GRACE MONASTRA
Early Childhood Education Professional & Aspiring Advocate
Charleston, US.About
Highly dedicated and experienced Early Childhood Education professional with a strong academic background and extensive hands-on classroom experience across diverse settings, from preschool to kindergarten. Proven ability to cultivate nurturing learning environments, implement innovative curricula, and foster social-emotional development. Seeking to leverage comprehensive practical experience and a commitment to advocacy into an exceptional graduate program, aiming to amplify impact and become a leading voice for children's educational equity.
Work
Mary Ford Early Learning Center
|Lead Teacher- Child Development
North Charleston, South Carolina, US
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Summary
Currently leading child development initiatives by fostering a positive classroom culture and implementing student-centered learning experiences at Mary Ford Early Learning Center.
Highlights
Fostered a respectful and loving classroom culture between students and staff, promoting collaboration and a positive learning environment.
Strengthened student knowledge and engagement by implementing dynamic student-led lessons and discovery experiences, increasing active participation.
Facilitated comprehensive child development through innovative pedagogical approaches, enhancing foundational skills.
Mary Ford Early Learning Center
|Lead Teacher- Head Start
North Charleston, South Carolina, US
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Summary
Led Head Start initiatives by enriching educational experiences through play-based learning and cultivating essential self-care skills for young children.
Highlights
Enriched educational experiences for Head Start students by designing and delivering engaging play-based learning activities, fostering holistic development.
Cultivated essential self-care skills and promoted independence among young learners, preparing them for future academic and social success.
Managed daily classroom operations and student progress within Head Start program guidelines, ensuring compliance and quality education.
Georgetown Elementary School
|Student Teacher- Pre-Kindergarten
Hudsonville, Michigan, US
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Summary
Developed social-emotional literacy and created a developmentally appropriate learning environment for pre-kindergarten students at Georgetown Elementary School.
Highlights
Built foundational social-emotional literacy in the classroom by implementing effective emotional regulation techniques, improving student well-being and classroom harmony.
Constructed a rich environment of developmentally appropriate instruction, fostering curiosity and active engagement among young learners.
Collaborated with lead teachers to integrate innovative teaching strategies, enhancing overall learning outcomes for students.
Ferry Elementary School
|Student Teacher- Kindergarten
Grand Haven, Michigan, US
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Summary
Cultivated nurturing relationships and implemented a new phonics program for kindergarten students at Ferry Elementary School.
Highlights
Cultivated strong, nurturing relationships with kindergarten students through individualized one-on-one and small group instruction, fostering a supportive learning atmosphere.
Successfully implemented a new phonics program with a focus on the science of reading, enhancing early literacy skills and foundational reading comprehension.
Assisted in managing classroom activities and student progress, contributing to an organized and effective learning environment.
Black River Public School
|Teacher Assistant- First-Third Grade
Holland, Michigan, US
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Summary
Engineered valuable learning experiences and fostered emotional regulation strategies for first to third-grade students within a Montessori-based curriculum.
Highlights
Engineered valuable, age-appropriate learning experiences for diverse student groups (grades 1-3) within a Montessori-based curriculum, promoting independent learning and critical thinking.
Fostered effective emotional regulation strategies within small group settings, contributing to a more focused and positive classroom dynamic.
Supported the lead teacher in curriculum delivery and student assessment, ensuring alignment with educational goals.
Jenison Early Childhood Center
|Teacher Assistant- Preschool
Jenison, Michigan, US
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Summary
Aided the lead teacher with classroom management and led purposeful play, developing engaging lessons for students of various abilities.
Highlights
Aided the lead teacher in implementing effective classroom management techniques, contributing to a structured and engaging learning environment for preschool students.
Led purposeful play activities and developed engaging, inquiry-based lessons tailored for students of various abilities, enhancing participation and foundational skill development.
Developed engaging lessons and activities for students of various abilities through inquiry-based learning, fostering curiosity and active participation.
Northway Primary School
|Teacher Assistant- Second Grade
Liverpool, England, United Kingdom of Great Britain and Northern Ireland
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Summary
Formulated an inquiry-based classroom while educating second-grade students about an international experience.
Highlights
Formulated and led an inquiry-based classroom experience for second-grade students, integrating global perspectives and fostering cross-cultural understanding.
