Teachers have a great sphere of influence, and every teacher desires to make a difference and provide support for not only the students with whom they interact but also with the colleagues with whom they work. In my 19 years as an educator, I have found that participating in collaborative learning communities and creating collaborative learning opportunities encourage a growth mindset of achievement and academic excellence. In this type of culture, teachers work together to create an atmosphere of unity and acceptance that is strengthened by open and honest communication as well as accountability.
In this type of environment, students can discover their individual intelligences and develop them with a variety of teaching and learning strategies. It has been my focus to assist students in discovering these intelligences and to expose them to knowledge and experiences that will enhance their learning as well as inspire them to become well-informed decision makers and contributors in society. In a collaborative learning classroom, students are empowered to succeed in a global society as they learn about the benefits of discovering their own strengths and how the benefit the world around them.
In the same way, new teachers can benefit from collaborative learning communities. In addressing teacher isolation, in particularly for new teachers, I believe a nurturing school culture through collaboration with veteran teachers will ensure the professional and emotional support that will promote teacher retention. Not only will the new teacher have a support system but they will also gain confidence as there is an exchange of new ideas in a mutually respectful environment. It is this interdependence that teachers can continue to help teachers through the triumphs and trials of the school year, and teachers can be energized and united for one purpose-to ensure the academic success and enthusiasm for education in our students.
· Bachelor of Science in Secondary Education Language Arts, Auburn University Montgomery, 1999
· Master's of Science in Secondary Education Language Arts, Auburn University of Montgomery, 2007
· National Board Certification, 2010
· Master's of Science in Instructional Leadership, Auburn University of Montgomery, 2017
· Mentoring Chinese Mandarin language teacher, 2017-2018
· E3 trainer for middle school teachers , A Plus College Ready, 2014-present
· AP Language Presenter for Saturday Sessions, National Math and Science Initiative, 2014- present
· Cooperating teacher for student-teacher internship (Huntingdon College), Spring 2017
· Site Facilitator for Montgomery County, APlus College Readiness, 2013- 2016
· AP Language Presenter, A Plus College Readiness, 2011-present
· Conducted professional development for faculty on Varying Teaching Strategies for the Different Learning Styles and Addressing Issues in Low Income Schools, 2016
· Collaborated with grade level teachers to construct the 11th Grade ELA Curriculum guide, July 2013
· Conducted System-wide in-service for Secondary English Language arts teachers on the Alabama College and Career readiness Standards, August 2013
· Co-sponsor Booker T. Washington Magnet chapter of National Honor Society, 2013-present
· Conducts Workshops for parents of incoming students, 2015
· Hosted, cooperated with and instructed student-teachers, 2011, 2013, 2015,2016
· AP English Lead Teacher: Mentored three APlus College ready grant AP English teachers 2011- 2013
· Mentored French teacher, Fall 2011
· Cooperating teacher for student-teacher internship (Auburn University Montgomery), 2011, 2012, 2016
· Cooperating Teacher for student-teacher (University of Alabama Birmingham), Fall 2009
· Mentored first-year Photography teacher (Booker T. Washington Magnet High School), 2009
· Mentor any first year ELA, foreign language or fine arts teacher, 2009-present
Chasity Collier believes the two most important
days in someone’s life are the day they are born and the day they realize why.
After graduating from the University of South Alabama in 1998, Collier began
her teaching career at an inner city elementary school. A week into the job, she
began having second thoughts and sought advice from her mother. Her mother
asked her, “Are you enjoying what you are doing? If you are not, your students
are not.” That conversation changed Collier’s thinking, and she immediately
took a new approach to teaching, making it her mission to find strategies to
make learning more engaging and relevant to the lives of students. Collier took
a seven-year hiatus from the classroom to work as an Alabama Math, Science, and
Technology Initiative (AMSTI) coach. She returned to the classroom in 2015,
teaching science full-time at Dawes Intermediate School with a clearly defined
“why.” She has learned throughout the years that her why is not only to teach,
but to teach in a way that inspires her students each and every day.