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It is critical to develop positive relationships with other teachers, other school staff,
parents, and community partners in order to support student learning. As an educator, there are
ways that I can improve level of engagement to better meet the needs of the students that I work
with.
Goal 1: To collaborate with all teachers and school staff to enhance my overall teaching
As a Site Director for a 21st Century Community Learning Center afterschool program, I
provide academic enrichment activities to students in a high poverty, low performing elementary
school. I spend a great deal of time before, during and after the program advocating for students
and forming relationships with school staff that I do not typically work with during the normal
school hours. In my experience, it has been quite challenging to build that rapport since teachers
do not often have a clear understanding of our program requirements. Educators have struggled
to close the achievement gap and afterschool programs align with school day curriculum to
improve academic performance in a more hands-on approach. In order to meet the needs of the
struggling students that I currently work with, my overall communication and participation in
education teacher, will advocate for the program if it is offered in the school that I work in.
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Goal 2: To maintain effective communication strategies and build positive relationships with
If parents are engaged in their childs learning and teachers make it a priority to seek out
various communication strategies to keep them actively involved, students have greater success
in school. Working in a high-poverty and low-performing school, I observe the struggles that low-
income families face and the various hoops that teachers and myself have to go through to
connect and form relationships with parents. Although not always an easy task, holding parents
accountable and being firm has allowed me to form great relationships. Often times, however I
have stretched certain policies and procedures to meet the various needs of parents and have
developed an understanding that not all requirements are going to be met by every parent. It has
been an ongoing learning experience for me and I have restructured the way I run my afterschool
program, in order to meet parents where they are at. Speaking with many experienced teachers
in my district, not everything is black and white with our parents. There is an extremely high
percentage of parents that have non-working phone numbers, hold two jobs and/or lack
transportation. It is our responsibility as teachers to ensure we are doing all that we can to
connect with parents and maintain positive relationships to provide students with the greatest
level of support. All parents want their child to be successful in school and in life, but may lack
the basic tools that are necessary for this to be achieved. It is our job as educators to be flexible,
understanding and provide the necessary trainings and resources so that they understand their
role as a parent is key to their childs success. One of my professional goals is to be patient and
persistent with parents that are difficult to get in contact with and those that are extremely
Goal 3: To seek professional development opportunities that focus on poverty in the classroom.
When working with low-income families, it is crucial to understand the challenges of the
students in order for them to learn and be successful. In the recent years, I have gained
experience just by working one on one with students and their families, but would benefit
immensely from more trainings on poverty in the classroom and different ways that I can improve
my teaching to meet the basic needs of these students. We may think we have an idea how that
child is feeling but if we do not understand the stressors associated with that particular
student(s), we cannot teach to the best of our ability and that student is not going to be a great
learner. Stressors associated with poverty effect the way a student learns and behaves. If I am
trained on how I can best support that student, I will have better control of my classroom and a
There are a great deal of organizations and agencies in the Green Bay area that are
academic-based and offer great programming for students in our local schools. My goal since I
started working with students has been seeking out one additional partner per year, while
maintaining great relationships with those I have already established. There are several that work
with low-income households and bring programming into the schools. In writing a paper for one
of my special education courses, I researched several agencies in the area that I was unfamiliar
with. There are numerous organizations that not only work with low-income families and provide
resources to students in need, but a number that provide additional support to ELL students and
families and students with special needs. Connecting with the social worker in the school that I
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work in would be an excellent resource to better understand what the area offers and how I can
help our students and families. Seeking out these resources to provide a high level of support
and academic achievement in my classroom, and the school as a whole, would be a great tool to
Introduction:
Outside of the classroom, I spend a great deal of time communicating with parents and
academic needs of all students that I work with, I also frequently attend professional
Behavior Intervention and Supports (PBIS), CHAMPS Classroom Management, Trauma Informed
Care, Active Shooter Response Training (ALICE), Devereux Student Strengths Assessment
(DESSA), Nonviolent Crisis Intervention, Social Emotional Learning (which includes Second-Step
and Circle Time), First Aid/CPR, and various afterschool curriculum trainings. Program Assistants
that work in the afterschool program are also given several of these trainings, many of which I
My collaboration with school staff and professional opportunities that I attend ensures
my students with various learning needs are successful and fully supported after school. Several
of our students have an individualized learning plan, with needs relating to ADHD, autism, and ID
deficits.
