cover letter.
![Picture](/uploads/1/5/2/4/15249284/1399727340.jpg)
The best part of each day in my classroom is our independent reading block. No matter what trials have seeped into our days, when it’s time for my students to take out their choice books, a calm falls over the room as they (sometimes literally) drop everything and read. But it’s not just about the solitary act: we’ve built a community around reading through thoughtful journaling, enthusiastic sharing, and peer-to-peer recommendations. It has taken me years to create this culture of literacy in my classroom, but now that it’s the norm, I wouldn’t have it any other way.
It’s not just my lifelong love of reading or years of experience that makes the magic happen. It’s the time I’ve spent along the way learning from the best mentors I could find. As a Teacher-Resident in the Boston Teacher Residency, I was trained in the foundational skills of teaching: standards-based curriculum design, data-driven instruction, classroom management, and differentiation. Having worked in grades 5-12 in district, charter, and private schools for nearly a decade, I have a variety of professional experiences to draw from, as well as a network of former colleagues to rely on in my continued professional growth.
Over the years, I have developed both a depth and breadth of content knowledge that will serve me particularly well in this role. After my first two years of teaching, I deepened my English expertise by earning my second Master’s degree. I have also sought out additional opportunities for professional development and coaching in Fountas & Pinnell reading assessment, the Common Core shifts, and the art of text-dependent questions. In addition to my proficiency in English/Language Arts, I have stretched my skills as a Humanities teacher and learned how to apply literacy skills in interdisciplinary contexts. This year I took on the challenge of a self-contained 5th grade classroom. Teaching math and science for the first time has allowed me to see the connections between subjects and to appreciate the skills and competencies relevant to all high-quality instruction.
My next role will hopefully require me to be not only an expert teacher, but also a strong leader. Over the past six years, I have demonstrated teacher-leadership skills in roles both formal and informal. At McCormack Middle School, I served as Grade 6 Team Leader, which involved running daily meetings focused on grade-level logistics, instructional best practices, and student support issues. I was also a member of the middle school Instructional Leadership Team. At Hisar School, I informally mentored several inexperienced teachers who came to me for help with lesson planning and data analysis. In my current job at Conservatory Lab, I lead 5th grade Humanities curriculum development and support my grade level partner, a new teacher, with lesson planning, resource creation, and classroom management.
I have always loved teaching because of its constant demand for growth, creativity, and collaboration. I am seeking a role that will help me stretch and grow as I help students and other teachers do the same. Thank you for taking the time to visit my online portfolio.
Sincerely,
Melanie Corning
Thank you,
Melanie Corning
It’s not just my lifelong love of reading or years of experience that makes the magic happen. It’s the time I’ve spent along the way learning from the best mentors I could find. As a Teacher-Resident in the Boston Teacher Residency, I was trained in the foundational skills of teaching: standards-based curriculum design, data-driven instruction, classroom management, and differentiation. Having worked in grades 5-12 in district, charter, and private schools for nearly a decade, I have a variety of professional experiences to draw from, as well as a network of former colleagues to rely on in my continued professional growth.
Over the years, I have developed both a depth and breadth of content knowledge that will serve me particularly well in this role. After my first two years of teaching, I deepened my English expertise by earning my second Master’s degree. I have also sought out additional opportunities for professional development and coaching in Fountas & Pinnell reading assessment, the Common Core shifts, and the art of text-dependent questions. In addition to my proficiency in English/Language Arts, I have stretched my skills as a Humanities teacher and learned how to apply literacy skills in interdisciplinary contexts. This year I took on the challenge of a self-contained 5th grade classroom. Teaching math and science for the first time has allowed me to see the connections between subjects and to appreciate the skills and competencies relevant to all high-quality instruction.
My next role will hopefully require me to be not only an expert teacher, but also a strong leader. Over the past six years, I have demonstrated teacher-leadership skills in roles both formal and informal. At McCormack Middle School, I served as Grade 6 Team Leader, which involved running daily meetings focused on grade-level logistics, instructional best practices, and student support issues. I was also a member of the middle school Instructional Leadership Team. At Hisar School, I informally mentored several inexperienced teachers who came to me for help with lesson planning and data analysis. In my current job at Conservatory Lab, I lead 5th grade Humanities curriculum development and support my grade level partner, a new teacher, with lesson planning, resource creation, and classroom management.
I have always loved teaching because of its constant demand for growth, creativity, and collaboration. I am seeking a role that will help me stretch and grow as I help students and other teachers do the same. Thank you for taking the time to visit my online portfolio.
Sincerely,
Melanie Corning
Thank you,
Melanie Corning