letter of reference Heather Allen copy
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Brittney Danczyk is applying for a teaching position. The letter writer has known Brittney for four years as her advisor in a student support program. Brittney has a caring nature and desire to help students learn and grow. She interacts well with others, making them feel comfortable. Brittney also has a strong work ethic and love of learning. She works diligently to achieve her goals and will help students overcome challenges. The letter writer believes Brittney would be an excellent addition and asset to the school.
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Members of the Countryside Mobility scheme provided feedback praising the program for transforming their lives and independence by allowing them to access the countryside. Comments highlighted how the scheme and use of the Tramper vehicles allowed disabled people to enjoy outdoor activities like walking in nature with their families and dogs in a way that was previously impossible. The program was described as brilliant, wonderful, and as providing a valuable service that allowed people to reclaim parts of their lives limited by disabilities.
![[T辿cnicas de Estudio] Temario](https://cdn.slidesharecdn.com/ss_thumbnails/te-120417152134-phpapp01-thumbnail.jpg?width=560&fit=bounds)
[T辿cnicas de Estudio] TemarioNatalie Puga
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El documento define diferentes tipos de an叩lisis, s鱈ntesis, deducci坦n e inducci坦n. Explica los pasos de la lectura t辿cnica de textos y el proceso de estudio. Tambi辿n describe los elementos de un objetivo, factores del 辿xito en estudios, definici坦n y tipos de estudio, ventajas e inconvenientes de t辿cnicas de estudio, y los pasos para elaborar un mapa conceptual.
Similar to letter of reference Heather Allen copy (14)
Brian Ouellette Letter of Rec - with Logo
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Brian Ouellette is recommended for a teaching position. The principal worked with Brian for four years at St. Monica School, where Brian was an innovative and passionate teacher and administrator. As a teacher, Brian engaged students through diverse strategies and had a strong understanding of how to help students reach their potential. Last year, Brian directed the Learning Center and rapidly implemented new programs that helped both students and teachers. The principal has no doubt Brian will be an incredible addition to any school staff as a master teacher, skilled educator, and true leader.Our Interviews with Educators
Our Interviews with Educatorsqwintal
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The document contains summaries of interviews with three educators:
1) Mrs. Castro, a 6th grade teacher, discussed changes in education with an increased focus on testing putting pressure on incorporating life lessons. She hopes for a return to her approach when she first started teaching.
2) Laura Orabi, a 3rd grade teacher, believes technology and parent engagement are keys to future success. Each student's needs should be the focus.
3) Natalie Bedo, a 2nd grade teacher, emphasized adapting lessons to student needs through small group instruction based on 14 years of experience. She thinks teachers must continue direct instruction while technology enhances learning.Interviews with Educators
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This document summarizes interviews with three educators - Belen Garcia, Talin Elmedjian, and Xiaoyu Sun. Belen interviewed her former 6th grade teacher, Mrs. Castro, who discussed changes in education over time including increased focus on testing, fewer opportunities for life lessons, and an increased need for counselors to support students' personal issues. Talin interviewed Natalie Bedo, a veteran 2nd grade teacher, who emphasized adapting one's teaching to students' needs and using technology to enhance but not replace learning. Xiaoyu interviewed Laura Orabi, a 3rd grade teacher who focuses on individual student needs and sees technology and parent engagement as keys to future student success.Educator Interviews
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The document summarizes interviews with three educators - Mrs. Castro, Ms. Orabi, and Mrs. Bedo. The educators discussed their teaching philosophies, views on the future of education, and how their life experiences shape their teaching. They emphasized the importance of adapting to students' needs, incorporating their own experiences into lessons, and using technology to enhance learning while still focusing on developing students' thinking and communication skills. All three teachers expressed a passion for educating children and a desire to continue teaching in more traditional student-centered ways, despite increasing technological advances.CURRENT 3rd years: CESA Executive Election slideshow 2014
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Daniel Harren is running for a CESA position. He highlights his experience in leadership roles through sports teams and student council. He believes his outgoing personality and experience attending CESA events would help him communicate effectively in the role.
Maureen Langabeer is also running for a CESA position. She was previously a member at large and participated in the first Con-Ed ISW day. She is committed to gaining more responsibility within CESA and believes her love of social media could help promote events.
Melissa Fletcher is running and has been a CESA member at large. She is organized, can communicate effectively, and has experience brainstorming ideas and designs for clothing items.CESA Executive Elections 2014: All Nominees
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The document contains applications from several students applying for various representative positions within the Concurrent Education Student Association (CESA).
Elizabeth Stainer is applying to continue her role as a 1st Year rep, highlighting her experience representing Con Ed students through CESA and involvement in Trent community events.
Chloe Clark emphasizes her leadership experience in high school and commitment to community service, pledging the same commitment as 2nd Year Representative.
Amanda Glazer notes her leadership skills from involvement in high school drama and current tutoring role, and her passion for making the Con Ed program the best it can be.
