Elementary Education

banner 1

There are only two lasting bequests we can hope to give our children. One of these is roots, the other, wings. ~Hodding Carter

Table of Contents

Education

Ed.D. in Distance Education, August 2009

Regent University, Virginia Beach, VA
Dissertation: The Impact of Asynchronous and Synchronous Instruction and Discussion in Online Courses on Social Presence, Teaching Presence, Cognitive Presence, and Learning

Ph.D in Counselor Education and Supervision, in progress

CACREP accredited
Regent University, Virginia Beach, VA
27 hours completed
Regent Transcript (.doc)

M.A. in Community Counseling

CACREP accredited, May 2004
Regent University, Virginia Beach, VA
Regent Transcript (.doc)

B.S. in Elementary Education, May 2002

Huntington College, Huntington, IN, 46750
Graduated Summa Cum Laude
Huntington Transcript (PDF)

Licenses, Certifications, and Honors

Experience

2005 – 2007, Mental Health Clinician, Pendleton Child Service Center Distinguishing Characteristics: Residental and Day Treatment Program for kids with emotional, social, behavioral, and developmental problems

As a mental health clinician at Pendleton Child Service Center, an educational day treatment and residential center for K-7th grade, my responsibilities included conducting individual therapy for children with emotional, social, developmental, and behavioral problems; developing, implementing, and evaluting psychoeducational group curriculum that aligned with VA SOL standards; planning, implementing, and evaluating therapeutic programming for children’s day and residential programs; researching and developing the behavior modification programs and interventions; writing policies and procedures for day and residential programs; partnering with community agencies to provide therapeutic and educational programs for residential children; and consulting with local school personnel to advocate for least restrictive educational services.

2002 (Spring), Student Teacher, Salamonie Elementary School, Warren, IN, Distinguishing Characteristics: Four Block

As a student teacher my responsibilities included developing and teaching daily second grade lessons; coordinating field trips, Wild About Math Days, and Passport Days; researching and developing Warren community history curriculum; planning parent/ teacher conferences and educational parent nights; and consulting with parents, counselors, administrators, and teachers. I was responsible for creating and implementing a classroom discipline and management plan, modifying lessons for special need students, and preparing of lessons for a moderately mentally retarded student. I also maintained grade cards and designed several organizational strategies to eliminate and streamline grading and other paperwork. I participated in student-led conferences, attended and participated in planning sessions for Public Law 221, and worked cooperatively with other second grade teachers on curriculum and teaching strategies.

2001- 2002 (Fall/Spring), Teacher, International School of Budapest, Diósd, Hungary Distinguishing Characteristics: Member of the European Council of International Schools, Member of Central and Eastern European School Association, ESL curriculum

As a volunteer teacher, my responsibilities included developing and teaching daily third grade lessons to a multicultural class; developing and implementing a Hungarian history curriculum, behavioral modification plans, and ESL program; modifying curriculum to meet the needs of diverse students; and consulting with parents, counselors, administrators, and teachers.

2001 (Spring), Practicum Student , Harrison Hill Elementary, Fort Wayne, IN
Distinguishing Characteristics: Inner-city school, Science and technology Curriculum

As a practicum student at Harrison Hill Elementary, my responsibilities included preparing hands-on science lessons for fifth grade students; teaching traditional math lessons for fifth grade students; formulating diagnostic reading activities for selected fifth and sixth grade students; scheduling and conducting parent teacher conferences; designing bulletin boards; and coordinating classroom guidance lessons in coorporation with the guidance counselor.

2001 (Winter), Practicum Student, Memorial Park Middle School, Fort Wayne, IN, Distinguishing Characteristics: Fine Art Magnet School, Inner-city school, Shurley Method

As a practicum student at Memorial Park Middle School, my reposnsibilities included included teaching sixth grade language arts, reading, and geography. I used the Shurley Method and taught using a basal text. I formulated and taught lessons to prepare students for Proficiency Aligned Learning Quarterly Examinations, taught organizational and research skills in the context their cultural poster projects, and worked with and modified curriculum for students with learning disabilities, emotional problems, and mild mental retardation.

2000 (Fall), Practicum Student, Lincoln Elementary School, Indiana
Distinguishing Characteristics: C.L.A.S.S. (Connecting Learning Assures Successful Students), Brain - Compatible Learning , Four Block

As a practicum student at Lincoln Elementary, I taught first grade and prmarily worked with gifted students. I developed and taught a neighborhood unit in social studies, conducted Four Block lessons, and developed and taught a language arts unit on Thanksgiving.

Elementary Education Related Experience

1999 - 2002, Teacher, Mindscape, Huntington, IN

As a teacher for the Mindscape program, my responsibilities included developing and teaching nature based curriculum to elementary and middle school students; consulting with local school teachers and principals; marketing the program; and entering program data into Access database. During my time at Mindscape, one of the primary projects I worked on was the development of a nature based immigration curriculum for third and fourth graders.

