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“The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.” — John Lubbock

 

An Ironman, a Vice President, and an ocean going sailor are some of the major accomplishments I will be pulling from when engaging students. I’ve used the Pythagorean Theorem to cross the Gulf Stream, the 10% rule when training for an Ironman triathlon, and countless calculations as Vice President of a computer consulting firm. Within each of these endeavors, I have discovered that the one aspect I’ve enjoyed the most has been teaching.

 

My time in the SUNY Empire State College MAT program has taught me how to be an engaging, student-centered teacher focused on current technology and constructivist learning. The program, based on a clinical model, has provided a Transitional B certification in 7-12th grade math. The benefits this program provides to you are that its teachers are supervised by the college 5 times per semester for the next two years, it is aligned with upcoming NYSUT teacher assessments, and that it has a support network of fellow new teachers and MAT instructors.

 

kristen-teaching In this video I am teaching my fellow masters students as if they were a geometry class. During the lesson, students work in groups to explore the concept using visual, auditory and tactile techniques. Formative assessment methods are used to determine student understanding. Notice as well that students are never given answers, but rather scaffolded to reach conclusions on their own.

 

As a full time teacher in a high needs residential school, I have extensive experience in classroom management, student diversity, and working with students with disabilities ranging from autism to socio-emotional. Due to the nature of my current school, students range in ability from a third to a twelfth grade level. Many times I have been faced with a student working at a sixth grade level who needs to be able to function in a ninth grade class. This situation has taught me how to quickly assess and scaffold current knowledge, build self-esteem, and create an engaging learning environment that is based on students’ interests and can be tailored to different abilities. In my role at St Anne's I've incorporated visual, auditory and kinesthetic learning styles through technology and project based learning to bring incoming students who struggled with multiplication to the point of mastering quadratic equations. Just as I found my passion in teaching, students also need to find a passion for what they are learning.

 

My education, professional, and personal background bring a unique, varied, and vast set of experiences to the classroom. As a math teacher, my goal is to use these experiences to teach students in a way they can relate to and understand. I look forward to discussing how these experiences and goals can benefit your school.

Skills

  • Algebra
  • Geometry
  • Pre-Calculus
  • Trigonometry
  • Calculus
  • Middle School Math
  • Lessons Grounded in Today's Technology
  • Connected, Student Centered Lesson Planning
  • Extensive and broad non-school experience to draw upon
  • NYS Middle School Test Preparation
  • Highly Organized Engineering Approach
  • Group Projects
  • Classroom Management
  • Project Based Lessons

 

Experience

St. Anne Institute, Albany, New York
Integrated Algebra I and II, Math Skills Teacher
October 2012-Present

 

Experience creating a highly structured engaging environment for high needs residential students whose ability levels span grades 3 through 12. Experience in keeping a managed classroom while using hands on learning techniques. In my role at St Anne's I've incorporated visual, auditory and kinesthetic learning styles through technology and project based learning to bring incoming students who struggled with multiplication to the point of mastering quadratic equations.

 

Substitute Teacher
Capital Region BOCES
January 2012 - June 2012

 

Experience in creating lesson plans relevant to today’s students, classroom management, technology in the classroom, and application of lessons to real life situations for both long term and short term substitute teaching positions in high needs districts. Experience centered in a school district operating as a test school for upcoming changes in teacher evaluation methods.

 

  • Mont Pleasant Middle School, Schenectady, NY - upon recommendation from the current teacher, I created and carried out a plan to prepare her 7th and 8th grade students for NYS math tests using pretesting evaluation, and review through SMART board games, TI calculator applications (for probability), and lab work (for % error) during a two week absence. Following this placement, I was recommended for and assigned another three week full time replacement position for 7th grade math. During the three weeks I reviewed and prepared students for their final exam through problem solving techniques and group work.
  • Oneida Middle School, Schenectady, NY - extended a lesson on reengineering by evaluating student preferences about what they would like to reengineer. Used preference of cell phones to create an on the spot lesson. Students actively engaged in designing new cell phones, noting differences between old and new phones and the reasons for changes/reengineering, and possible changes in the future. Students left thanking me for a great lesson.
  • Schenectady High School, Schenectady, NY – Within algebra class, using formative assessment techniques, found students with misconceptions and re-taught lesson. Discouraged use of calculators for simple calculations by relating VP experience. A VP does not instill confidence by pulling out a calculator in an executive presentation. Showed students distributive and rounding methods for doing simple and complex calculations in their heads. Role played sales presentation to apply methods learned.

