Mary Trotier has over 15 years of experience in education. She holds a B.S. in Elementary Education and has taught various grades from preschool to 8th grade. Her experience includes long term substitute teaching, student teaching, tutoring ESL students, and working as a paraprofessional. She is licensed to teach in Illinois from K-9 and has endorsements in several subjects. Her skills include differentiating instruction, integrating technology, and implementing classroom management strategies.

1. Mary Trotier
557 Cambridge Ave., Elburn, IL 60119 ● 630-632-8348 ● mrsmarytrot@att.net
OBJECTIVE
An elementary or middle schoolteaching position
EDUCATION
B.S.Ed., Elementary Education, Minor; Art, Northern Illinois University, DeKalb, IL, May 2014
A.A., Wilbur Wright Community College, Chicago, IL, May 1992
Licensure: IL Professional Educator License
Endorsements: Elementary Education (K-9), Language Arts (5-8), Art (5-8), Social Science (5-8)
SKILLS
Technology: Microsoft Office Suite, Live Text, AIMSWEB, ISEL, ESGI, Smart Board,
Cosmetology: IL Licensure (1983 - 2015)
TEACHING EXPERIENCE
Long-term Substitute Teacher, Munhall Elementary School, St. Charles, IL, April 2016 – May 2016
Second Grade: 22 students
 Provided differentiated reading, math, and writing instruction by providing small group instruction
 Modified a writing unit specific to the needs of the students through the addition of creating an outline
 Altered a math unit to enrich students who consistently demonstrated comprehension of the content
 Created an assessment for a unit in math in which 90% percent of the students were successful
 Integrated technology within lessons by displaying videos as an introduction relevant to the subject
 Implemented C.H.A.M.P.S. on a consistent basis for a highly structured second grade classroom
Substitute Teacher, School Districts 115, 200, 303, 304, March 2015 – Current
 Facilitated teachersubstitute plans:provided age appropriate instruction, completed tasks required of the day
 Maintained classroom structure,utilized C.H.A.M.P.S. and P.B.I.S. classroommanagement procedures,provided concrete
rewards
 Encouraged positive behavior of students,offered positive feedback for good social, emotional, and intellectual growth
 Demonstrated flexibility in teaching skills with little or no preparation for lessons
Paraprofessional, Homestead Elementary School, Aurora, IL, August 2014 - February 2015
Second, Third, Fourth, and Fifth Grades: 19 students
 Modified instructional materials to correlate to Words Their Way spelling method conducive to each student’s comprehension
 Supervised and assisted studentsin special education, general education, art, music and physical education classrooms
 Facilitated appropriate social interactions amongst students by prompting, modeling, and reinforcing appropriate behaviors
 Assisted teachers in maintaining learner-centered environments by developing and assessment ofactivities to support learning
 Provided flexibility to meet staff and students needs in schedule,behavior, and instructional modifications of students
Student Teacher, Country Trails Elementary School, Pingree Grove, IL, January - May 2014
Kindergarten: 21 students
 Performed benchmark assessments; Fountasand Pinnell, ISEL, AIMSWEB, and ESGI to guide instruction
 Collaborated well with staff and parents,provided input at meetings, communicated to parents in areas of academic and
social/emotional concerns of their children
 Developed tree unit, provided differentiated instruction through higher level online resource, incorporated technology
for informational research, integrated literacy with science through student tree journal
 Structured routine guided reading lessons for two groups, employed vocabulary work prior to reading, facilitated good
pace to engage children, included higher level questions to increase comprehension skills
 Provided differentiated instruction for students in tier 3 RTI program adapted goals for individual students

2. Mary Trotier@mrsmarytrot@att.net 2
Student Co-Teacher, Country Trails Elementary School, Pingree Grove, IL, August - December 2013
Kindergarten: 21 students
 Developed ten levels of word bingo games for students to read high-frequency words by sight
 Created math game illustrating die cardinality; reconfigure number groups underten using manipulatives
 Formulated and facilitated literacy learning centers employing sight word bingo games and personalword book
 Utilized Aims Web assessment software for alphabet letters names and sounds
 Provided differentiated reading instruction with reward system
CLINICAL EXPERIENCE
ESL Tutor, Cortland Elementary School, Cortland, IL - Fall 2013
Third Grade: 4 students
 Co-generated vocabulary Smart Board game for ELL Tier 2-3 level science words emphasized in plant unit
 Co-produced vocabulary ELL board game with definitions collected from non-fiction and fiction read aloud lessons
 Applied data analysis from pre-tests and post-tests vocabulary words to guide instruction
 Developed memory and Bang!vocabulary word games to present background information prior to read aloud
 Extended read aloud lessons by incorporating relational art projects: diorama, word wall paperquilt, multi-media 3D flower
ESL Tutor, Northern Kane Education Corporation/ Cambridge Lakes Charter School, Pingree Grove, IL - Spring 2013
Third Grade: 1 student
 Offered one-on-one reading instruction on fictional and expository trade books for ELL student
 Facilitated book unit on student’s biography integrating illustrations with written work
 Provided questions ofstudent’s family, friends, community, reading preferences, and hobbies to promote oral communication
 Conducted shared reading strategies to develop fluency in reading aloud with inflection and confidence
Teacher Assistant, Richmond Elementary School, St. Charles, IL - Fall 2012
Third Grade: 23 Students
 Facilitated reading strategies in comprehension to on-level small reading group
 Incorporated storyboard drawing and writing in magic reading lesson
 Presented birthdays around the world lesson incorporating children’s theatre with student created props
Student Observer, Harter Middle School, Sugar Grove, IL - Fall 2011
Seventh Grade: 26 students
 Compared instruction in theory and practice by observing a literacy unit based on book versus movie
Student Art Teacher, St. Mary Elementary School, DeKalb, IL - Fall 2010
Preschool: 5 students,Third Grade: 18 students
 Collaborated in annual art show; constructed displays for preschooland third grade artwork
 Created temporary installation of hanging mobile presenting third grade art work
 Formulated art lesson in conjunction with personally created story and pictures
 Co-produced 3D paper tree sculpture cultivating collaboration with preschoolstudents
COMMUNITY EXPERIENCE
Religious Educator, St. Gall Religious Education Program, Elburn, IL, 2003 - current
Preschool: 5 students,First – Sixth Grade: 23 students,Eighth Grade: 12 students
 Cultivated multimedia lessons; encouraged discussions forfirst grade - sixth grade 2003 - 2015
 Modified lessons as Coordinator of arts and crafts for vacation bible school 2005 - 2015
 engaged students by creating activities relevant to eighth grade students:small group discussions,research and presentation
activities, student directed question and answer segments, 2014 - 2015