1. Cheryl Self
1625 Cobblestone Creek Dr. • Florissant, MO 63031
Cellular 314.581.6252 • cself1889@gmail.com
CERTIFICATION
Initial Certificate State of Missouri Early and Elementary Education Birth- Grade 6 2013
Initial Certificate State of Missouri Early Childhood Special Education 2015
SUMMARY
Passionate, hardworking, and reflective educator that can adapt to different situations in order to help the students
reach their academic and personal goals. Supports and facilitates hands on learning and game play for higher order
thinking skills. Develops and delivers interdisciplinary and creative lesson plans for all subject areas in order for
students to succeed. Creates assessments to evaluate students’ performance. Successful in developing parental
relationships. Experienced in parochial and public school settings. My goals are to be a model teacher for the
students I have the opportunity to teach, I will strive to be a positive influence in the lives of my students, and I will
attend workshops, obtain a master's degree, and interact with other teachers for guidance and to learn new ideas to
stay current with the most effective teaching methods.
EDUCATION
B.A., Early and Elementary Education December 2012
Lindenwood University, St. Charles, MO GPA: 3.94
TEACHING EXPERIENCE
Early Childhood Education Substitute Teacher Ages 3-4 April-June 2015
Ferguson Florissant School District- Placement in McCluer South Berkley Head Start. Substitute teacher for the
Head Start program during an eight week maternity leave. All day class with twelve children. Prepared weekly
lesson plans focused on a question based study of trees and how plants grow. Instructed a teacher assistant on the
weekly lessons and the goals for the students. Attended early education meetings, make observational notes,
implement assessments, collaborate with preschool teachers and special education therapists, communicate with
parents and become personally invested in the children’s well-being and learning. Maintain a safe learning
environment and be receptive to the children’s needs in the classroom.
Early Childhood Education Substitute Teacher Ages 3-5 September-November 2014
Ferguson Florissant School District- Placement in the Administration building. Substitute teacher for two morning
classes while the teacher was on maternity leave. Prepared weekly lesson plans focused on a question based study of
bugs. Instructed a teacher assistant on the weekly lessons and the goals for the students. Attended early education
meetings, make observational notes to contribute to the Desired Results Developmental Profile, implement
assessments, collaborate with preschool teachers and special education therapists, communicate with parents and
become personally invested in the children’s well-being and learning. Maintain a safe learning environment and be
receptive to the children’s needs in the classroom.
Early Childhood Special Education Extended School Year Teacher Age 5 June 2014
Ferguson Florissant School District- Placement in the Administration building. Prepared weekly lessons plans
focused on the students’ individual needs in accordance with their Individual Education Plans. The skills taught
were to prepare the students for the kindergarten goals they would be working on in the upcoming school year.
Worked alongside students with a range of needs: behavioral assistance, cognitive and language disabilities, and
social/emotional assistance. Instructed three teacher assistants about the lessons for the school week that correlated
with the students’ goals. Make observational notes to contribute to their progress report at the send of the four-week
session. Remained flexible as the teacher assistants fluctuated and when the students left for their therapy time.
Building Instructional Aide-Preschool Ages 3-5 March 2013 to Present
Ferguson Florissant School District- Placements in both the Administration building and Halls Ferry Elementary,
assisted classroom teachers with the daily duties and instruction of children ages 3-5. Lead small groups, help
facilitate question making, help prepare lessons for class studies, make observational notes to contribute to the
Desired Results Developmental Profile, facilitate imaginative play, and become personally invested in the children’s

2. well-being and learning. Help to maintain a safe learning environment and be receptive to the children’s needs in the
classroom.
Student Teacher August 2012 to December 2012
Harris Elementary, St. Charles, MO – Placements in both kindergarten and third grade, followed IEPs of students,
created lesson plans that met a variety of student needs, evaluated and assessed student development. Administered
Aimsweb, and benchmark testing. Developed interventionist skills. Observed students to discover their interests,
background, learning styles, and maturity level. Used the counselor and librarian resources to help the children in
class reach their academic goals. Attended teacher in-services and staff meetings, curriculum meetings, Marzano
seminar, attended before and after school activities, and maintained relationships with fellow staff and
administrators. Created bulletins boards displaying the work of the students and created visual aids to assist students.
Teacher Aide August 2009 to May 2012
Immanuel Lutheran Preschool, St. Charles, MO – Aide in the preschool for ages 2-5 year olds. Facilitated centers,
worked with students using developmentally appropriate activities, read books to students, assembled lunches, nap
cots, and take home folders, maintain a positive, active, safe, and calm learning environment, created seasonal
bulletin boards, maintained lasting relationships with fellow staff and administrators, and completed daily notes to
parents about their child’s day.
HONORS AND ACTIVITIES
A+ Tutor June 2004
Coldwater Elementary, Florissant, MO
Lindenwood University Dean's List, 2009 to 2012
Junior Achievement, Volunteer Teacher, 2008 and 2011
Ourselves unit for Kindergarten at St. Ann, Normandy, MO
Our Community unit for second grade at St. Charles Borromeo, St. Charles, MO
LindenLeader Award for outstanding work study performance, 2011 and 2012