disturbed students who needed additional support that was not available to them in public schools. At the League School I learned how to understand students in the moment of a crisis, how to be patient and see through their eyes during a trauma. These skills I learned have been carried over with me throughout my career. I can identify and understand when a student needs to talk to an adult, is struggling with something internally or simply needs some space.
After a few years of working at the League School I decided to join the Department of Education and brought my skills to NY City public schools. Here I have been fortunate enough to join a wonderful community at Thomas Edison CTE High School.
Thomas Edison CTE High School is a very unique, exceptional school that offers students many opportunities that are not traditionally offered. I am proud to work in a school that offers CTE programs to our students because many of them are incredibly talented in trade fields. Hearing students speak with pride about their automotive shop, IT classes or Culinary program brings me joy knowing that I am part of a community that can offer realistic career training at such a young age.
Like so many students Thomas Edison also provided me a unique opportunity that is not offered in traditional schools. In 2017, with the support of Ms. Scolavino and Mr. Ojeda I was trained and began the new Urban Farming program for our alternate assessment students. This is a hands-on program where students not only learn how to farm but they also learn life skills and work skills needed beyond high school.
Table of contents
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Community Recognition
In 2017 when we began the urban farming program, I had been acknowledged in two articles. The first article, “New York City School Gardens In Every Borough” was geared towards introducing urban farming to Queens and to highlight seven schools that were considered to be exemplary gardens grown within schools. This article argues that gardens grown indoors support healthy eating habits through adulthood. Students also score significantly higher on science achievement tests after completion of the hydroponic program.
The second article “ Career & Technical” Thomas Edison CTE High School ranked third place for offering a complete academic curriculum while preparing students for trades and certifications. Urban farming coupled with the culinary program facilitates project based learning across the curriculum.
Mentions
NYC School Gardens in Every Borough: Queens Career & Technical -
Professional Development
To enhance my educational practice I have participated in multi professional development workshops both in school, remotely and in other school buildings.
Documentation
CTLE Credit - June 1st 2020 Restorative Circles CTLE PBL 1010 Certificate Nearpod MSC RE Circles Handout Sessions 1-10 Implicit Bias CTLE Hours Implicit Bias Certificate -
Thank You Letters
Throughout the past five years at Thomas Edison CTE High School I have received a collection of Thank You letters from the administration. These letters offer recognition for getting the hydroponic farm up and running after being shut down for almost two years due to the pandemic. The second letter acknowledges a difficult conversation that was held with my students acknowledging the riots at the white house in January 2021. The third letter recognized my nurturing ways with my students. Lastly, I was appreciated for taking the training in Urban Farming and getting the farm up and running when it was brand new to the school.
Letters
Andrea Scolavino Thank You 10-01-2021 January 11th 2021 Moses A. Ojeda Thank You Andrea Scolavino Thank You 06-14-2017 -
APPR
My overall rating for the 2020 - 2021 as shown in my MOTP was highly effective and MOSL was effective giving me an overall rating of highly effective.
Attached are all of my scholarship reports from my time at Thomas Edison CTE High School. In the most recent reports for the 2020 -2021 school year, I had a passing range of almost 100%.
2020-2021
APPR 2020-2021 APPR 2020-2021 2020 MP1 T1 Scholarship Report 2020 MP1 T2 Scholarship Report 2020 MP1 T2 Scholarship Report 3 2020 MP2 T1 Scholarship Report 2020 MP2 T1 Scholarship Report 2 2020 MP2 T2 Scholarship Report 2 2020 MP2 T2 Scholarship Report 3 2020 MP2 T2 Scholarship Report 4 2020 MP2 T2 Scholarship Report 2020 MP3 T1 Scholarship Report 2020 MP3 T1 Scholarship Report 2 2020 MP3 T2 Scholarship Report 2020 MP3 T2 Scholarship Report 2 2020 MP3 T2 Scholarship Report 3 2020 MP3 T2 Scholarship Report 42019-2020
2019 MP1 T1 Scholarship Report-2 2019 MP1 T1 Scholarship Report 2019 MP2 T1 Scholarship-Report 2 2019 MP2 T1 Scholarship Report 2019 MP3 T1 Scholarship Report 2 2019 MP3 T1 Scholarship Report 2019 MP1 T2 Scholarship Report 2 2019 MP1 T2 Scholarship Report2016-2017
APPR 2016-2017 MOTP 2016-2017 -
Observations
In my most recent observation that was taken on October 21, 2021, I received 7 highly effectives and one effective. I was commended for integrating Project Based Learning with an intellectually disabled (ACES) class. Students were provided an opportunity to participate in a student driven project that provided them with the “soft skills” they will need as they transition from high school straight to jobs or supported employment.