Educated students on international experiences, broadening their worldview and promoting cultural appreciation.
Facilitated engaging learning activities that encouraged critical thinking and collaborative problem-solving.
Little Hawks Discovery Preschool
|Teacher Assistant- Preschool
Allegan, Michigan, US
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Summary
Directed inquiry-based and nature-based learning experiences while adhering to the Conscious Discipline model with young students outdoors.
Highlights
Directed dynamic inquiry-based and nature-based learning experiences for preschool students, fostering curiosity and environmental awareness.
Adhered rigorously to the Conscious Discipline model, promoting emotional intelligence and positive behavior among young students in outdoor learning settings.
Facilitated outdoor educational activities, enhancing sensory development and connection with nature for young learners.
Pine Creek Elementary School
|Teacher Assistant- Young Fives
West Ottawa, Michigan, US
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Summary
Supported an intervention program for emerging bilingual students and designed developmentally appropriate phonics lessons based on assessment scores.
Highlights
Supported an intervention program for emerging bilingual students by reviewing phonemes, significantly enhancing early language acquisition and literacy skills.
Utilized assessment scores to design and deliver developmentally appropriate phonics lessons, improving student literacy outcomes and foundational reading abilities.
Collaborated with lead teachers to implement targeted educational strategies, contributing to measurable student progress.
Wayland Online School
|Teacher Assistant- First Grade
Wayland, Michigan, US
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Summary
Assisted the lead teacher in creating and executing virtual lesson plans and collaborated in small groups to enhance literacy skills for first-grade students.
Highlights
Assisted the lead teacher in the creation and execution of engaging virtual lesson plans, ensuring seamless delivery of curriculum content for first-grade students.
Collaborated effectively in small virtual groups, providing targeted support to enhance first-grade students' literacy skills and reading comprehension.
Contributed to a dynamic online learning environment, adapting instructional methods for virtual engagement and student success.
Coach
Shanghai, China, China
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Summary
Assisted in coaching middle school softball and baseball, collaborating with students to develop technical skills and foster a love for the sport.
Highlights
Assisted with coaching middle school softball and baseball teams, developing technical skills and fostering sportsmanship among student-athletes.
Collaborated with students on developing their technical skills while maintaining a love for the sport, enhancing performance and engagement.
Provided mentorship and guidance to young athletes in an international setting, promoting teamwork and personal growth.
Volunteer
CASA (Children After School Achievement)
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Summary
Provided one-on-one academic support to a 5th-grade student and assisted other at-risk students with after-school homework and activities.
Highlights
Provided individualized one-on-one tutoring to a 5th-grade student, significantly improving skills in math, reading, and writing.
Assisted multiple at-risk students with after-school homework and educational activities, fostering academic progress and engagement.
Contributed to a supportive learning environment, helping students build confidence and achieve academic goals.
Education
Hope College
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Bachelor of Arts
Elementary Education with a concentration in Early Childhood Education
Grade: 3.77/4.00
Courses
South Carolina Initial Teaching Certificate with endorsements to teach Elementary (Grades 2-5)
Early Childhood (PK- Grade 3)
Special Education: Early Childhood (Ages 3-5)
Awards
Rookie Teacher of the Year
Awarded By
North Charleston, South Carolina (Administration)
Recognized by the administration for embodying the qualities that best support the needs of students in the classroom, demonstrating exceptional dedication and impact in an inaugural teaching role.
Languages
English
Skills
Early Childhood Education
Curriculum Development, Classroom Management, Student-Led Learning, Play-Based Learning, Inquiry-Based Learning, Montessori Methodologies, Conscious Discipline, Differentiated Instruction, Developmentally Appropriate Practices.
Literacy & Language Development
Phonics Instruction, Reading Comprehension, Writing Skills, Phonemic Awareness, Emerging Bilingual Support, Early Literacy.
Social-Emotional Learning (SEL)
Emotional Regulation Techniques, Self-Care Skills, Nurturing Relationships, Positive Classroom Culture, Student Well-being.
Instructional Support
Lesson Planning, Student Assessment, Small Group Instruction, Individualized Tutoring, Homework Assistance, Educational Activities.
Collaboration & Leadership
Team Collaboration, Mentorship, Coaching, Cross-Cultural Communication, Program Implementation.