1. Rickie Palmer
10108 99th Street, High Level, AB
403-392-2859, 780-926-1923
Rickie.palmer@gmail.com
Certified School Teacher (Grades K-6)
I am currently teaching Grade 3 at the Dene Tha' Community School in Chateh, Alberta. I offer a proven track
record, a passion for education and an unwavering commitment to optimizing student and school success. I
have extensive experience with individual and small group instruction of students with learning disabilities,
behavior and attention disorders, including but not limited to FASD, ADHD, Dyslexia and Emotional
Disorders. My classroom management system is firm and structured and promotes emotional stability and
self regulation
Core Competencies
 Creative lesson planning
 Curriculum development
 Instructional best practice
 Classroom management and discipline
 Standardized testing/scoring
 Learner assessment, based on multiple
intelligences and provincially approved
assessments
 Experienced with educational resources
and programs: Read 180 & System 44;
Mathletics; Solaro
 Familiar with 21st Century learning and
integrating technology into daily practice
 Experiential learning, multi-sensory
instruction
 Special needs planning and instruction
 First Nations Education experience,
cultural integration into daily routines
 Fostering emotional stability and the
promotion of self regulation
 Professional Learning Community
experience
Professional Experience
Literacy Coordinator, Dene Tha' Community School, 03/26/2016-present
- Accountable for the standards of teaching and learning and pupil progress in Literacy throughout the
school.
- Lead, manage and develop Literacy throughout the school.
- Manage a team ensuring best practice across identified areas of the curriculum.
- Develop the use of ICT to support and enhance teaching and learning.
- Exercise professional skills and judgement.
- Impact on the educational progress of all pupils in the school.
- Lead, develop and enhance the classroom practice of teaching staff and teaching assistants.
Teacher, Grade 3, 11/16/2015-present
- Differentiated instruction of provincial curriculum at various levels and using Bloom's Taxonomy as
a basis for planning. Developed a classroom management system (loosely based on the Zones of
Regulation) that is respectful and supportive of all students, but is particularly effective for students
with anger or emotional regulation disorders. SMART board and technology used daily to solidify
learning and to maintain engagement. Worked well with all staff and contributed to a healthy
workplace environment.
- Created IPPs and short and long term goals for students; created resources to ensure outcomes were
met; created assessments and maintained records of growth in each subject, for each student.
- Divided students into learning groups and supported their learning and achievement of meeting
grade level status in many subject areas.
- Familiar with challenges related to First Nations education and have developed a good working
relationship with parents, family, staff and children.
Student (BN), 09/13-06/15

2. Rickie Palmer
10108 99th Street, High Level, AB
403-392-2859, 780-926-1923
Rickie.palmer@gmail.com
Substitute Teacher (K-12), 01/08-06/15
Tutor (Grade 3-5), 01/10-08/14
Key Contributions, Literacy Coordinator
 Take responsibility for the development and implementation of the whole school policy for Literacy
(Early Literacy, Read 180 & System 44)
 Use national, local and school management data to monitor standards of achievement across the
school in Literacy.
 Monitor the progress made towards achieving targets and use this information to plan future
developments.
 Collaborate with staff on short, medium and long term planning to develop Literacy in relation to:
o Resources Continuous professional development of staff
o Aims of the school, including its policies and practices
o Challenging targets for improvement
 Manage strategic development across identified areas of the curriculum .
 Plan and monitor coverage, continuity and progression in literacy throughout the school.
 Ensure that teachers are clear about learning objectives, understand the sequence of teaching and
learning in all subjects and communicate this to children.
 Support and guide colleagues to select the most appropriate teaching and learning methods and
resources to meet the needs of the full range of pupils.
 Establish and implement clear policies and practices for assessing, recording and reporting on pupil
achievement in line with school policy.
 Evaluate the teaching and learning of Literacy in the school through monitoring activities including:
o Lesson observations
o Work and planning scrutiny
o Pupil discussions
o Analysis of results and assessment data
o Attending planning meetings
o Leading staff training
o Informal discussions
o Manage teaching and learning across identified areas of the curriculum.
 Use this analysis to identify effective practice and areas for improvement and, in conjunction with the
leadership team, take action to further improve the quality of teaching and learning across the
school.
Key Contributions, Grade 3 Teacher
 Delivered multi-sensory techniques, quality and creativity of classroom teaching, lesson plans, and
instructional materials used in teaching diverse subjects (language arts, mathematics, science, social
studies, and history).
 Developed innovative approaches that met district and Touchstone Academy goals in areas including
technology integration across the curriculum, experiential learning, literacy and diversity.
 Taught general education students as well as individuals with learning, attention, and special needs
within an inclusive classroom environment.
 Consistently commended for ability to redirect students exhibiting behavior problems by modeling,
teaching and replacing disruptive, unproductive behaviors with positive ones.
 Actively served on a variety of school committees and task forces focused on curriculum
development, resource development, fundraising and anti-bullying efforts.
 Established positive relationships with students, parents, fellow teachers and school
administration/staff.
 Personally requested by many full-time teachers to take over their classrooms during their absences.

3. Rickie Palmer
10108 99th Street, High Level, AB
403-392-2859, 780-926-1923
Rickie.palmer@gmail.com
Tutor
 Individualized planning, development of resources, implementation of multi-sensory learning
strategies used for small group and individual tutoring of language arts, science, social studies and
mathematics.
 Extensive knowledge about dyslexia (and its many forms), attention deficit hyperactivity disorder,
special needs and the strategies that promote success and self-governance.
 Innovative assessment and evaluation to meet curriculum and district outcomes.
 Tailored resources to be attractive and practical for individual students.
Education, Professional Development & Credentials
Landmark Forum, April 21-26, 2016
 "grounded in a model of transformative learning—a way of learning that gives people an awareness
of the basic structures in which they know, think, and act."
Treaty 8 Educational Symposium March 16-17, 2016
 How to Engage Students (John Walker, OT)
 FASD- Pebbles (Wanda Belland)
 Traditional Protocol (Helen Metchooyeah)
 Classroom Management (Grace MacLellan)
 Behavioral Management (Grace MacLellan)
University of New Brunswick, Saint John
 Bachelor of Arts, First Class Hons. In English, 2010, Cumulative GPA: 3.9
 Bachelor of Education, 2010, Cumulative GPA: 3.9
New Brunswick teacher certification, 2010
University of New Brunswick, Saint John
 Bachelor of Nursing, Cumulative GPA: 3.9
CPR- level C (September 2014)
Suicide Prevention Workshop (January 2015)
Alberta teacher certification, 2015
References
Ronan MacDonald, Principal at Dene Tha' Community School 780-926-0159
Angela Prosser, Principal of Touchstone Academy 506-847-2673
angeprosser@gmail.com
Aisha Kindred, Teacher 506-832-5619
Andrea Sabean, Teacher (Mentor) 506-433-5443
andisabean@hotmail.com