 

Math Tutor
East Greenbush, NY
2011-Present

 

Working with a sixth grade student under an IEP in math. Evaluated deficiencies, learning style, and areas of interest to create an individual, accelerated learning plan. Brought student from highly deficient in basic math skills to the sixth grade level in 8 months.

 

D&D Consulting, Ltd., Albany, NY

Vice President
2010-2011

Provided strategic vision and direction for organization. Worked with executive team to implement programs maximizing cash flow, profits and revenue while decreasing recurring costs. Worked with President and CEO to manage day to day operations. In this role, I shared overall responsibility with the President and CEO while retaining independent control and authority for decision making within the organization.

 

Director of Marketing
2006-2010

Developed a strategy for and implemented a marketing department with the organization. Developed comprehensive marketing plan and strategy. Executed numerous marketing activities, including the development, promotion and execution of a regional technology tradeshow. Responsible for marketing direction, materials, and customer facing marketing communications. Coordinated Sales, Engineering and Executive teams to carry out marketing campaigns.

 

Everett Charles Technologies, Clifton Park, NY

ISO 9000 Manager
1995-1996

Developed an ISO 9000 strategy for a multinational manufacturing organization. Executed and maintained all organizational and policy documentation regarding ISO 9000.

 

Inventory Control Manager
1995

Responsible for inventory management of all parts necessary for production department. Took department from paper to computer automated control. Created custom program with user interface to facilitate accuracy and speed.

 

Office Director
Nabisco, Latham, NY
1994-1995

 

Responsible for daily office needs, tracking sales personal and customer satisfaction issues.

 

Data Analyst
General Electric, Schenectady, NY
1992-1994

 

Material Resource Planning for a large scale turbine generator plant. Coordinated interdepartmental communication of material needs.

Education

B.S., Rensselaer Polytechnic Institute, Troy, NY.
Major in Business Management and Marketing, Minor in Psychology
1990 – 1993

 

SUNY Empire State MAT (in Progress)
Mathematics 7-12
2011-Ongoing

Volunteerism

  • Odyssey of the Mind coach - 2008
  • Sunday School Teacher - 2004-2008
  • Genet Elementary School Publishing Center Director - 2006-2008

Awards & Honors

  • East Greenbush School District Volunteer Award of Excellence 2008
  • IronMan Triathlon Finisher 2008
  • ASA 101-103 Certified Sailor

Frequently Asked Questions

  • I see you in the TEACH system as having a Transitional B certification. What is this?
    On July 14, 2000, the Board of Regents approved alternative teacher preparation (ATP) programs in New York State designed to attract highly competent people who possess a bachelor's degree with a major in the subject they plan to teach, but who initially lack courses in teaching. After completing a rigorous 200 clock hour introductory component that includes at least 40 field hours and after passing two certification tests, candidates in ATP programs are eligible to be employed as full-time certified teachers of record in NYS public schools. While teaching, they receive mentoring support from hiring school districts, supervision from the ATP programs, and take additional college courses to complete their teacher certification requirements. After successfully completing the requirements of the ATP, the Teacher-candidate may apply for an Initial teaching certificate. >

    My Transitional B and final teaching certification are being obtained through Empire State College's masters program. My initial bachelor of science degree is from RPI. Empire State's MAT program requires 50 field hours which were completed during the first year. The benefit of this program is that it attracts adults who have skills that are used in the real world to use that experience to teach their subject matter.
     
  • Why should I hire you when others have more teaching experience?
    The most frequently asked question in a classroom is, "Why do I need to know this?" I know the answer to this question.

    An example of an often used application of the Pythagorean Theorem is its use to determine the height of a wall when the height of a ladder and the base are known. If you know the length of the ladder and the distance it's base is away from the house, then you can tell how far up the ladder reaches. Today's student is not inspired by this lesson.

