Cover Letter
My cover letter highlights my passion for teaching young learners and my desire to join Bryan County Elementary School. It introduces my background, including my bachelor’s degree in Early Elementary Education, my Georgia teaching certification, and my hands-on experience as both a Pre-K student teacher and a paraprofessional in Pre-K and kindergarten. The cover letter emphasizes my strengths in classroom management, differentiated instruction, and creating engaging thematic units that incorporate literacy across the curriculum. It also communicates my compassion, dedication, and the deeper “why” behind my teaching—the joy of seeing students make connections and watching learning truly click. Overall, the cover letter serves as a professional representation of my qualifications, teaching philosophy, and commitment to supporting the growth of every child.
Resume
My resume highlights my educational background, professional experience, and the strengths I bring as an emerging elementary educator. It showcases my bachelor’s degree in Early Elementary Education, my Georgia teaching certification, and a range of hands-on school experiences including work as a Pre-K student teacher, an EBD paraprofessional, and a kindergarten paraprofessional. These roles demonstrate my ability to manage classrooms effectively, differentiate instruction, and support diverse learners across multiple settings. The resume also emphasizes my compassion, commitment to fostering student growth, and passion for creating thematic, literacy-rich learning experiences. Overall, it presents me as a warm, dedicated, and well-prepared candidate for a teaching position in Bryan County Schools.
Unofficial Transcript
My transcript reflects the academic preparation I have completed in pursuit of my bachelor’s degree in Early Elementary Education. It demonstrates the coursework I have taken in foundational teaching practices, child development, literacy instruction, and classroom management, as well as the specialized classes that prepared me for working with diverse learners. The transcript also highlights my consistent commitment to learning and my growth throughout the program, ultimately supporting my readiness to enter the classroom as a certified elementary educator. Together with my field experiences, my transcript shows a strong alignment between my academic preparation and my goal of becoming an effective, compassionate teacher in Bryan County Schools.
Letters Of Reccomendation
My letters of recommendation provide strong professional support for my readiness to begin my career as an elementary educator. One letter comes from the mentor teacher I worked closely with during my student teaching experience at Bryan County Elementary School. She highlights my ability to build positive relationships with students, implement effective instructional strategies, and contribute meaningfully to the classroom environment. The second letter is from the assistant principal at Bryan County Elementary, who speaks to my work ethic, professionalism, and dedication as a paraprofessional within the school. Together, these letters offer a well-rounded perspective on my strengths as both an instructional partner and a developing classroom teacher. They affirm that I am compassionate, hardworking, and well-prepared to take on the responsibilities of leading my own classroom.
Educational Philosophy
I believe that every child is capable of learning, growing, and achieving when they are supported in a classroom that feels safe, welcoming, and full of possibility. My philosophy centers on creating a nurturing, structured environment where students feel valued, respected, and empowered to take risks. I believe learning is most powerful when it is hands-on, developmentally appropriate, and connected to meaningful, real-world experiences.
I view the teacher as a guide who models curiosity, compassion, and perseverance. I differentiate instruction so each student—regardless of background, readiness level, or learning style—can access the content in ways that meet their individual needs. I am committed to integrating literacy throughout the day, building strong routines, and designing engaging thematic units that spark imagination and promote deep understanding.
Above all, I believe in the joy of learning. The most rewarding moments in teaching come when a child’s eyes light up and you can see the wheels turning—when understanding clicks and confidence grows. My goal is to create a classroom where those moments happen every day by fostering connection, building relationships, and encouraging students to believe in their own potential.
Classroom Management Philosophy
My classroom management philosophy is built on the belief that children thrive in an environment where expectations are clear, relationships are strong, and learning feels safe and inviting. I approach management proactively by establishing consistent routines, modeling positive behaviors, and creating a structured classroom where students know what to expect and what is expected of them.
I believe in teaching, not just enforcing, behavior. Through modeling, visual supports, role-playing, and guided practice, I help students understand how to make responsible choices, manage their emotions, and work cooperatively with others. I use positive reinforcement to acknowledge effort, celebrate growth, and build students’ confidence as members of a caring classroom community.
Respect and connection are at the core of my approach. When students feel valued and understood, they are more motivated to engage, participate, and take ownership of their actions. I take time to learn about my students, build trusting relationships, and create a climate where all learners—regardless of background or need—feel included and supported.
I also believe in maintaining high expectations paired with gentle, consistent guidance. I use restorative conversations, logical consequences, and reflective practices to help students learn from mistakes while preserving their dignity. My goal is to foster self-regulation, independence, and a sense of belonging so students can focus on what matters most: learning, growing, and discovering their potential.
Lesson Plan Examples
During Weeks 17 and 18, the Pre-K classroom explored a series of seasonal, literacy-rich lessons using Gingerbread, Snowman, and Christmas themes. Instruction was intentionally aligned to GELDS standards within literacy, math, social-emotional development, and fine motor skills. Students engaged in hands-on activities such as sequencing the events of The Gingerbread Man, retelling stories using props, and creating their own gingerbread characters, supporting early comprehension skills (GELDS LLR1, LLR2). Through guided small groups, children practiced identifying letter sounds, matching letters, and recognizing environmental print connected to the thematic vocabulary (GELDS CLL6).
Math instruction was embedded in playful seasonal activities, including gingerbread counting trays, snowman button counting, and ordering number strips to build number sense and pattern recognition (GELDS CD-MA1, CD-MA2). Children strengthened fine motor development through decorating gingerbread cookies, building snowmen with craft materials, and participating in Christmas-themed art trays (GELDS PDM5).
Social-emotional learning was woven throughout the two weeks as students practiced sharing materials, taking turns in holiday games, and discussing feelings through stories such as The Grumpy Reindeer or Snowmen at Night (GELDS SED1, SED2). Classroom routines and collaborative group work supported communication, expressive language, and peer interaction.
Overall, these thematic weeks combined seasonal excitement with purposeful skill-building. The lessons fostered curiosity, creativity, and joyful learning while meeting essential Pre-K GELDS standards in a developmentally appropriate and highly engaging way.
Student Work Samples
The student work samples included in my portfolio highlight the developmental progress Pre-K learners made in name recognition, number sense, and thematic understanding during our fall units. Early in the year, students practiced identifying and writing their names using multisensory activities such as name puzzles, tracing trays, magnetic letters, and fall-themed name crafts. These samples demonstrate growth in letter identification, fine motor skills, and the ability to recognize their names in print, aligning with GELDS standards CLL1 and PDM5.
Number recognition samples show students engaging with hands-on math tasks such as counting fall manipulatives, matching numerals to quantities, ordering pumpkin number cards, and completing leaf-counting mats. These artifacts illustrate students’ developing understanding of numbers 1–10 and one-to-one correspondence, supporting GELDS standards CD-MA1 and CD-MA2. Many samples also show progress from beginning counting strategies to more confident number identification.
Fall-themed projects, including scarecrow crafts, leaf rubbings, apple investigation journals, and pumpkin life-cycle drawings, capture students’ creativity and emerging science concepts. These samples reflect their ability to observe seasonal changes, participate in discussions, and express their understanding through art and writing (GELDS CD-SC2, CD-CR2).
Collectively, these work samples provide evidence of students' academic, fine motor, and expressive growth. They showcase how thematic, hands-on learning experiences support foundational literacy, math, and science skills while keeping students engaged and excited about learning.
