Cover Letter

Steve O’Gorman

5 Marine Parade Drive, Unit 907, Toronto, ON, M8V 4B4     

Phone #: 416-556-9763   Email: steve_ogorman@hotmail.com


March, 2011

To Whom it May Concern, 

I am interested in applying for the position of a primary/junior teacher with the Toronto District School Board.

Having worked as an English teacher in Korea and Ontario for the past four years I believe that I have the practical experience and knowledge to be an effective teacher with the TDSB.  I possess a high level of energy and enthusiasm when working with children of all ages.   One of my best qualities is my ability to work with all types of learners.  I am a hardworking and sincere person that strives to treat people with respect. I have spent the last year furthering my education with the University of Toronto Teacher Education Program.  My first placement was in a grade 1 class at John Ross Robertson School and I am currently doing my second placement in a grade 5 class at Brock elementary school.             

Over the past year I have developed my skills in differentiated instruction, assessment, and honed my skills teaching English as a second language to elementary school students.  I consider myself very adaptable in new environments. 
        

I have also outlined my previous experience in the field of teaching and other leadership roles that I have had. 
         

My experience working with a variety of age groups at the University of Toronto sports camp, as well as my position as a don at my university residence is highlighted in my resume. These positions have prepared me for a full time job in the field of education.         

         

Please contact me to further discuss my qualifications for any positions the school board has to offer.

Yours Truly, 


Steve O’Gorman


Teaching Resume

		Steve O'Gorman 907-5 Marine Parade Drive, Toronto, Ontario M8V4B4 Phone: 416-556-9763 E-Mail: steve_ogorman@hotmail.com Objective To obtain employment with the Toronto District School Board as a full-time elementary school teacher.
		Experience English as a Second Language Tutor, Self-Employed -  August 2010-Present Toronto, Ontario Provide private tutelage to adult English language learners from Saudi-Arabia, South Korea, Japan, and Mexico. Teacher, EF International  -   June 2009-August 2010 Toronto, Ontario Organized and prepared daily lesson plans, taught adult English language learners in classes ranging in size from 7 to 17 students, at various levels of English (Beginner (Level I) to advanced (Level V)). Courses taught: Communication, Grammar, Integrated Skills, from levels I to V.   Tutor, Brilliant Tutor  -   2006-2007; August 2008-June 2009 Toronto, Ontario Tutored elementary and secondary students in all subjects. Teacher, Yes Youngdo Education Corporation  -   June 2007- August 2008 Seoul, South Korea Organized and prepared daily lesson plans, and presented the lesson to the class. Worked as part of a team to develop new English curriculum now being taught at Yes Youngdo schools throughout South Korea.  Supply Teacher, Dufferin-Peel School Board  -   2005-2007 Mississauga, Ontario Taught students from grades 5, 7, and 8 at St. Mark’s Elementary School when called in to the school from emergency supply list. Youth worker, Gungahlin Regional Community Service  -   2006 Canberra, Australia Supervised children ages 5-13 during a before and after school program located at an elementary school. Counselor/Group Leader, Camp Awakening  -   2005 Mindon, Ontario Responsible for overseeing 3 members of staff and 15 special needs camp participants between the ages of 14-20, program planning and supervising week-long canoe trips and excursions.  The purpose of the program was to assist with the development of the participants’ physical abilities, emotional well-being and social skills, to promote independence and build confidence.    Counselor/Group Leader, U of T Sports Camp  -  2002 – 2004 Mississauga, Ontario Supervised two staff members and hundreds of campers, ages 6-17 years old.  Responsible for program planning, organization of events, coordinating theme days, working with special needs participants, coaching group and individual sports and supervising safe swimming activities.
		Education Bachelor of Education, OISE, U of T  -   September 2010-May 2011 Studied within the Primary-Junior education division, within the Central Option, with a focus on building skills to best teach diverse classrooms typical of the Toronto District School Board.  This program emphasized self-reflection, and a strong work ethic, and provided the opportunity to do placements within the TDSB. Teaching English as a Second Language (TESL) Certification  -   April-June 2009 Honours Bachelor of Arts, Brock University  -   September 2000 – May 2004 Received a major in Philosophy and a Minor in Child and Youth Studies. Loyola Catholic Secondary School  -   September 1995 – June 2000
		VOLUNTEER & COMMUNITY John Ross Robertson and Brock elementary schools   -    2010-2011 Temporary hockey coach.  Ran practices and try-outs. Ontario Special Olympics  -  1997 – 2007 Volunteered, coached and refereed tournaments and events.  Mississauga Minor League Baseball   -   1995-2000 Assisted with program planning, coaching and supervision. CERTIFICATIONS TESL (Teaching English as a Second Language) St. John’s Ambulance Emergency First Aid certificate Lifeguard and NLS INTERESTS & HOBBIES Performing artist: guitar, bass, piano, drums, keyboard Sports and leisure activities: baseball, hockey, golf, tennis, bowling. Black belt in Taekwondo  See reference letters attached. Additional references available upon request.

ELL: Letter of Reference - Teaching in Korea (Differentiated Instruction)

Simple Machines Unit: Grade 5 K'nex

“We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.” 
Lloyd Alexander

Bridge Building Unit: Grade 5 Class

Writer's Checklist for Grade 1 Classroom

Topic: Writer’s Checklist (Grade 1)

Monday November 8th, 2010                                                 

Foundations of Professional Practice:  Commitment to Students and Students Learning, specifically Grade 1 language curriculum

Description of the learning experience: 

My teacher associate utilized a checklist of writing expectations in order to objectively evaluate students’ writing level.  She developed the checklist using grade 1 curriculum expectations. The checklist is a great way to assess and evaluate students’ writing in grade one.  It consists of 8 different categories that students can use to check their own work.  By the end of grade one, students will have internalized this checklist and will be able to further develop their writing.

What I learned from this experience:

I learned that there are good objective standards that can be used as guidelines when assessing a students’ writing.  As students progress I would be able to add and modify the writer’s checklist to coincide with their writing level.  It also makes clarifies the important steps that must be followed when writing and gives students a chance to check their own work before handing it in to the teacher.

How this learning experience will affect my classroom programming:

The writer’s checklist has shown me that there are objective checklists that can be made for every grade level.  First I have to become familiar with the curriculum for the particular grade level and then it is possible to make a writers checklist for the students.  I will be able to modify and use this idea in any grade level to help students internalize key elements of writing.

Songwriting Interactive Workshop Grade 1