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effective educator. Maintaining a good rapport with students, their parent/guardian and other
community members shapes our schools and sets students up for success.
Students are at school for over six hours each day, five days per week. If there is a
mutual respect between the educator and the students, and the students feel valued and
appreciated, they are more likely eager to come to school and learn. Students that admire their
teacher and share a trusting relationship are also more willing to follow the school rules and
behave appropriately. Getting to know students on a personal level will motivate them to learn
and will allow the educator to adapt their teaching to meet the needs of the student. The
relationships that students develop during the school day play a significant role in their
education. Positive relationships allow the student to feel safe and secure in their learning
environment.
This strengthening of a students self-worth can often stay with them for life and affect future
behavior. Getting to know each student and developing a personal interest in them will make
students feel important. Making sure students know they have someone to talk to about their
bad day or a situation going on at home is very comforting for them. It builds the trust between
the teacher and the student and allows them to feel safe. Students often need to have
someone they look up to and respect, but can also have fun and share humor with. There are
often students that look forward to coming to school solely for the positive relationships they
share with their teachers and peers. This is even more important if their relationships at home
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are dysfunctional. Accepting students and celebrating their differences is significant with
The relationships formed with the parent/guardian of each student is also very
significant. Without their support, their child is going to have a harder time in the classroom. At
times it can be very difficult to form a relationship with a parent/guardian, just as it may take a
different approach to build that rapport with students in the classroom. Meeting the parents
where they feel comfortable is a great start to connecting with them regarding their childs
education or behavior at school. Communication is key, and parents enjoy hearing about their
childs progress in school (whether they are positive or negative). If parents are contacted only
for negative reports on student performance, that will impact the relationship. This also may
discourage parent involvement with school work because they may feel they cannot effectively
help their child. One way to boost a childs confidence and communicate to parents is a small
note sent home with the child stating what a great day he/she had. Parents will look forward to
receiving those notes and students will be motivated to receive them each day. Emails, phone
calls, progress reports, and conferences are other ways to stay connected with parents. Folders
sent home weekly for parent reviews are an effective way to involve the parent in their childs
learning. Parent involvement plays an important role in the success of their childs learning,
Since parents know their child best, they play a key role on the IEP team. If there is a
positive relationship between the community members, school staff and the parent(s), there is
a better chance that the parent(s) will share information about the childs strengths and needs
that are necessary for the development of the IEP. Encouraging parents to ask questions and
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explaining the information clearly will allow parents to feel vital to their childs education plan.
Parents should be informed of all changes made to the IEP and communicated regularly about
Developing rapport with students, parents and community members will set students
up for success and can have an impact on the school as a whole. Without the collaboration of
all parties, there is a greater chance that the students behavior and academic performance will
be negatively affected.
I have included two documents that I use as communication tools after school. The first
document is a communication log that I have implemented after school to document phone
calls or face-to-face contact that I have with each parent/guardian. I have also included a
monthly newsletter, which includes important dates and information, along with a look inside
the program.
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expertise on teaching and discipline strategies for my students, while measuring success in
myself and my classroom. My greater level of experience will support students with emotional
and behavioral disabilities and I will use the skills that I obtain through my courses to become an
effective resource for students and classroom teachers. I aspire to better understand the needs of
students, while gaining skills in leadership, classroom management and lesson planning.
