Jeff Merkin

• Helped start the neighborhood program at Skinner West in 2009. I taught kindergarten for 10 years.
• After 10 years doing kindergarten, I looped with my class to first and then second grade
• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.
• Mentored new teachers, sharing best practices and providing guidance to help them adapt to their new roles successfully.

First Grade Teacher Carnegie School Chicago 1999-2009

Taught regular first grade for one year

Taught gifted first grade for eight years

Differentiated instruction to accommodate diverse learning students, ensuring all students made progress toward academic goals.

Trained in gifted education

Mentored 6th through 8th grade young men for three years

• Utilized data-driven instruction to identify areas of need for individual students and adjust teaching methods accordingly.
• Assessed student progress regularly using formative assessments and modified instruction accordingly for optimal growth.
• Established strong relationships with parents through effective communication about their child''s academic progress and social-emotional development.
• Built positive relationships with parents to involve families in educational process.
• Improved student reading comprehension by incorporating engaging phonics activities and guided reading sessions.
• Developed students'' critical thinking skills through inquiry-based learning activities and group projects.
• Increased parent involvement in their child''s education by conducting regular parent-teacher conferences and providing resources for at-home learning support.
• Implemented positive behavior support strategies, promoting a respectful and inclusive classroom culture.
• Collaborated with colleagues to develop interdisciplinary lessons that connected subjects such as math, science, and social studies.
• Stayed abreast of changes to school and district policies as well as new trends in education by attending professional development courses and in-service trainings.
• Assessed student progress by administering tests and evaluating results.
• Served as a mentor for new teachers, offering guidance on lesson planning, instructional strategies, and classroom management techniques.
• Created lesson plans to correlate with state curriculum standards and devised educational programs to meet educational objectives.
• Designed and presented lesson plans in one or more academic subjects using variety of teaching techniques to appeal to various learning styles within assigned grade level.
• Reinforced positive behavior by encouraging efforts through affirmation statements and praising accomplishments.

• Hired to develop classes for children between preschool to third grade.
• Teacher in their Saturday Morning program as well as their summer program.
• Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.
• Developed and executed formative and summative assessments to monitor student progress, adjusting teaching strategies accordingly.
• Utilized data-driven instruction to tailor lessons for improved academic performance.

• Second grade teacher
• Created after school authors program for the primary students
• Worked with gifted students
• Created a welcoming classroom atmosphere by establishing clear expectations and routines, promoting a sense of belonging among students.
• Differentiated instruction to meet the unique learning needs of each student, ensuring all students were able to access the curriculum successfully.
• Helped students develop self-esteem and life skills by fostering healthy conflict-resolution, critical thinking, and communication.

• First grade teacher
• Worked with students that dealt with trauma in their lives
• Managed between 22-25 students each year.
• Differentiated instruction to accommodate diverse learning styles, ensuring all students made progress towards academic goals.
• Established strong relationships with parents through effective communication about their child's academic progress and social-emotional development.
• Improved student reading comprehension by incorporating engaging phonics activities and guided reading sessions.