MONICA DALMIA

1841 Shaker Heights Drive

Bloomfield Hills, MI 48304
248.703.0738
monica.dalmia@gmail.com

CERTIFICATION

Michigan Standard Teaching Certificate Expiration: 06/2019

Elementary K-5 all subjects (K-8 All Subjects Self Contained Classroom)
Language Arts (BX) K-8

California Preliminary Multiple Subject Teaching Credential 09/2018

Pre-K – 12th Grade: General Subjects

Maryland Standard Professional Certificate I 06/2014

Praxis II Endorsements: Early Childhood Education, Elementary Education
Pre-K – 5th Grade: All Subject Areas, 6th – 8th: Language Arts

EDUCATION

University of Michigan, Ann Arbor, Michigan 08/2017 – Present

• Master of Arts in Educational Studies in Teaching and Learning
• (Curriculum Development)
• GPA: 4.0/4.0

Michigan State University, East Lansing, Michigan 08/2007 – 05/2008

• Bachelor of Arts in Elementary Education
• Teaching Major: Language Arts
• Fifth-year Teacher Internship Program (12 Graduate Credits)
• Dean’s List for 3 semesters
• GPA: 3.36/4.0

TEACHING EXPERIENCE

Birmingham, Bloomfield Hills, Troy & Rochester School Districts, Michigan 08/2016 – 06/2017
Substitute Teacher – Kindergarten – 8th Grade
• Praised for classroom management, effectiveness, and organization and was requested multiple times at
schools such as Harlan Elementary, Eastover Elementary and Way Elementary
• Wrote comprehensive reports to inform permanent teacher regarding lesson plans and student behavior

Harkham Hillel Hebrew Academy (Private School), Beverly Hills, California 01/2014 – 06/2016
Kindergarten Teacher
• Taught 30 kindergarten students in two classes with a co-teacher
• Designed the Scope and Sequence for kindergarten which guided teacher instruction and built the foundation
of the kindergarten program
• Chosen to lead the kindergarten team and made planning meetings more effective by clarifying goals
• Collaborated with grade level team to plan curriculum for each week leading to more cohesive teaching
across the grade level
• Created a positive classroom community based on the Responsive Classroom approach
• Used DIBELS and Reading A to Z running records assessments to form flexible guided reading groups and
inform instruction to meet the needs of all students
• Developed partnerships with parents by communicating with them through telephone, e-mail, newsletters,
weekly reviews, daily behavior charts and informal/formal conferences
• Attended training and workshops centered on Handwriting Without Tears, the SMARTboard, iPads, Student
Portfolios, DIBELs, Singapore Math and Writer’s Workshop, resulting in effective implementation of curricula
in the classroom
Brentwood Lower School (Private School), Los Angeles, California 08/2012 – 06/2013
Second Grade Associate Teacher
• Taught 21 second graders in a co-teaching environment
• Collaborated with grade level team to plan and develop curriculum and projects
• Led writer’s workshop and created writing units
• Examined Everyday Math curriculum by unit in order to scope and sequence to develop consistency across
the grade level
• Integrated SMART Board technology on a daily basis which produced an increase in student engagement
• Actively engaged students in conflict resolution methods therefore strengthening their social emotional skills
• Designed weekly newsletters and homework packets
• Supervised after-school homework club weekly

Glassmanor Elementary School (Title 1 School), Oxon Hill, Maryland 08/2011 – 06/2012
First Grade Teacher
• Responsible for planning instruction, preparing classroom materials, making weekly homework packets, and
creating behavior logs for two first grade classrooms concurrently, due to a co-worker falling ill
• Implemented a balanced literacy program including shared, guided and independent reading and writing
leading to more effective reading instruction in large/small groups
• Incorporated cooperative learning activities such Think-Pair-Share and hands-on partner games daily
• Evaluated students using formative/summative assessments such as the Developmental Reading
Assessment (DRA) and analyzed data to plan instruction
• Designed a positive behavior modification plan as motivation for improving conduct, encouraging participation
and student accountability
• Individualized instruction for ELL students using pictorial dictionaries and visuals

Francis T. Evans Elementary School (Public School), Clinton, Maryland 08/2009 – 08/2011
Kindergarten Teacher
• Taught 25 kindergarteners primarily from military families, near the Andrews Air Force Base
• Created and used centers for reading, writing, mathematics, science, art, and blocks in order to complement
hands-on curriculum
• Collaborated with colleagues to plan instruction and to share resources
• Integrated technology daily into lesson plans in order to engage students
• Worked with an interdisciplinary team to plan for and meet the needs of students with an Individualized
Education Plan (IEP)
• Made behavioral modification plans for students addressing individual goals therefore leading to partnership
with parents and improved student behavior

CURRICULUM DEVELOPMENT EXPERIENCE

Community Action Network, Ann Arbor, Michigan 01/2018 – Present

Curriculum Development Intern
• Designed curriculum for a non-profit organization’s technology summer program geared towards first through
fourth grade
• Created supporting (autonomous) activities focused on the history of technology, maker spaces, website
exploration, digital field trips, speculative technology, and inventors
• Worked on primary thematic activities for weeks centered on the history of technology and digital
communication (internet safety, cyberbullying, journalism, blogging)

PROFESSIONAL DEVELOPMENT

Kappa Delta Pi (International Honor Society in Education) Member 08/2017 – Present

National Association for the Education of Young Children (NAEYC) Member 08/2015 – Present

Designing Lessons for a Culturally Relevant Curriculum with Christine Sleeter 01/2018

On Becoming Sociocultural Mediators with Sonia Nieto 09/2017