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Prior to coming to Saint Louis, I worked as a gifted program coordinator and teacher in Atlanta and before that in Phoenix. I have also been a classroom teacher in 2nd, 5th, and 6th grade for students of all abilities. I earned my Bachelor's and Master's Degrees from Chatham University in Pittsburgh, Pennsylvania. Both of these degrees are in Elementary Education. I completed undergraduate research focused on the learning preferences of students in online and traditional classrooms and graduate research on the impact of the Carnegie Mellon Institute for Talented Elementary Students (C-MITES) on its students in an effort to learn more about learning. Even as a beginning teacher I was interested in the learning differences of students and how those differences impact teaching. I later completed my Doctorate of Education in Instructional Leadership K-12 with a focus on gifted education. For my dissertation, I examined gifted students' asynchronous development and how teachers of the gifted address the unique needs of this population due to their uneven development in the social, emotional, cognitive, and physical domains. I have presented my research and teaching experiences at state, national, and world conferences in the areas of best teaching practices, gifted development, social and emotional interventions for the classroom, and professional development techniques.

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Jennifer’s Qualifications

Education & Certification

Undergraduate Degree: Chatham College - Bachelors, Elementary Education

Graduate Degree: Argosy University-Phoenix - PHD, Instructional Leadership K-12


Reading, music, dogs, horses

Q & A

What is your teaching philosophy?

Throughout my educational experiences as a teacher and a learner, I have developed an understanding of the uniqueness of learning. Every student learns in a different way and at a different speed. This understanding is why you will hear the terms "personal best" and "fair is fair" throughout the year. "Personal best" is the idea that no matter what you do, you do it to the best of your ability. I will always do my personal best in the classroom, and I expect the same of my students. I am aware that every student will have a bad day, just as I hope they will understand when I do. "Personal best" is not a constant; it is an individual's best effort for a particular situation. I expect students to do the best they are able at a particular moment on a particular task and I want them to hold me to the same expectation.

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