1999 - 2002, Private Tutor, Huntington, IN

Being a private community tutor, I tutored children with disabilities in the second, third, fourth, and fifth grades. Children had disabilities including ADHD, partially deafness, partially learning disabilities, and autism.

2000 - 2001, Volunteer, Huntington County Schools, Huntington, IN

I volunteered for a variety of school sponsored community events. During the Classroom Connection Family Reading Night Event at Lincoln Elementary, I planned and prepared a reading room. The room that I orchestrated was based around Aseop 's fable The Lion and the Mouse. Upon entrance into this room, the students and their parents heard a dramatic reading of The Lion and the Mouse. Together the parents and the students then completed a related activity. During the Math Across America at Horace Mann Elementary School, I planned, prepared, and implemented a math center. The math center focused on the use of dice in number identification, addition, subtraction, and multiplication. The games that I assembled included Add on Addends, Lowest is Best, and Dice Bingo.

Selected Presentations and Publications

Rockinson-Szapkiw. A. (2004-2005). “Diagnosis in Daycare.” Day Care In-service, Virginia Beach Department of Human Services, Virginia Beach, VA.

Rockinson-Szapkiw, A. (2004-2005). “Age Appropriate Activities.” Day Care In-service, Virginia Beach Department of Human Services, Virginia Beach, VA.

Rockinson-Szapkiw, A. (2004-2005). “Dealing with Difficult Children.” Day Care In-service, Virginia Beach Department of Human Services, Virginia Beach, VA.

Rockinson, A. (2003, November). “Third Culture Kids: Identity Formation.” Counselors Helping to Chart Success in the Commonwealth, VCA Convention, Williamsburg, VA. (PowerPoint show)

Rockinson, A. (2002, January). “Third Culture Kids: Meeting Their Needs in an International School.” Interaction Conference, Huntington, IN.

Artifacts

Classroom Management Plan

Diagnostic Reading Report

  • This Diagnostic Report is an aggregation of all the information accumulated during an intensive diagnostic reading assessment of Siearah Ellenberger (pseudo name). This report includes the conclusions drawn about Siearah's reading strengths and weaknesses after reviewing the assessment materials that included an Auditory Memory Inventory, the Visual Memory Inventory (DLM), the EI Paso, and the IRI by Burns and Roe.
  • Sample Report (.doc)

CURRICULUM DEVELOPMENT

Different People Enrich the World: Reading/Language Art Unit for Second Grade

  • This unit was planned to promote multicultural awareness and to celebrate the similarities and differences of humanity. The reading and language arts lessons and activities for this unit were based on People by Peter Speirs and was designed and  implemented during my student teaching experience at Salamonie School. It was paired with the integrated unit entitled Passport to the World. Complete unit available upon request.
  • Sample Lesson Plan (.doc)

Passport to the World: An Integrated Unit for Second Grade

  • This unit was designed to broaden the students' worldview through studying a variety of countries including: Ireland, Mexico, and China. This unit incorporated all subject areas and made use of technology and the Internet. It also included each of Gardener's eight multiple intelligences. This unit was planned and implemented during my student teaching experience at Salamonie School. Complete unit available upon request.
  • Sample Lesson Plan (.doc)

Our Community: A Social Studies Unit for Second Grade

  • This unit was designed for students to recognize that an individual is a member of a community and has rights and responsibilities resulting from that membership and for students to explore the identity of their community and learn that the community has unique characteristics that are of value and should be respected. During this unit, students explored the heritage of their own community by being engaged by an actor role-playing the founder of their community.
  • Students created their own community. Within this social studies unit, an emphasis was placed on students learning through observation, recording, inference, and reporting, which in turn enhanced research and problem-solving skills. The unit provided numerous occasions for cooperative learning. This social studies unit was closely connected with the stat standards, Gardener's eight multiple intelligences, and learning style. Students were required to make extensive use of library resources, computer resources, and community professionals resources. A field trip in the community was provided to further reinforce direct experimental learning. This unit was planned and implemented during my student teaching experience at Salamonie School. Complete unit available upon request.
  • Sample Lesson Plan (.doc)

Immigration: Yesterday and Today, An Integrated Unit for Third and Fourth Graders

  • This integrated unit centered around the theme of Immigration is intended to help student recognize that immigration was and is an important force that shapes society. This integrated unit is formatted in Fogrataty's "webbed model" and includes a "shared" format. This unit also incorporates a variety of teaching methods and strategies.
  • A primary means of instruction included hands-on and free exploration activities. Other prominent methods used include corporative learning groups, individual work, and direct instruction. In order to address learner differences and to create a rich and nurturing environment, this unit incorporates each of Gardener's eight multiple intelligences and each learning style. Also integrated into this unit are the fine arts and technology. This unit was planned and implemented during my student teaching experience at the International School of Budapest School. Complete unit available upon request.
  • Sample Lesson Plan (.doc)

Teaching Reference

< back to top