Laeya Karimi Tabrizi

Toronto District School Board: Davisville PS LTO

Grade 2/3 French Immersion October 2024-June 2025

• Planned, taught, and assessed lessons and assignments which aligned with the French Curriculum
• Engaged in collaboration with primary teachers by co-planning and team teaching
• Explicitly taught and modeled reading strategies students need to understand fiction and non-fiction texts they are reading

Established a sense of belonging by creating respectful relationships, supporting diverse social, economical, and cultural backgrounds and experiences, and ensuring the classroom reflected the children
• Ensured environment supported children's self-regulation by providing a range of materials and strategies (e.g., calming corner, mindful activities)

• Demonstrated 3-part lessons as a key component of the numeracy program and engaged in instructional and assessment strategies
  Effectively integrated technologies into lessons including Google Classroom, Google Docs, Smartboard, and iPads
  • Made thinking and learning visible by noticing and naming students'
  activities and strategically posting documentation panels and learning
  stories to encourage students to reflect on their learning

Toronto District School Board: Bedford PS LTO

Intermediate Autism March 2023-June 2024

• Organized and dependable candidate successful at managing multiple priorities with a positive attitude. Willingness to take on added responsibilities to meet team goals.
• Planned, taught, assessed lessons and assignments which met students' IEP criteria and needs
• Reviewed and updated student Individual Education Plans, OSRs, prior evaluations and parental input
• Continued teachers' classroom management practices to ensure a safe learning environment
• Communicated frequently with parents in order to effectively establish strategies for student behaviour
• Tracked, monitored, evaluated student performance and tailor lesson plans to individual strengths and weaknesses to improve academic performance
• Implemented reward system to develop continuous positive behaviour
• Communicated with teachers, administrators, and parents to build a positive rapport with students and the school community
• Effectively integrated technologies into lessons including Google Classroom, Google Docs, Smartboard, and iPads

Toronto District School Board: Davisville PS LTO

Grade One French Immersion September 2022- March 2023

• Planned, taught, and assessed lessons and assignments which aligned with the French Curriculum
• Engaged in collaboration with primary teachers by co-planning and team teaching
• Explicitly taught and modeled reading strategies students need to understand fiction and non-fiction texts they are reading
• Introduced new strategies in ways that are appropriate to students’ grade level and level of language development in French
• Gave students regular opportunities to reflect on the effectiveness of the reading strategies they are using and encouraged them to set goals for improvement
• Demonstrated 3-part lessons as a key component of the numeracy program and engaged in instructional and assessment strategies

Toronto District School Board: Bedford PS LTO

French Immersion Gr. 4 January 2022- June 2022

• Created and administered exams and evaluations to analyze student progress
• Fostered a classroom environment conducive to learning while encouraging students interaction in French
• Maintained a productive classroom through the use of student-centered activities and instruction
• Assessed student performance through oral and written exams and ensured differentiated instruction in the classroom
• Created a fun and enthusiastic learning environment through readings, plays, student presentations and hands-on activities

Toronto District School Board: Occasional Teacher

January 2010-Present

• Followed provided lesson plans and adapted lessons where necessary to ensure

student understanding of learning goals

• Established classroom management in order to maintain a positive learning

experience for all students

• Assumed general school duties and effectively communicated back to absent

teachers to create a seamless transition

• Substituted for HSP, and the Developmental disability program. Meeting the varied needs of students by incorporating technology and following lesson plans and

classroom routines