Daniel Harren's application focuses on leadership skills gained from sports, his knowledge of CESTeam b final interview draft. jo anne, kayla and claudia
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The Team B presentation summarized teacher interviews on their views of education. The interviews found that:
1) Education is increasingly incorporating more technology but basic skills still need direct teaching.
2) Students' emotional and developmental needs are important to meet for effective learning.
3) A goal for all students is helping them reach their highest potential and feel confident.
The interviews provided insights into supporting students' comfort, beliefs in their abilities, and emotional needs that can enhance teaching and learning.School counselor interview
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Ginny Barrett is a school counselor at Central Bucks South High School who was interviewed about her role and responsibilities. She has been a counselor for 20 years and currently works with 300 junior students. Her main responsibilities include meeting with students for course planning, organizing college and career events, and providing counseling. She believes the most important skills for counselors are flexibility, strong listening and organizational skills, empathy, and enjoying helping students. While her days vary, she aims to be accessible to students while also juggling other tasks like meetings and paperwork.Standard E: Meets Professional Responsibilities
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This document highlights the professional aspects of teaching. It includes my faculty meeting notes, interviews I conducted with the Union Representative and Principal and a reflective essay.Week 3 reflective presentation homel
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The Boys Hope Girls Hope organization provides at-risk middle and high school students with housing, academic support, counseling, and care to help them succeed. Students live in houses near Regis Jesuit High School with live-in counselors. The program addresses students' medical, emotional, social, and academic needs and supports them through high school graduation and acceptance to college. Interviews with a student, counselor, and volunteer coordinator revealed the program helps students build responsibility, accountability, and family-like bonds while gaining opportunities they would otherwise lack.Week 3 reflective presentation homel
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This document summarizes Emily Homel's reflective presentation on the Boys Hope Girls Hope organization. The organization provides at-risk middle and high school students with housing, care, academic support, and assistance to attend college. Students live in houses with counselors and peers, where their medical, emotional, social, and academic needs are supported. Interviews with a learner, counselor, and volunteer coordinator highlight how the program helps students build responsibility, accountability, and community while gaining opportunities they would otherwise not have.Week 3 reflective presentation homel
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This document summarizes Emily Homel's reflective presentation on the Boys Hope Girls Hope organization. The organization provides at-risk middle and high school students with housing, care, academic support, and guidance to help them succeed. Students live in houses with counselors and peers, attend local high schools, and receive support to attend college. The presentation discusses interviews with a student, counselor, and coordinator about their experiences with the program and how it helps students develop skills and opportunities they otherwise would not have.Week 3 reflective presentation homel
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The Boys Hope Girls Hope organization provides at-risk middle and high school students with housing, academic support, counseling, and care to help them succeed. Students live in houses near Regis Jesuit High School with live-in counselors. The program addresses students' medical, emotional, social, and academic needs to help them complete high school and receive college scholarships. Interviews with a student, counselor, and coordinator showed that the program provides a supportive family environment that helps students improve their grades, develop responsibility, and gain opportunities they would otherwise not have.Exit Decisions of Teacher Education Students
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Presentation by University of Southern Queensland at the national MATSITI #OurMobTeach conference, 30 September 2015More from Brittney Danczyk (8)
Dr. Mallison's Letter of Recommidation
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Brittney Danczyk has taken several advanced mathematics courses from Robert Mallison over the past three years, consistently achieving academic success and maintaining a positive attitude. Mallison is confident that Brittney displays a desire to grow professionally and will be able to effectively integrate faith and learning as a teacher, as she exemplifies the traits of character, scholarship, and leadership that Indiana Wesleyan aims to develop in its students.Certificate for NonViolent Crisis Intervention Training.PDF
Certificate for NonViolent Crisis Intervention Training.PDFBrittney Danczyk
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Brittney Danczyk completed a 6.5 hour Non-Violent Crisis Intervention Training course on March 31, 2015 through CESA 7 - RSN located at 595 Baeten Road, Green Bay, WI. The certificate was printed on April 14, 2015 and certifies Brittney Danczyk successfully completed the training.Certificate co teaching inclusive classroom.PDF
