Jasmine Rogers is a Brooklyn based educator with 11 years of teaching experience in NYC schools.
My Background
Some of my earliest jobs included babysitting and camp counseling. Those experiences led me to explore a program called the Elementary Teaching Internship in high school. This is where I learned the foundations of teaching in a real classroom setting and found a passion for working with elementary age children. I went on to study Childhood Education at St. John’s University from 2008-2012. During my undergraduate studies, I worked as a tutor at the Queens Public Library, in NYC public schools, and privately for families. After earning my Bachelor’s degree, I became a 5th grade classroom teacher at a charter school in East New York. From 2012-2019, I taught 4th and 5th grade. Along that journey, I was offered several growth opportunities, including being appointed the 4th grade team lead at my school and a content leader responsible for facilitating professional development sessions for teachers in our charter network. A unique opportunity that emboldened my passion for education was the DCC- District Charter Collaborative, which provided me access to a blended charter/public school learning community that was eager to implement stronger STEAM practices in their schools. This program taught me about inquiry based learning that was grounded in culturally sustaining educational practices. I immediately saw the value of implementing STEAM into my school, and so did the school administration. So, in 2019, I became the Kindergarten-4th Grade STEAM teacher. My curricular program was centered on using the Engineering Design Process to solve problems and complete design challenges. Soft skills, like communication and collaboration amongst peers were also prioritized in my lessons. In March of 2020, as our school shifted to virtual learning, my curriculum did too. In addition to focusing on the Engineering Design Process, I implemented more technology focused topics into my program, such as computer hardware/software, web browsing, computer care, digital citizenship, keyboarding, word processing, navigation of digital tools, and computer science. This shift was necessary since our school moved to 1:1 technology, and most students did not have previous experience using computers for e-learning. Now, we may be back to in person learning, but if I learned anything from this pandemic, it’s that technology in the classroom isn’t going anywhere—it is an omnipresent force that has changed the way we are able to communicate and express our thoughts and ideas!
Experience
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-Design and execute lessons centered on project-based learning aligned with the Next Generation Science Standards for students in Kindergarten through sixth grade
-Intentionally plan activities that promote the development of 21st century soft skills, such as communication, critical thinking, collaboration, and creativity
-Guide students to use the Engineering Design Process to find solutions to real-world problems in their community and world
-Fulfill CIPA compliance through teaching digital citizenship using Common Sense Media and Google’s Be Internet Awesome curriculum
-Adapt curricular program to include more technology topics to prepare students for the adjustment to virtual learning in 2020-2021
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-Use the UN’s Sustainable Development Goals as a framework for identifying areas of improvement within the school community
-Plan a experience at a GROW NYC greenmarket to learn about shopping local and produce seasonality
-Plan a experience at the Teaching Garden on Governors Island to learn about vegetable seasonality and urban gardening
-Manage a inquiry project in which students analyzed the school’s progress relating to the UN’s Sustainable Development Goals and sought out solutions to the problems they identified
-Guide students in starting the school’s first edible garden
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-Design plugged and unplugged activities to encourage collaboration and risk-taking in a safe, supportive environment
-Implement paired programming principles by grouping advanced coders with beginning coders
-Evaluate Scratch projects to prepare girls for the school’s Coding Contest
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-Maintain management over the academics and emotional/physical safety of fourth and fifth grade students
-Design and execute engaging lessons in ELA, Math, Social Studies, and Science aligned with the Common Core standards to elicit cognitive engagement
-Employ cognitively guided instruction to promote student-centered mathematics
-Track and analyze data to adjust and guide instruction to meet the needs of students on differing levels
-Provide heightened academic support for targeted groups in Saturday and after school programs
-Apply personalized instruction projects to increase student engagement and offer student choice
-Lead grade-level team in monitoring progress of students, reflecting on best practices, and unit planning
-Acquaint parents with Common Core curriculum by facilitating academic workshop opportunities
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-Train preservice classroom teachers on curriculum mapping and effective use of curricular tools meet objectives of Common Core Standards
-Facilitate regional professional development sessions for grade four teachers focused on data sharing, rubric norming, and planning for instruction using materials aligned with ELA Common Core Standards
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New York State Certifications
Childhood Education (Grades 1-6)—Initial Certification
May 2012 - August 2017Childhood Education (Grades 1-6)—Initial Certification, Time Extension
May 2017 - August 2020Childhood Education (Grades 1-6)—Professional Certification
Issued 08/2020 -
Education
Bachelor of Science in Childhood Education, Sociology Concentration
St. John’s University, Jamaica, NY; Magna Cum LaudeMaster of Science in Childhood Education, Math Concentration
Brooklyn College, Flatbush, NY