1. MICHAEL POWERS
3578 Big Tree Rd, Bellbrook, OH 45305, (937) 708-9071, mpowers1@antioch.edu
EDUCATION
Antioch University Midwest 2015
Master of Education
Early Childhood Education, PreK-3 license
Reading Endorsement, PreK-12, pending
Generalist Endorsement, Grades 4-5, pending
Secondary license program: middle school, completed
Wright State University
Master of Humanities 2001-2007
Area of concentration: Ancient athletics, Classicaland European history, Existentialism
Wright State University
Bachelor of Arts 2001
Area of concentration: Ancient Greeklanguage
Minor: Classicalstudies
TEACHING EXPERIENCE
Edw in D. Smith Elementary School, Oakw ood, OH
STUDENT TEACHER, Third grade (January-April, 2015)
Constructed daily lesson plans to meet Common CORE standards.
Created and taught an integrated English Language Arts and Social Studies unit w ith the key learning objective: Students w illw rite
narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences. Understanding w illbe enhanced through discussion and cooperative learning, w herein Iw illmeet w ith themone-on-one
and small group, to monitor their understanding of the assignment and performa summative assessment at the end.
Differentiated instruction to meet the needs of all student learning styles putting theory into practice through the use of How ard
Gardner’s Theory of Multiple Intelligences and w ith guidance and support to develop and strengthen w riting as needed by planning,
revising, and editing--To scaffold their w riting to a higher level courtesy of Bloom’s Taxonomy.
Prepared students for The Partnership for Assessment of Readiness for College and Careers (PARCC) test and the Ohio
Achievement Assessment (OAA).
Incorporated technology into lessons with the Smart Board, eSpark and Ebackpack.
Managed students’behavior through positive reinforcement, modeling, and assertive discipline.
Formed successfulprofessionalrelationships with cooperating teacher, staff, and parents.
Gained experience w ith AIMSw eb Concepts and Applications (M-CAP), AIMSw eb Mathematics Computation (M-COMP), and
AIMSw eb Reading Maze.
Gained know ledge of Read Naturally and DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and Reading A to Z.
Designed grading rubrics, evaluated student work, and recorded grades during lead teaching.
Successfully completed the edTPA (Teacher Performance Assessment).
InterventionSupport 2016
Mad River LocalSchools
Virginia Stevenson
I am responsible for lending extra-support and scaffolding a clearer understanding of content to struggling students in kindergarten,
third, and fourth grade. I w orkclosely and collaboratively with each teacher to accommodate particular student’s needs; and
2. M ICHAEL POWERS P AGE 2
differentiate instruction. Iinstruct both small and w hole groups for third grade mathematics and language arts in a w hole and small
group settings. I also am responsible for instructing and planning daily reading groups w ith a high group of third grade students. I
collaborate w ith the third grade team to discuss w hat standardswe are covering, and if our approach is effective to our learning goals
and standards.
All Day Teacher 2016
Bell, Summer School Program
Virginia Stevenson
I w orked with co-teacher in creating lesson plans to accommodate Bell curriculumfor language arts and mathematics. I facilitated
their learning by grouping the scholars into leveled groups, after STARtesting, w hich allowed me an accurate assessment of their
abilities. I w ould assign a w eekly bookfor each group, w herethey would workon fluency and comprehension. Iw ould use KWL
charts to lead instruction and guide their thinking about each book. I w ould assess their learning through discussion, observation,
exit passes, and w orksheets. Iused Bell’s behavior-stickprogramfor classroommanagement. Their program encourages the use of
positive behavior, and allow ing the student the ability to “move up” if they “clipped-dow n”at any point throughout the day.
InterventionSupport 2016
Mad River LocalSchools
Virginia Stevenson
I w orked with the fourth grade teamas intervention support. I collaborated w ith lead teachers and other staff members in scaffolding
low er-performing students understanding of socialstudies, science, and language arts. I w orked with whole groups, smallgroups,
and one-on-one instruction. I also assumed lead teacher role w hen necessary.
Substitute teaching 2015
I have w orked in the Kettering, Oakw ood, Bellbrook, and Mad River districts. I follow lead
teachers plans w ith accuracyand integrity; collaborate w ith other teachersand staff
members to keep students engaged and active learners. I quickly gained the status of being
a reliable substitute for the mentioned districts; by administration and teachers alike.
Tutor 2015
Over the summer I w orked with a low performing student heading into grade 7. Her STAR
Reading assessment was 100 points below average. Her IRL w as a 4.6. I met w ith the
student on average tw ice a week; wherein I used the Farstrup technique of repeated
readings to elevate her fluency. Using the ARI, and other methods, I w as able to elevate her
fluency with 98% accuracy on Level7 passages, by the end of the summer. I w as able to
scaffold her reading fluency to a grade 7 level.
RELATED EXPERIENCE
Half Price Books and Records, Beavercreek, OH
Bookseller II 2007 – 2015
Within this position I w as responsible for the buying and selling of goods received through
shipment and those bought fromthe public. My assigned sections were antiquated books
and comic books. I w ould research items to price appropriately and efficiently. Iused
software provided by my employer, yet created more authentic pricing methods. This
position taught me time management, organization, customer service skills, collaborating,
inventory management, stocking, and sense of accomplishment.
DRC, Data Recognition Corporation, Sharonville, OH
Team Lead 2006 – 2007
Within this position, I w as responsible for training my team members, to accurately score
and assign points to a section or sections of various state’s standardized tests. Iw ould
read-behind each team member, to checkfor accuracy, properscoring, and speed. I
w orked closely with the project manager, scoring director, and representativesfromthe
state, w hich we would be scored.