Documentation
Informal APPR 10-21-2021 Observation 2020-2021 APPR 02-06-2020 APPR 11-07-2019 APPR 11-26-2019 APPR 01-09-2017 APPR 02-03-2017 APPR 03-15-2017 APPR 11-18-2016 Non Evaluative Observation 11-29-2016 -
NX Students
Attending classes as we navigate through Covid-19 has impacted students in various ways. The shift from in person to remote learning was a huge adjustment for all. Many students needed additional support to help them pass their classes. These are some students I worked closely with and was able to reverse their initial NX grade into a passing grade.
Documentation
Cassella Fall 2020 NX Sheet Cassella Spring 2021 NX Sheet -
Student Work
David and Nusrat
David Mandujano and Nusrat Hossain were two students in my Global 10 Self Contained class last school year. In the beginning of the year I assigned a task on the French Revolution offering many supports to them. Vocabulary definitions were provided as well as visuals for the see/think/wonder activity. The culminating task was to fill in the words to the paragraph using a word bank that was provided. By the end of the school year I was able to take these supports away. Both students became more independent with their writing. Students created their own country based on a hobby or interest they felt was important. This assignment was to promote nationalism, the unit we were covering. Students created a flag and presented their projects to the class. For this assignment I did not provide definitions, nor did I provide a word bank for them to use. They used guided questions to help them formulate their final products.
French Revolution
David Mandujano Nusrat HossainNationalism Project
David Mandujano Nusrat HossainKaranjit and Miquel
Karanjit Singh and Miguel Lasanta were two of my English Language Learners last school year for ninth grade Global Studies. Karanjit did not have great command of the English language when we started the school year.. Miguel Lasanta had better command of the language but his processing and writing skills were poor. Throughout the school year both students improved. The first assignment displayed, students were to respond in 4-6 sentences explaining if geography played a more/less important role in the lives of people during the Paleolithc Age than it does today. The second assignment, a project on the Middle Ages shows tremendous growth for both students. Their writing had improved, they included outside evidence and began using MLA citations.
Mini Assessment Writing Prompt
Karanjit Singh Miguel LasantaMiddle Ages Project
Karanjit Singh Miguel LasantaJillian and Kareena
Jillian Daneshwarand Kareena Greer were two young ladies in my ICT class on the Gen Ed side. The first assessment of the school year was to create an argument based on an article assigned in class. Students were to annotate the article and complete the graphic organizer. The graphic organizer was used as a stepping stone to begin writing their argument. Jillian completed the graphic organizer and her writing assignment however Kareena completed the graphic organizer and did not fulfill all requirements of the assignment.
The second assessment was provided towards the end of the school year, a project on the Middle Ages. For this assignment students were not provided with a graphic organizer, that support had been taken away throughout the school year as their writing had improved. Students were to pretend they were living during the Middle Ages and choose one social class that they wanted to write about. The journal entries were to be historically accurate through the perspective of a person in the social class that they chose. Both girls did an exceptional job, they were able to keep the first person perspective throughout all five entries and historical accuracy.
Students chose which were required to write journal entries taking the point of view.
Creating An Argument
Jillian Deneshwar Kareena GeerMiddle Ages Project
Jillian Deneshwar Kareena Geer -
Outreach
It is vital to have open communication between parents and educators on a regular basis. This ensures that parents and educators are on the same page. Teachers are given an opportunity to share student progress and concerns while parents can fill teachers in on what is going on at home. Working as a team with parents increases helps hold students accountable for their own education. Throughout the course of the school year, weekly phone calls, emails and video chats are made to contact parents.
Documentation
Anecdotals Spring 2021 Anecdotals Fall 2020 -
Special Education Recovery Program
I volunteered for the Special Education Recovery Program that is geared towards helping the Special Education population from lost instructional time during the pandemic. Currently I have three groups of students that I am responsible for. We meet on Tuesdays, Thursdays & Fridays all students get individualized support for their coursework, homework and project in all classes across the curriculum.
Documentation
Special Ed Recovery Program Spec Ed Recovery Caseload -
Mentor
In the beginning of the school year I met a new teacher who reminded me of myself as a first year teacher. I volunteered to become her mentor because I want to help her as she navigates through this school year.
Documentation
Mentor Log 10-10-2021 Matched Mentor -
Photo Gallery
The Urban Farming program began in 2017 with the help of Sunworks company. Together with Sun Works our students have been able to grow plants hydroponically, a soil based alternative that offers sustainable local produce with little impact on the environment. Students work collaboratively with hands-on tasks and projects daily. This school year we are initiating Project Based Learning in our lab that offers students additional opportunities to learn real life working skills. Our “Project Localize” will end in a community farmers market. Here, students will sell the vegetables grown in our classroom to staff and students. They will practice the work skills needed to advertise, market and sell our produce in a farmers market.