In the last four years at two low-performing schools, working with high-poverty
students, I put students at the center of my teaching and regularly attended professional
development opportunities to ensure I had the tools that I needed to be successful. I have trained
in PBIS/CHAMPS, NVCI, Behavior Management, First Aid, CPR, ALICE, Second-Step and
Circle Time, which is geared towards improving the overall social emotional learning of
students. I also am an active member on the schools Crisis Team, PBIS/CHAMPS team and
actively participate in monthly staff meetings to carry over the school day instruction and
behavior strategies to the afterschool program. I also am a committee member for the
Community Partnership for Children through United Way. The Children and Families
Workgroup meets monthly and ensures children are safe, healthy and ready for kindergarten.
education teacher. I continue to seek out new learning opportunities and ensure I have the right
teachers (as well as other school staff) quite frequently. To ensure the afterschool
program is the best that it can possibly be for our students and impacts student learning,
this is a key part of my role. With the afterschool program operating outside of school
hours, I make it a priority to communicate with teachers and other school staff to bridge
school day with after school. Otherwise, there is a disconnect and lack of student
the school day, assisting in classrooms during the school hours, and either
communicating via email or face to face regarding student behavior, academics, and
attendance in the program weekly, if not daily. This has strengthened our partnership a
great deal. During a recent needs assessment focus group meeting that included several
teachers, one of the discussion topics narrowed in on communication between school day
and after school. Teachers in the meeting noted having a really great partnership and
The collaboration I have with teachers and school staff allows me to be a stronger
leader for my staff in the program, as I can better assist them with meeting the needs of
Reflective Summary:
Through my work with families, the community, as a learner, and as a leader/collaborator
at the school I am currently working in, there is a significant connection to students and the
impact my work has on them. My work outside the classroom supports my work inside the
collaboration, and as a learner in the Masters in Education program that all ties to student
learning. Not one stands out to me as being the most effective. All three have a significant
I believe that spending a greater amount of time with students during the school day,
working in classrooms and observing teachers, will help me better understand the academic
needs of my students and improve my program. As of now, 21CCLC funds are not able to be
used outside of afterschool hours. This is a grant requirement, but I am certain this would
Professional Documents:
Emily Klemme
PROFESSIONAL PROFILE
Master of Arts in Education and 10Sped student with seven years experience working
with at-risk youth in a school setting. Driven and caring advocate and educator for
education, focused on providing support for diverse learners and inspiring students to
become lifelong learners.
EDUCATION
Master of Arts in Education, Expected June 2017
GPA: 4.0
Saint Marys University of Minnesota, Green Bay, WI
EXPERIENCE
The Boys & Girls Club of Greater Green Bay Green Bay, WI
2012 - Present
BGCGB is a non-profit organization that enables all young people, especially those that need us
most, to reach their full potential as productive, caring, and responsible citizens. BGCGB serves
over 7,000 youth in two clubhouses and six school based sites.
Pathways/Outreach Manager
Developed and delivered outcomes-based programming to girls K-12, serving
nearly 2,000 girls in schools, shelters, detention centers and other youth serving
organizations
Trained and supervised 10 AmeriCorps members and staff in 2 counties, to
ensure program delivery was meeting the leadership outcomes and goals were
met for our department
Managed 4 grant-funded programs: $50,000 for programming strictly set for at-
risk youth in detention centers and shelter cares, $16,000 for Red Cross
Babysitter training classes to serve 160 youth in the Fox Valley, $5,000 for
elementary school-based programming to serve over 150 girls, and $6,050 for
mentoring program between 5 college, 10 high school, and 15 middle school
students.
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Developed inclusion plans for all racial, ethnic, religious, socio-economic and
special needs groups, to give all girls the leadership experience
Prepared and managed operating budgets for 10 programs with budgets
succeeding $4,000 annually in program supplies
Developed cost-containment strategies
Ensured quality services were provided based on needs and interests, to
guarantee sustainability and the growth in overall membership