Marcy Gray

Secondary Spanish Student Teacher and K-12 Spanish Education Major, with over 4 years of experience working with young people through volunteerism as well as classroom observations and practicum. Highly compassionate, strong organizational skills, patient, and ability to be work well and communicate effectively with children, parents, colleagues, and supervisors. Excited to take on my first full-time teaching experience as a High School Spanish Teacher and student advocate.

B.A. IN K-12 SPANISH EDUCATION | Illinois Wesleyan University | August 2015 - Present

• Holding an exceptionally high academic standing (3.9 / 4 GPA).
• Awarded Dean's List 6 consecutive semesters.
• On track to graduate with Summa Cum Laude highest honors.
• Accepted into Pi Lambda Theta, one of the nation's most prestigious education honor societies.

STUDENT TEACHER | Bloomington High School | August 2018 - Present

I am currently teaching six beginning to advanced secondary Spanish courses, with up to 25 students per class. I am fulfilling my Student Teaching requirements and gaining hands-on experience that I will be able to apply in my future career as a full-time Spanish Teacher.

• Utilize a groundbreaking immersive foreign language teaching method, TPRS, 100% of the time.
• Self-design 90% of lesson plans, content, and assessments.
• Transition to full-time teacher with assistance from supporting teacher.
• Learn effective styles of classroom management via effective engagement strategies and assigning student jobs.
• Create a positive learning environment through kindness, patience, and mutual respect.
• Cultivate professional relationships with faculty, students, and parents.
• Attended the 2018 National TPRS Conference along with my supporting teacher, in order to prepare for my student teaching.

TEACHING ASSISTANT | IWU Educational Studies Department | January 2018 - May 2018

I worked three days a week observing two of Professor Edmonson's EDUC 202 courses, lasting a total of 9 hours per week. I also provided tutoring hours for the course's students two days a week, totaling 2 hours each session. Other responsibilities included:

• Collaborating on planning & implementation of EDUC 202 courses 
• Conducting class observations twice a week
• Providing tutoring sessions to EDUC 202 students individually & in groups
• Grading 80% of assignments & tests
• Presenting 10% of course content

TEACHING OBSERVATIONS & PRACTICUM | Multiple Elementary & High School Settings | January 2015 - May 2018

As an Educational Studies major in Special Content (Spanish), I completed over 170 hours of service, observation, and practicum in social service agencies, elementary schools and high schools, gaining firsthand experience in diverse educational settings.

• Completed 20 hours of service (homework help & leading after-school activities & games) at a local social service agency (UNITY Community Center).
• Observed a 4th grade classroom and a kindergarten classroom for a total of 25 hours, one hour a week for a semester.
• Completed 25 hours of fieldwork conducting observations and teaching in a secondary Spanish classroom, one hour a week for a semester.
• Completed 100 hours of practicum observations and teaching in an elementary ELL classroom, twice a week for 4 hours each for a semester.

• Emotional Intelligence
• Patience
• Team building
• Leadership
• Student advocacy
• Communication
• Organization
• Time Management
• Compassion & Empathy

Prospective Educator Scholarship | Pi Lambda Theta | May 2018

I was awarded the Prospective Educator Scholarship and accepted into a division of Phi Delta Kappa International, known as Pi Lambda Theta, a prestigious honor society serving to recognize outstanding preservice and practicing educators. Requirements include pursuing a career in education and have an undergraduate cumulative GPA of 3.5 or above. Only 35 other students in the entire nation were awarded this scholarship in 2018.