Master in Teaching


"I believe all children can learn, when given the strategies needed to reach their fullest potential!"

“Hold On to Your Beliefs”

Teaching gives me a chance to touch many lives.

I grew up as the middle child of 7 in a small mid-western town in Illinois.

I have 3 daughters, Darcie , Becky and Megan, 1 son, Dustin, and two grandsons, Zachary and Levi, who I love to take to the park and the library.

I began my degree in education when my oldest daughter was four, and she was put on a long waiting list for attending preschool. This motivated me to start taking classes to become a preschool teacher at the local community college.

Then later in life, my youngest child was struggling to read in elementary school, and after testing was completed on her, we found out she was dyslexic. Her weakness in reading affected her academic and social well being. Studies have shown that grade students, who struggle in reading may show a stronger tendency to use drugs, drop out of high school and end up behind bars. I continued my education classes & graduated with a Bachelor of Education from TWU in 2005, which was the same day my oldest daughter graduated with her degree.

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About Me

  • Associates degree in Child Development from Carl Sandburg College in 1993.
  • Taught 5 years in Lutheran Preschools
  • 4 Years Primrose Schools/ Kindergarten
  • 4 Years Lewisville ISD Special Ed paraprofessional
  • Graduated with high honors/"Golden Key" from Texas Woman's University in 2005
  • Bachelor's Degree-EC-4th Grade Generalist
  • ESL/Special Education Supplemental Teacher Certifications 2005
  • Four years Special Education Teacher for Richardson ISD
  • 6 months= Long Term substitute teacher Content Mastery@Country Place 2011-2012
  • Child Development Academy 2012-2013
  • TExES Teacher Certification-Generalist EC-6th Grade- 2014
  • Resource Teacher Country Place Elementary 2013-2015

My Philosophy in Education

I believe in the “Whole Child Concept,” an approach to education that presents students

with a balanced, stimulating and challenging curriculum that is designed to encourage the development of each child’s physical, cognitive, social and creative self.

Cognitive and physical development must be connected throughout the curriculum. By

engaging in cognitive and physically stimulating activities, children lay the foundation for successfully developing character and personality. Such activities promote the development of the fine motor coordination and gross motor growth.

Self- expression through the arts is important for all children and offers the opportunity to recognize each child’s effort and help develop self-esteem.

Competency #1 : Learner Development - Director Selected

The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Special Education Observation Charts-

Common characteristics of development during different stages


2-6 year old

Middle childhood


Works cited

Mock ARD

OHI-Other Health Impaired Plan

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Competency #2: Learning Differences - College of Education Selected

The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

I feel grateful for the opportunity to be a part of a child's learning experience. To serve diverse capabilities of learners to providing differentiated instruction to enrich learning, and instill an interest in serving others to become life long learners.

Language of Learning

At Risk Learning

“Dyslexia- Stress Anxiety Connection”

Competency #8: Instructional Strategies - Student selected

The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Teachers can differentiate in the classroom based on student interest, learning environment, and paying attention to their "Zone of Proximal Development."(Vygotsky)

  1. Content- What the student needs to learn.
  2. Process- The activities take into consideration how the students will engage in order to make sense of the content.
  3. Products-The cumlmination of tasks that show the application and progress of what students have learned .
  4. Learning environment- The way the classroom looks and feels that is conducive to learning and feeling accepted.

"Cooperative Learning"

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A successful co-teaching classroom has two active teachers who bring a unique set of teaching skills, knowledge, and talent into each daily lesson. And when this happens, the students have opportunities to connect with learning within a relaxed, exciting environment where they know what it takes to be a part of the learning process. Where they know they will grow!

  • Some examples of strategies that create strong specialized instruction may include:
    – Teacher modeling and direct instruction
    – Chunking the material – creating processing time
    – Preview-teach-review
    – Create a visual outline of key points
    – Teach note-taking and how to determine importance when reading or listening
    – Make time for cooperative learning such as having students pair up to paraphrase information just listened to or read.

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Technology in the Classroom


Essential Components in the Classroom

Competency #15: Service-Learning

The candidate understands the relevance of DBU service-learning in enhancing student learning, fostering civic responsibility, and developing servant leaders.


  • Former Treasurer for St. Ann Singles Ministry

  • Former Catechism Teacher for Early Childhood

  • Supporter for Michael J. Fox Parkinson’s Research

  • Supporter for Susan B. Komen Breast Cancer Awareness

  • Supporter for Alzheimer’s Association in Collin County

  • UNT Seminar -Autism Speaks- July 2015

Reflection on Dallas Baptist University

My years here at Dallas Baptist University started with the beginning of my partnership with Shelton School to learn multisensory strategies for children with learning differences. I had reached a point in my life where I really wanted to help the struggling student to learn how to read. I have four children, and my second daughter, Becky, and my youngest daughter, Megan were always needing extra reading intervention programs.

This began my enlightening journey with attending night classes up at the North Campus in Plano, as I decided to pursue my Masters in Multisensory Education with Shelton School and Dallas Baptist University. I enjoyed all my professors, who took time to review and help me understand how to work with multicultural students, and children with learning differences.

  • I am aware of the extensive responsibility involved with teaching students, who have a variety of capabilities.
  • I am certain that Dallas Baptist University has prepared my mind and heart for what lies ahead.

I want to show my gratitude by living each day to be a better learner.

My Future Goals

I believe God wants me to continue my life's journey , teaching students how to learn to read, and this will encourage them to read to learn!
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