Emily Jarema

250

jaremaem@msu.edu

238 Woodview Court Apartment

248-884-3630
http://emilyjaremateacher.weebly.com/

Rocheter Hills, MI 48307

Objective

I am a driven and inventive teacher seeking a teaching position in secondary

English or ESL. My desire is to teach students at the sixth through twelfth
grade level. I am also open to work with students outside of the classroom,
including tutoring and participating in clubs and organizations.

Education

2013

Michigan State University, East Lansing, MI

Teacher Certification Program
Twelve graduate credits towards a Masters Degree in Education
Year-long post-BA internship
2012 Michigan State University, East Lansing, MI
College of Arts and Letters, Honors College, College of Education
Bachelor Degree in English, Minor in TESOL
Cumulative GPA: 3.7
Senior Thesis: Researched how to bridge the achievement gap using

multiliteracies
2008

Troy High School, Troy, MI

Teaching
August 2014-June 2015 English Teacher at Pontiac High School,
Experienc Pontiac, MI
e
Taught 10th Grade English classes focused on the Michigan Association of

Intermediate School Administrators (MAISA) curriculum, Instructional Learning

Cycles, and blended learning
Engaged in many steps of the school improvement plan including student
monitoring, utilizing technology in the classroom, teaching school mandated
curriculum, aiding in school wide curriculum and culture decisions, and using
Instructional Learning Cycles data to drive instruction
Lead the 10th grade English team with the roles of secretary and team leader.
Duties included facilitating and documenting weekly team meetings about
data and curriculum, taking the lead on planning the 10th grade curriculum,
and creating pretests and posttests for each unit
Used the data from pretests and posttests for different reading, writing, and
grammar skills during each unit to measure student learning and drive future
instruction. Also saw clear growth with 85-90% of students from assessment
data
Advanced students through a prescribed curriculum by carefully planning full
units in advance with a self-created lesson plan template. Altered the current
curriculum to fit students needs, interests, and skills in order to make the
curriculum fit my teaching style
Created a blended learning environment using Chromebooks, google
applications, Moodle, and other online resources to utilize interactive learning
and help students gain 21st Century skills
Participated in blended learning training both in the summer and throughout
the school year to find new resources and better utilize technology in the
classroom. Also participated in curriculum training through Oakland Schools
throughout the year
Taught classes with high populations of Spanish speakers that required
working with a tutor, translating assignments, differentiation, and one-on-one
work

Tracked the success of 25 students in my advisory class through the year by

checking in on their goals, grades, attendance, and personal life biweekly
through conversation and documentation
Worked with my peers on a constant basis, including an English
interventionist daily, content coach weekly, and co-planning with my
department weekly
Took part in after school activities including being a National Honors Society
adviser and hosting ACT preparation courses

August 2013-June 2014

English Teacher at Farwell High School,
Farwell, MI
Experienced teaching and planning numerous classes with a variety of skill
levels, including English 11, English 12, College Research and Writing, as well
as a college writing class through Mid-Michigan Community College at the
high school
Co-taught classes with a Special Education teacher in a blended classroom
with both students requiring services and accommodations along with those
not receiving services; modified and accommodated assignments, classroom
activities, tests, and lessons for all levels of students in this class to meet
every students levels, needs, abilities, and strengths
Contributed in Individualized Education Plan meetings throughout the year as
well as accommodation and modification paperwork/logs for approximately 20
students
Created a class titled College Research and Writing to address the writing
needs of the student population; scaffolded students abilities to write a 8-10
page problem/solution research paper in proper MLA format with academic
language and a variety of resources
Bridged the gap between the college and high school experience by teaching
a college writing class titled English 111 through the dual enrolled student
program with Mid-Michigan Community College and Farwell High School in
the high school during the school day; focused the class on analyzing and
connecting readings and articles in extended synthesis papers as well as
deep, open discussions about education and college
Created multiple types of assessments including individual, group-based, ,
literary essays, in-class essays, research-based papers, presentations, videos,
artwork, poetry, and technology-based assignments to engage the diverse
student population
Incorporated different formats of discussion as a way to scaffold student
understanding as well as encourage deeper-level thinking and participation
Participated in the Technology Readiness Infrastructure Grant (TRIG), which
included online classes and modules about using technology in the classroom;
focused on using technology-based assignments in order to prepare for
smarter balanced assessments in the future
Took part in the school community through chaperoning every dance,
attending sporting events, calling home to parents, attending conferences,
and mentoring struggling students
August 2012-May 2013 Internship at J.W. Sexton High School,
Lansing, MI
Taught 11th grade World Literature Honors, Senior Composition, and AP
English
Created a complete curriculum for World Literature Honors including themed
units that covered various cultures and topics relating to fictional and
informational texts
Designed lessons to teach skills needed for the ACT through lessons related to
English content as well as essential writing and reading skills
Addressed students limited writing skills by walking them through the stages
of the writing process; prepared students for post high school success by

Teaching
Related
Work
Experien
ce

Honors,
Awards

providing instruction for different formats of writing including argumentative,

expository, and research papers
Participated within the school community by communicating with parents
about student progress through conferences, phone calls, weekly emails, and
frequent individual meetings as well as attending both monthly staff and
English department meetings

February 2012-present
Substitute Teacher through PESG
Gained classroom management experience through teaching in a different
classrooms
Maintained classroom integrity by keeping students productive and managing
behavior issues
Summer of 2010, 2011, 2012Safety Town Instructor through Troy
Parks and Recreation
Instructed pre-kindergarten children in a day camp atmosphere
Created schedules and managed 25-40 kids per week; assessed each student
on their safety knowledge at the end of the week

Michigan State University Deans List (Received four years)

National Council of Teachers of English Student Affiliate member
Spartan Marching Band

Kim Harper, English Department

Referenc
Chair
es
kharper@pontiac.k12.mi.us
248-773-2435

231-631-7009
Julia Keider, English Content Coach
Juliakeider@gmail.com
989-506-4009

Kim Iverson, Special Ed Coteacher

Kim.inverson@yahoo.com

Nicole Millsap, Mentor Teacher

Nicole.Millsap@lansingschools.net
517-490-8417