Susie Abed

• Differentiated instruction to accommodate diverse learning styles, ensuring all students made progress towards academic goals.
• Utilized data-driven instruction to identify areas of need for individual students and adjust teaching methods accordingly.
• Established strong relationships with parents through effective communication about their child's academic progress and social-emotional development.

I completed a year-long student teaching practicum in a kindergarten classroom while earning my master’s degree. I worked closely with my cooperating teacher and fully substituted for her over a 13-day period. Over time, I gradually assumed full-day teaching responsibilities, led small-group reading instruction, and implemented lesson plans aligned with my graduate program requirements. I also participated in team meetings with administrators, reading specialists, and other team members, where I contributed input on student needs and instructional planning.

Twice a week, I worked one-on-one with two third-grade students—one with emerging reading skills and one performing above grade level. I administered reading fluency assessments, including timed tests, to track their progress and provided targeted support based on their individual needs.

I had the opportunity to work in a second-grade special education cluster classroom, where I reviewed IEPs and 504 plans and supported students with diverse learning needs. I provided assistance tailored to individual accommodations, helping ensure that each student received the support necessary to succeed academically and socially.

• Completed elementary education practicum in a kindergarten classroom as part of my Bachelor of Science in Education program, gaining hands-on experience in early childhood instruction and classroom management under the guidance of an experienced cooperating teacher.