To
obtain a position as an ESL teacher where my education and work experience can
be utilized.
CERTIFICATE_& MEMBERSHIP
New YorkState – Initial, TESOL (grade K-12)
New YorkState – Initial, Mandarin (grade 5-12)
CLTA (Chinese Language Teachers Association of Greater New York), active
member, 2007-present
EXPERIENCE
Sept, 2012 – Present
04XM435 Manhattan Center for Science & Math New York, NY ESL & Chinese Teacher
Teach beginning and intermediate Chinese to 9th,
10th and 11th Graders. Prepare students for NYS regents
test.
Teach beginning, intermediate and advance ESL courses
to 9th through 12th graders. Prepare students for NYSET
ESL proficiency test.
Sept, 2011 – June, 2012 Urban
Assembly School for Wildlife Conservation Bronx, NY Chinese Teacher
Teach
beginning Chinese to 8th, 9th and 10th Graders
who are from low-incoming families, low-performing, and have challenging
behaviors:
Develop curriculum and lesson plans for all grades
Maintain effective behavior management by
incorporating daily grading and daily merit system; maintain positive
communications with parents and students.
Oct, 2010 – Jan, 2011
M408 Professional Performing Art
School New York, NY Mandarin Teacher
Teach
beginning level of Chinese language to seventh graders.
Design curriculum and course outline.
Use multi-media technologies and set up learning
websites to post all learning materials and homework.
Aug, 2010 – Dec, 2010 Fordham University New York, NY Adjunct Chinese Instructor
Teach
intermediate Chinese course to college students.
Have “Writer’s Workshop” frequently to help improve
each individual student’s writing skills.
Present “Teach Vocabulary” at the department faculty
professional development forum.
Aug, 2009 – Dec, 2009
Borough of Manhattan Community College,City
University of New York
New York, NY Chinese Lecturer
Teach
Beginner Chinese course to college students.
Five of my students obtained a highly competitive
“Study in China” scholarships in summer 2010.
Present “Teach Chinese through music, rhymes and body
movements” at Chinese Language Teachers Association of
Greater New York forum.
EDUCATION
Brooklyn College /
City College of New York, City University of New York / UFT (New York, NY) Teacher’s
certification program (Jan. 2009 –
July, 2011)
Hunter College, City University of New York (New York, NY)
B.A. in
English (with honors) (2001- 2006) Minor: Economics. Dean’s list.
I am privileged to recommend Ms. Yi Liu, my colleague at the Modern Language Department at Borough of Manhattan Community College, City University of New York, as a teacher’s candidate.
Ms Yi Liu is an outstanding Chinese instructor. She is a good speaker and communicator who delivers her messages clearly in class. She devotes her time to planning each lesson in a detailed written form. She is always able to bring innovative and interesting methods into a student-centered classroom, and maintain the students’ attention. She also diligently posts supplemental materials for students to study on our online program. Being a person of integrity, she regularly brings certain historical and contemporary issues related to course to class for discussions, and encourages students to be independent thinkers. In order to improve the course, she periodically collects the feedback from students about her teaching, and is open to all criticism from other faculty members.
Ms. Yi Liu establishes a close relationship with her students. As a matter of fact, all her students requested to continue their second level study with her. Her classroom teaching in the Fall 2009 was so successful that it prompted our increasing one of Chinese class sessions in the Spring 2010 semester. Both the department and the students have highly evaluated her teaching performance.
With her strong academic background in Chinese literature and language, her English mastery, pedagogical training, and years of experience, I feel she will do an outstanding job and become an asset to the school district fortunate enough to accept her application for employment
Sincerely yours,
Fei Wang
Assistant Professor
Modern Language Department
Borough of Manhattan Community College,
City University of New York
212-220-8107
Email: fwang@bmcc.cuny.edu
The purpose of this letter is to recommend Yi Liu for a Chinese Teacher’s position at an educational institute. I have known Ms. Yi Liu since January 2009 when she participated in a course I taught in the School of Education at Brooklyn College.
I found Ms. Liu to be a conscientious, intelligent, serious-minded student. She is creative, well-read and engages in stimulating dialogue in class. As her instructor, I was struck by the attentive manner with which she prepares her assignments. She also brings a wealth of resources to her practice, including her rich knowledge of Chinese language and culture.
One of Ms. Liu’s outstanding qualities is her collegiality and collaborative spirit. She is personable and engages with others in caring and supportive ways. Her interpersonal skills will make her an excellent addition to the faculty of any school.
If I be of further assistance in supporting Ms. Liu for a teaching position, please do not hesitate to contact me.
Sincerely,
Wayne A. Reed
Assistant Professor
School of Education
Brooklyn College
Phone: 718-951-5447
Email: wreed@brooklyn.cuny.edu
I have had the pleasure of knowing Ms. Yi Liu since we met in 2008 at a professional conference in New York, and later we became colleagues at Borough of Manhattan Community College, City University of New York. During our acquaintance, I have known her in many capacities. Her energy and creativity in classroom teaching, her sense of responsibility, her care for students, her passion in constantly pursuing knowledge and professional development, her sensitivity on art and music (which she often uses on her teaching), her open-mindedness and her passion to open up the students’ horizons – a combination that makes her an exceptionally qualified teacher.
Ms. Yi Liu incorporates techniques of collaborative and student center learning into her classroom teaching. For example, she regularly uses PowerPoint to interestingly visualize teaching materials to the maximum, and frequently uses music as a tool to teach language. Her classroom teaching is built on carefully designed hands-on activities that involve every single student. She is one of the most popular teachers among students.
Ms. Yi Liu truly cares for her students, many of whom are from diverse and socio-economically less privileged families. She differentiates her methods in order to reach students who have different learning styles and capabilities. She spends considerable time help students who have learning disabilities.