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Brittney Danczyk completed a course titled "Co-Teaching in the Inclusive Classroom Powerful Strategies for Creating Success for All Your Students" on December 4, 2014 through CESA 7 - RSN located at 595 Baeten Road, Green Bay, WI. This certificate confirms that Brittney Danczyk successfully completed the course and lists the date, registration cost, and certification details.Certificate of Completion
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Brittney Danczyk completed the VISTA Blend course "Resource Development: Fundraising & Grant Writing - 1501-02" on April 20, 2015. The course focused on fundraising and grant writing. Brittney successfully finished the course on that date.CESA 7
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As of January 2015, 19,471 students in Wisconsin were homeless, lacking fixed housing. In the same period, 1,884 students in CESA 7 region were homeless, a significant increase from 1,453 in 2003-2004. Homeless is defined as lacking regular housing and includes temporary living in shelters, abandoned buildings, motels, cars or living with others due to lost housing or financial hardship.Certificate of Completion Mckinney-Vento 102
Certificate of Completion Mckinney-Vento 102Brittney Danczyk
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The document is a certificate of completion for a McKinney-Vento webinar on supporting school success and special populations. It certifies that (name) completed the webinar entitled "McKinney-Vento 102: Support for School Success and Special Populations" on (date).CESA 7 Homeless Assessment
CESA 7 Homeless AssessmentBrittney Danczyk
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This document summarizes homeless student data from school districts in CESA 7 in Wisconsin from 2011-2012 to 2013-2014. It includes tables showing the number of homeless students in each district and county over those three years. It also provides information on individual school districts, including demographic data, school report card information, and economic profiles of students. The data aims to assess and track homeless students in the region over time.CESA VISTA project handout 
CESA VISTA project handout Brittney Danczyk
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The DPI VISTA program will place volunteers at Cooperative Educational Service Agencies (CESAs) throughout Wisconsin to build awareness of homelessness and coordinate services between community organizations, public schools, and districts receiving McKinney-Vento subgrants. Volunteers will conduct needs assessments, create resource lists, and start a mentoring program to help homeless students. This collaboration aims to address the need for greater academic support for homeless students by spreading best practices between CESAs, districts, and their partners.letter of reference Heather Allen copy
- 1. 油 油 油 油 February 油18, 油2014 油 油 油 油 Dear 油Sir 油or 油Madam: 油 油 This 油letter 油is 油in 油reference 油to 油Miss 油Brittney 油Danczyk 油and 油her 油application 油to 油your 油teaching 油position. 油I 油have 油 known 油Brittney 油for 油nearly 油four 油years 油and 油have 油met 油with 油her 油individually 油several 油times 油each 油semester 油as 油 her 油advisor 油in 油the 油TRiO 油Student 油Support 油Services 油Program. 油During 油that 油time, 油I 油have 油been 油able 油to 油witness 油 certain 油character 油qualities 油and 油strengths 油that 油will 油contribute 油to 油Brittney 油being 油a 油valuable 油part 油of 油your 油 school, 油including 油her 油care 油for 油young 油people, 油her 油excitement 油for 油learning, 油and 油her 油diligent 油work 油ethic. 油 油 Brittney 油has 油a 油deep 油desire 油to 油love 油people, 油especially 油youth, 油through 油guiding 油them 油through 油life 油and 油being 油 there 油when 油needed. 油She 油wants 油to 油see 油young 油people 油learn 油and 油grow. 油She 油would 油be 油the 油type 油of 油teacher 油 now 油the 油students 油individually 油and 油 teaching 油them 油life 油lessons. 油I 油have 油witnessed 油Brittney 油interacting 油with 油peers 油on 油campus 油during 油TRiO 油 cultural 油events. 油Brittney 油makes 油others 油feel 油comfortable. 油She 油laughs 油easily 油and 油lightens 油the 油atmosphere. 油 She 油puts 油people 油at 油ease, 油which 油I 油think 油is 油crucial 油in 油the 油education 油field. 油 油 油 Moreover, 油Brittney 油has 油an 油excitement 油and 油love 油for 油learning. 油 energy 油she 油has 油for 油learning 油and 油then 油teaching 油that 油to 油young 油people 油after 油returning 油to 油campus 油from 油a 油day 油 of 油student 油teaching. 油Brittney easy 油going 油and 油positive 油attitude 油will 油create 油an 油environment 油where 油students 油 question 油in 油front 油of 油the 油class. 油 Brittney 油will 油have 油a 油positive 油effect 油on 油the 油learning 油environment 油in 油her 油classroom. 油 油 油 油 Finally, 油Brittney 油has 油a 油diligent 油work 油ethic. 油She 油desires 油to 油do 油all 油tasks 油to 油the 油best 油of 油her 油ability 油and 油will 油work 油 diligently 油to 油meet 油her 油goals. 油The 油math 油education 油program 油has 油not 油been 油an 油easy 油road 油for 油her. 油She 油has 油 worked 油harder 油than 油any 油student 油I 油have 油met 油with 油to 油achieve 油her 油goals. 油She 油will 油be 油able 油to 油help 油students 油 evere 油through 油frustrations 油and 油 difficult 油lessons. 油Brittney 油will 油always 油see 油a 油task 油through 油to 油its 油end 油and 油work 油her 油hardest 油throughout 油the 油 process. 油Brittney 油has 油always 油been 油a 油reliable 油and 油hardworking 油student. 油 油 I 油believe 油that 油Brittney 油would 油be 油a 油wonderful 油asset 油to 油your 油school. 油She 油will 油continually 油strive 油for 油excellence 油 in 油whatever 油she 油does. 油Please 油do 油not 油hesitate 油to 油contact 油me 油if 油you 油would 油like 油further 油information. 油 油 Sincerely, 油 油 Heather 油Allen, 油M.A. 油 Assistant 油Director: 油TRiO 油SSS 油Program 油 Adjunct 油Faculty: 油Leadership 油Studies 油 Indiana 油Wesleyan 油University 油 油 heather.allen@indwes.edu 油