Alexandra

Morris 2445 15th St. NW apt 104, Washington, DC 2009 (336) 528-3284 morrisalexandrak@gmail.com
EDUCATION

Trinity Washington University

Master of Arts in Teaching, E arly Childhood Education
Graduation expected Spring 2017

University of North Carolina Chapel Hill

Bachelor of Arts, Latin American Studies, Spanish
Graduated December 2012, with distinction
Overall GPA: 3.62, Latin American Studies 3.72, Spanish 3.75

EXPERIENCE

Center for Inspired Teaching, Washington, DC
Capital City Public Charter School Pre-Kindergarten Resident Teacher (August 2015-present)
Alongside mentor teacher, taught class of 19 3- and 4-year-old students
Planned and implemented developmentally appropriate lessons, using Experiential Learning curriculum
Built relationships with students, families, and school staff
Assessed students and documented progress on GOLD Standards

Child Trends, Bethesda, MD
Research Assistant, Early Childhood Program Area (March 2014-July 2015)
Planned for, organized, and oversaw data collection (including CLASS Observations and direct child assessments) in
350+ pre-kindergarten classrooms in DC Public Schools
Read, compiled, and tabled articles to facilitate writing literature reviews
Transcribed interviews conducted in Spanish; translated content into English for parent engagement project
Field Research Assistant (January 2014-March 2014)
Became reliable on procedures for six different standardized assessments, including the Woodcock-Johnson and
Woodcock-Muoz, in both English and Spanish
Assessed students ages three to seven for about 45 minutes each

Semilla d e Mostaza, Cochabamba, Bolivia
Volunteer Teacher (August-December 2011)
Planned and implemented programs to ensure kindergarten readiness in Montessori preschool setting
Worked one on one with child with severe speech delay and behavioral differences
Gained experience working in high needs community and in culturally diverse setting

St. Pauls College, Buenos Aires, Argentina
Intern (August 2011; June-July 2008)
Prepared native Spanish speakers (ages 3-17) enrolled in bilingual school for international English proficiency exam
Compiled data from past exams to determine what academic areas needed most support

Frank Porter Graham Elementary School, Chapel Hill, NC
Dual Language Teaching Assistant (September 2009-December 2010)
Tutored native Spanish-speakers in reading and mathematics
Supervised literacy stations and lead small reading groups





HONORS
SKILLS

Awarded

Best
C
ontributor
t
o
a

G
reat
W
orkplace
b
y
Certified Classroom Assessment Scoring System

colleagues at Child Trends, November 2014
(CLASS) observer
Sigma Delta Pi Spanish Honors Society, inducted 2012
Fluency in Spanish
Deans List, three semesters
Transcription and translation English/Spanish
Accepted to North Carolina Teaching Fellows Class of 2013
Microsoft office suite
Presidential Service Gold Award, awarded for more than
Proficient in W ordpress, Tumblr, and Blogger
250 hours of community service annually 2006, 2007, 2008,
2009