1. Stacie L. Anderson
Stacie L. Anderson
39 Salem Ridge Drive, North
Salem, CT 06420
stacieander@gmail.com
860-912-2343
C O N T A C T
E D U C A T I O N
Walden University
Masters of Science
Reading and Mathematics
2008-2010
Western Connecticut State
University
Bachelor of Science
Elementary Education
1997-2000
Experienced, enthusiastic, and student-centered teaching professional committed to providing a well-
balanced, supportive, and engaging learning environment for all students. Delivers instruction that
includes a wide range of learning styles with a strong commitment to student development and the
learning experience. Knowledge and experience with current best teacher practices and Connecticut
Common Core initiatives. Committed to building classroom community, and a strong sense of
citizenship. Superior communication skills, easily interacts with students, parents, and colleagues.
P r o f e s s i o n a l E X P E R I E N C E
Grade 3 Teacher
Kathleen E. Goodwin Elementary School, February 2001-present
Hired as a full-time teacher in February 2001. Worked full time in third grade for seven years. In the
fall of 2008, I transitioned to a part-time job share position in third grade where I have worked with the
same co-teacher until the present time.
Key Contributions
 Developed grade-level appropriate curriculum aligned to CCS and led classroom instruction in
all basic subject areas: reading, writing, math, social studies, and science.
 Taught a diverse population of learners with a wide-range of learning needs within a
mainstreamed, inclusive classroom environment
 Managed CCS unit development for grade level in the area of mathematics
 Dedicated member of school consult team, developing and implementing SRBI practices
 Fourteen years experience working collaboratively within a large grade level team
 Math committee member
 Encouraged open communication and the fostering positive relationships with parents by
introducing regular newsletters and frequent parent conferences. This helped to enhance parent
understanding of individual learning goals and reinforce my commitment to meeting the needs
of each individual child
 Knowledge and experience using Connecticut’s Response to Interventinon, incorporated a
workshop block into daily schedule to meet the needs of struggling learners using the SRBI
model
 Introduced the “Words their Way” spelling inventory to my grade level team and oversaw the
implementation of this as an assessment tool to identify student needs.
 Presented an overview of CCS and our school’s transition to CCS to parent and community
members
 Grade level facilitator at family math night
C o m p e t e n c i e s
 CCS curriculum development
 Instructional Best Practices
 Classroom management and
positive school climate
 Trained in and experience
teaching with the Wilson
Fundations program
 Trained to administer and
interpret DRA and Dibels
assessments
 Experience with Lucy
Caulkins Writing Program
 Unit based curriculum design
 Multiple Intellegences-
incorporating Bloom’s
Taxonomy and Depth of
Knowledge into unit planning.
 Differentiated Instruction
 Standards based report cards
R e f e r e n c e s
 Sheila Brown, principal, Kathleen E. Goodwin School, Old Saybrook
860-395-3165, sbrown@oldsaybrookschools.org
 Lori Polito, program specialist and grade 2 teacher, Kathleen E. Goodwin School, Old Saybrook
860-395-3165, lpolito@oldsaybrookschools.org
 Marisa Espinosa, grade 3 teacher, Kathleen E. Goodwin School, Old Saybrook
860-395-3165, mespinosa@oldsaybrookschools.org
 Heidi Hayes, math interventionist, Kathleen E. Goodwin School, Old Saybrook
860-395-3165, hhayes@oldsaybrookschools.org
C E R T I F I E D E L E M E N T A R Y S C H O O L T E A C H E R , K - 6 ( 0 0 5 )