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Kimberly Fleischer's Resume
Transcript of Kimberly Fleischer's Resume
Bachelor of Arts Degree in English
Minor: Communication Studies
GPA: 4.0 (4.0 scale)
Summa Cum Laude Texas Tech University South Plains College Levelland, Texas
Associate of Arts Degree in Education
Minor: Speech Communication
GPA: 3.95 (4.0 scale)
Honors Graduate Educational Highlights Over 30 credit hours of science including microbiology, zoology, anatomy & physiology, and geology.
Honored as the top ranked graduate from the College of Arts and Science
Received the Vera Sue Spencer Award for academic excellence and campus leadership Professional Experience Keller, Texas
Gifted & Talented Specialist (Grades 5 – 6)
08/2008 – 06/2011
Responsible for adding depth and complexity to the district curriculum by developing and implementing differentiated, project based learning experiences in a pull-out/push-in program. Additional responsibilities include providing inclusion support to general education teachers; designing GT professional development updates for faculty; identifying students by administering and scoring achievement/abilities tests; and serving as an advocate for gifted students throughout the school.
Science & Language Arts Teacher (Grade 5)
08/2007 – 06/2008
Responsible for preparing students for the 5th grade TAKS test by providing integrated lessons infused with both science and L.A. content. Also responsible for creating and presenting lessons that align with state standards; providing after school tutoring in small groups; maintaining ongoing reading records; and maintaining a well-run, efficient classroom. Keller Independent School District Irving Independent School District Irving, Texas
Science Teacher (Grade 6)
08/2006 – 06/2007
Responsible for creating lessons designed with the 5-E Model, including hands-on science labs and technology-based lessons. Responsible for maintaining a safe, positive learning environment that meets the needs of up to 33 general education, ELL, and inclusion students during each instructional period.
Language Arts Teacher (Grades 7 – 11)
08/2002 – 06/2006
Responsible for the safety and education of students, which included behavior management; classroom organization; time-management; and the ability to effectively teach the curriculum in a manner that accommodated the learning needs of all students. Additional responsibilities included developing and teaching a high-interest, low-level reading curriculum designed for struggling high school students. Also worked to prepare students for TAKS, through reading and writing tutoring in grades 6-8.
Substitute Teacher (Grades K-5)
01/2002 – 06/2002
Responsible for facilitating learning in a variety of K-5 classrooms, which involved maintaining a safe and well-managed classroom; teaching lessons as described in plans; and informally assessing students’ grasp of objectives. Levelland Independent School District Levelland, Texas
08/2000 – 05/2001
See prior description. Standard Certificates 4 - 8 Generalist 2003 – 2014
8 - 12 English, Language Arts, and Reading 2004 – 2014
6 - 12 Speech 2004 – 2014
6 - 12 Dance 2004 – 2014
6 - 12 Theatre Arts 2005 – 2014
PK - 12 Art 2005 – 2014
EC – 4 Generalist 2006 – 2014
Gifted and Talented Supplemental 2008 – 2014
English as a Second Language Supplemental 2009 – 2014
EC - 12 Special Education 2012 – 2014
Professional Development Highlights Ruby Payne: A Framework for Understanging Poverty 2009
Differentiation in Tier 1: A Day with Laura Robb 2008
A Day with Tim Rasinski 2008
30 Core GT Hours 2007
Science Journaling 2007
SIOP Institute 2006
Thinking Maps 2005
Write Traits 2003
Teaching with Love and Logic 2002 Additional Activities Contact Information Kimberly Fleischer
Please click the bottom right arrow to advance.
Click "more" to select full-screen. Kindergarten Gifted & Talented Curriculum Writer 2010 – 2011
Used gifted and talented learning approaches the TEKS with write a full year’s worth of differentiated lessons for kindergarten social studies. The lessons were designed for use by teachers across the district as a way to enrich the standard curriculum and provide depth and complexity for high-achieving students.
Differentiated Instruction E-Course Designer 2009- 2011
Designed a district-wide course on the topic of differentiated instruction for teachers needing their initial thirty hours of core GT training. Responsible for gathering information, outlining the course, creating course materials, developing assessments, and revising the course based on feedback from participants.
Campus Technology Professional Learning Community 2009 – 2010
Responsible for developing and delivering staff development on the use of technology and its integration into classroom lessons for students; providing technical support to teachers; maintaining the school-wide electronic bulletin board; and reviewing and responding to “help desk” requests on the campus discussion board.
U.I.L. Oral Reading Team Sponsor 2007 – 2011
Responsible for working with students to refine their presentation skills in order to prepare dramatic interpretations of poems for competition.
Science Tutor 2006 – 2007
Created the curriculum used to prepare students participating in the After School Academic Program (ASAP) for the science portion of the TAKS test. Served as a chemistry tutor for 8th grade students in preparation semester exams and benchmark testing.
Credit-Retrieval Course Designer 2005 – 2006
Designed and implemented a web-based English course for students in need of additional high school credits. Responsible for organizing content and creating the course using Blackboard software.
IISD Summer School Teacher 2003 – 2006
Taught 6th grade world history in the summer of 2003, and English II and Communications Applications in the summer of 2004. Served as a substitute language arts teacher during the summer of 2006.
English Department Chairperson 2003 - 2004
Responsible for administrative tasks within the department including ordering supplies; distributing teaching materials; disseminating information; and leading meetings. Also responsible for organizing and hosting the department family night; identifying students for TAKS tutoring; creating tutoring groups; monitoring school-wide TAKS preparation; creating mock TAKS tests; and evaluating test data.