Amy Joy Lashmet

241 West 100 Street

New York, New York 10025

ajl2221@tc.columbia.edu
Cell: 714.552.3414

Education
Master of Arts, Teaching English to Speakers of Other Languages (TESOL)
Teachers College, Columbia University (class of 2016)
Bachelor of Arts, Linguistics with a Spanish Emphasis
Minor: TESOL
University of California, Santa Barbara
GPA: 4.0, Highest Honors
Awarded Highest in major and overall GPA

CELTA Certification
Hyland Language Center, Madrid, Spain
Curriculum Design Experience
Academic Writing Curriculum at Sanctuary for Families

Design the academic writing component of the literacy curriculum at Sanctuary for Families, a New
York City based organization that helps survivors of gender based violence.
Collaborate with Sanctuary for Families to create a curriculum that empowers women of color
through a sense of voice and identity.
Develop lessons for teachers to implement at Sanctuary for Families that focus on the big ideas of
voice, identity, and code-switching.
This curriculum addresses the essential questions of How can my voice be heard? Do we only
have one voice? and When is it appropriate to use dominant forms of discourse.
The hard skills of this curriculum include sharing personal narratives, developing an argument,
thinking critically, researching a topic, presenting written work, and employing proper registers in a
variety of contexts.

Columbia University Curriculum Design Project

Collaborate with two other MA students to design a comprehensive curriculum for teachers directed
towards helping international adult ESL students acclimate to the United States university context.
The hard skills of this course focus on academic discourse as a whole, which encompasses written,
oral, non-verbal communication skills, and interpersonal skills.
The aforementioned communication skills are taught through the content of cultural exchanges and
American cultural topics and assessed through task based projects and summative assessments.
The development and organization of this curriculum is based on the Understanding by Design
methodology in addition to a rationale incorporating theories in curriculum design, sociolinguistics,
and second language acquisition.
The rationale, organization, sample lesson plans, and assessments for this curriculum can be found
at: http://internationalstudentcurriculumdesign.weebly.com/

Instructor at New York Language Center

Given specific linguistic goals and an optional textbook, I was responsible for creating daily lesson
plans to promote reading, writing, speaking, and listening skills along with grammatical accuracy
and fluency.

Given particular topics, I was responsible for creating linguistic goals and subsequent 1-4 hour
lessons for both myself and other teachers.
Create both formative and summative assessments to gauge student improvement.
Prepare English labs surrounding various topics that utilize authentic materials.

Instructor at Columbia Universitys Community English Program

Developed weekly lessons for an advanced conversation class that focused on

conversational strategies, pronunciation, and accuracy.

Worked with a co-teacher to create a syllabus, daily lesson plans, and formative/summative
assessments for an advanced, integrated skills, adult ESL classroom.
Designed primarily task based lessons to engage students in simulated real-life situations.
Concentrated on the use of authentic materials and the use of technology to develop personal
motivation and student autonomy.

Teaching and Administrative Experience

Interim Academic Coordinator
February 2016-Present
Welcome prospective students to the school, and interview assess, and place them
Observe teachers and provide constructive feedback.
Substitute for teachers who were unexpectedly absent
Communicate with administrative staff and directors to ensure consistency within the
institute.
Assist with student assessments and manage teachers logs to maintain creative and
pedagogically sound instruction throughout the institute.
Instructor, New York Language Center
May 2015- Present
Instruct beginner, intermediate, advanced, and post-advanced adult international students in English
grammar, speaking, reading, writing, and listening.
Engage students in conversations and materials regarding sociocultural competence.
Create innovative, engaging, and interactive lesson plans based on textbooks from the Touchstone
Series, Passages, and Q-Skills Curriculum.
Teach an English conversation class for all levels to promote speaking fluency and accuracy.
Adhere to administrative duties such as enter grades, complete weekly logs, and attend professional
development sessions for further improvement as an instructor
Serve as the interim academic coordinator, whose role included student placement, teacher
observations, teacher placement, among other administrative duties
Instructor, Community English Program
January 2015- May 2015; January 2016- May 2016
Instructed a diverse group of adult ESL students on conversational strategies, pronunciation and
fluency.
Instructed 16 advanced adult English language learners at Columbia Universitys Community
English Program
Students came from nine different countries to improve skills including reading, writing, listening,
speaking, and grammar.
Aided in the administration and assessment of placement exams.
Designed, administered, and conducted statistical analysis for a unit achievement test.
Planned two hour lessons, three days a week based on the textbook, In Charge 2 along with the
integration of other supplementary, authentic materials.

Implemented technological tools such as Weebly, Kahoot, Whatsapp, Google Docs, and Instagram
for the purpose of language learning.

Gateway Tutor, Santa Barbara City College

September 2013-May 2014
Assisted two ESL writing instructors inside and outside of the classroom by answering students
questions, offering feedback to students, making personal connections with students, and grading
assignments.
Held office hours outside of class during which students could seek assistance with their
assignments.
Attended a five week course focusing on teaching theories, learner types, and strategies to facilitate
student autonomy and guided discovery.
ESL drop-in tutor, Santa Barbara City College
September 2013- May 2014
Held office hours to answer students questions, edit assignments, or offer advice for any ESL
student.
Related to students on a personal level in order to make them feel comfortable and create a
welcoming environment.
CELTA Certification, Hyland Language Center
June 2013
Taught a beginner level ESL class for 2 weeks and an upper intermediate class for 2 weeks, focusing
on speaking, reading, writing, and listening.
Studied various methods, theories, and tools in the field of teaching ESL.
Planned and executed English lessons for 8-12 adult students.
Private English Teacher
January 2013-May 2013
Taught English to two Spanish boys of ages eight and eleven.
Planned and executed lessons that focused on English pronunciation, grammar, listening, reading,
writing, and speaking.
Created lessons that engaged students and maintained the attention of two young Spanish boys.

Inclusionary Work Experience:

UCSB Returning Resident Assistant (RA)
August 2013- May 2014
Mentor, train, and guide 35 first year Resident Assistants in addition to traditional RA responsibilities
listed below.
Attended a four week seminar focusing on leadership, conflict resolution, communication, listening,
event planning, emergency response, and diversity training.
Create a fair and balanced duty schedule for 39 Resident Assistants.
Communicate concerns between first year Resident Assistants and head staff.
UCSB Resident Assistant
August 2011-Present
Planned educational, diversity awareness, and community building programs for 1,300+ first year
students.
Attended a four week comprehensive training on inclusion, diversity, emergency response, university
policies, building community, and event planning.

Advised and mediated conflicts among residents in regards to roommate disagreements or other
disputes.
Enforced residence hall policies and security of building while on duty.
Established and maintained relationships with residents, others resident assistants, and head staff.
Acted as a role model inside and outside of the residence hall.

International Experience
Study Abroad
August 2012- June2013
Studied German language, literature, and politics at Free University in Berlin, Germany.
Studied Spanish language and literature at the University of Carlos III in Madrid, Spain.
Developed communicative skills in various languages.
Improved my ability to adapt to new cultures and unfamiliar situations.
Increased my independence and strengthened my ability to take initiative regarding opportunities and
self-improvement.
Languages
Advanced level of Spanish reading, writing, listening, and speaking.
Studied German and Italian grammar, vocabulary, pronunciation, and aural skills.

Professional Development
Conferences

Applied Linguistics Winter Conference, NYTESOL, March, 2016

Language and Social Interaction (LANSI) October 2014, New York, New York
East Coast Organization of Language Testers (ECOLT) October 2014, New York, New York
UCSB Resident Assistant Social Justice Development Day 2013 & 2014