I believe that Ms. Yi Liu will continue to grow and become even more effective as a teacher with further opportunities. I do not hesitate in recommending her for a Chinese teacher’s position in your school.
Sincerely yours,
Shanman Liao
Chinese Language Teacher
Matawan Aberdeen School District
469 Matawan Avenue, Cliffwood, NJ 07721
phone: 732-787-2388
annej1988@yahoo.com
To
obtain a position as a Chinese or an ESL teacher where my education and work experience can
be utilized.
CERTIFICATE_& MEMBERSHIP
New YorkState – Initial, TESOL (grade K-12)
New YorkState – Initial, Mandarin (grade 5-12)
CLTA (Chinese Language Teachers Association of Greater New York), active
member, 2007-present
EXPERIENCE
Sept, 2012 – Present
04XM435 Manhattan Center for Science & Math New York, NY ESL & Chinese Teacher
Teach beginning and intermediate Chinese to 9th,
10th and 11th Graders. Prepare students for NYS regents
test.
Teach beginning, intermediate and advance ESL courses
to 9th through 12th graders. Prepare students for NYSET
ESL proficiency test.
Sept, 2011 – June, 2012 Urban
Assembly School for Wildlife Conservation Bronx, NY Chinese Teacher
Teach
beginning Chinese to 8th, 9th and 10th Graders
who are from low-incoming families, low-performing, and have challenging
behaviors:
Develop curriculum and lesson plans for all grades
Maintain effective behavior management by
incorporating daily grading and daily merit system; maintain positive
communications with parents and students.
Oct, 2010 – Jan, 2011
M408 Professional Performing Art
School New York, NY Mandarin Teacher
Teach
beginning level of Chinese language to seventh graders.
Design curriculum and course outline.
Use multi-media technologies and set up learning
websites to post all learning materials and homework.
Aug, 2010 – Dec, 2010 Fordham University New York, NY Adjunct Chinese Instructor
Teach
intermediate Chinese course to college students.
Have “Writer’s Workshop” frequently to help improve
each individual student’s writing skills.
Present “Teach Vocabulary” at the department faculty
professional development forum.
Aug, 2009 – Dec, 2009
Borough of Manhattan Community College,City
University of New York
New York, NY Chinese Lecturer
Teach
Beginner Chinese course to college students.
Five of my students obtained a highly competitive
“Study in China” scholarships in summer 2010.
Present “Teach Chinese through music, rhymes and body
movements” at Chinese Language Teachers Association of
Greater New York forum.
EDUCATION
Brooklyn College /
City College of New York, City University of New York / UFT (New York, NY) Teacher’s
certification program (Jan. 2009 –
July, 2011)
Hunter College, City University of New York (New York, NY)
B.A. in
English (with honors) (2001- 2006) Minor: Economics. Dean’s list.
Possible classroom setting: student group together by different desks; there are a few study stations. The CBM assessment takes place in one of the stations, with teacher sits by the student who is being assessed.
Cognitive level: above average intelligence. In the mediate-high intelligence among the students in the class/
Social skill level: sociable, in the range of norm.
Behavior skill level: well-behaved in general, talk sometimes but does not interfere with his study and others.
2. Academic area: ESL / English
3. Instructional materials I will use to develop the content of my CBM
Children’s novels for 4-7th grade that I use during daily reading period
Masterpiece by Elise Broach (publisher: Henry Holt and Company, New York, 2008)
Also Known As Harper by Ann Haywood Leal (publisher: Henry Holt and Company, New York, 2009)
The CapturebyLasky, Kathryn (publisher: Scholastic, 2003)
Dark RiverbyHunter, Erin (publisher: HarperCollins, 2008)
The key words from these books have been taught in particular in the previous class.
4. Standardized procedures by defining:
In contrast to less formal methods of monitoring classroom academic skills, the hallmark of CBM is that it follows standardized procedures of administration and scoring.
1)Materials
A) Two copies of the numbered reading material will be prepared. One for the teacher, one for the student.
The CBM reading test is a two-paragraph segment of about 250 words that the teacher has taken from the bookMasterpiece with the vocabulary and fluency difficulty for a grade level between 4th grade and 7th grade, as a reading-fluency measurement tool to monitor the students performance in the daily reading literacy program.
B) stopwatch
C)Pen or marker
D)Score sheet
2) Directions for administration:
The exam takes place once every two weeks.
The teacher and the student sit across the table from each other. The examiner hands the student the unnumbered copy of the CBM reading passage. The teacher takes the numbered copy of the passage, shielding it from the student's view.
During the reading proficiency exam, the teacher sits down individually with the student, gives testing instructions. The instructions include the student should read aloud for 1 minute from each of two separate reading passages. If the student does not know a word, she should try her best or the teacher will tell her.
The teacher begins the stopwatch as soon as the student starts to read. As the student reads along in the text, the teacher records any errors by marking a slash (/) through the incorrectly read word. The errors include mispronunciations, substitutions, omission, transpositions of word-pairs, and words read to the student by the examiner after 3 seconds have gone by. At the end of 1 minute, the examiner says, “Stop”and marks the student's concluding place in the text with a bracket ( ] ).
3) Time limit: each CBM reading probe is timed for one minute.
4) Scoring rules:
The student’s performance on the CBM reading probe is scored for speed, or fluency, and for accuracy of performance. For each of the three reading probes, the teacher calculates the number of words that the student correctly read from the total word numbers attempted per minute, errors that the student makes, and then get a score in percent accuracy. The teacher then choose the median scores out of the three CBM reading probes (for both the correctly read words and errors made), as the more accurately obtained reading fluency of the student.
The teacher also gets the student’s reading fluency baseline from three CMB probes that take place over a period, for example, a week or three weeks.