    My application of the Pythagorean Theorem is one I used when crossing the Gulf Stream from Florida to Bimini, Bahamas. I created a lesson plan around this personal experience, where students apply the Pythagorean Theorem to ensure they don't get swept out to sea. Within this plan they use real maps and real data from weather feeds.

    To help students understand how to find the percent of a number we changed food packaging items to be a percentage smaller. Real food packages were used, and students worked in groups to determine how they would shrink their items. A discussion then ensued about how this would affect profits if the price of the item remained the same.

    Each day, my lesson begins with what will be taught that day and an up to date real life application of that knowledge. As much as possible a real life application is used within the classroom to create a connected and hands on learning experience. My goal is for students to understand why this information is important and have the desire to learn. While I have been in the classroom as a successful substitute teacher for a year, my experience in and love of applying mathematics spans throughout my entire life.
     

Recommendations

“I had the pleasure of having Kristen Labatt-Simon observe my geometry classes throughout the 2011- 2012 school year... She has a wonderful rapport with the students. Even though she was not in my class every day, students readily opened up to her by asking question and inviting her to check their work. Kristen demonstrated admirable patience and care while working with struggling students. Her explanations to them were clear, and she would make an effort to listen to students and identify their misconceptions.

After class Kristen and I would discuss the effectiveness of the class and she frequently had insightful questions and comments... I got the impression that she is a careful planner and was utilizing her time in my classroom to help develop her own instructional techniques to meet the needs of a diverse student body and their learning styles.

I found Kristen to be organized, reliable and well prepared for the content. I recommend Kristen without reservation for a mathematics instructional position.”

Andre Castagna, Mathematics Teacher, Albany High School, Albany NY - May 21, 2012

“Ms. Labatt-Simon is a competent and responsible student, and has maintained a high grade point average throughout her graduate studies... I was impressed with Ms. Labatt-Simon' ability to analyze and synthesize the essential elements of the theoretical material with insights from her classroom observations into a coherent framework from which to model her future instruction. Her final research paper on differentiating instruction based on student learning styles demonstrated this analysis and synthesis in a coherent and relevant way, making good use of course readings and other resources to summarize her learning during the semester.

Ms. Labatt-Simon has expressed a strong commitment to a career in teaching adolescents, and she has experience working with students. She is passionate about student learning, as evidenced by her use of innovative methods and materials to produce effective learning experiences, including cooperative, individual, and differentiated learning. Based on her academic excellence and professional experience, I believe Ms. Labatt-Simon is an ideal candidate...

I am pleased to give Ms. Labatt-Simon my recommendation... she will no doubt be an asset to any learning community.”

Elizabeth Bradley, Ph.D., NCSP, Assistant Professor, Master of Arts in Teaching Program, Empire State College - February 1, 2012

“Kristen has both demonstrated an incredible dedication and work ethic, and been a source of inspiration. Every challenge she has undertaken has been done with discipline and with contagious enthusiasm.

Kristen is dedicated to her community and supporting local organizations. She has organized a successful 5K at our very busy community YMCA, completed a full IronMan, and homeschooled her two children for two years. These are only a few examples that speak of Kristen’s determination to succeed, and her passion to help others.

Kristen focuses this passion in teaching others. She has been my daughter’s math tutor for a year. Despite my daughter’s learning disability, Kristen developed a teaching strategy based on my daughter’s individual needs. My daughter’s grades and overall understanding of the subject have increased significantly in the past year and I attribute it to Kristen’s excellent instruction.

As a friend and mother, I am honored to recommend Kristen. She is an asset to any student and school.”

Keylla Capote - February 15, 2012

"I am writing this letter of recommendation in support of Kristen Labatt-Simon... My daughter has an IEP, in the East Greenbush school district, related to a learning disability in Math. I hired Kristen to provide one on one tutoring over the summer, and into the current school year.

I have been quite pleased with the results, and am happy to report that we are considering serious changes to the IEP this Spring during our review of my daughters support needs. The individual attention, and consequently the results, Kristen has encouraged have been impressive. I feel the money we allocated to this goal has been very well spent, and I look forward to keeping her in my employ.

I like Kristen’s teaching style and demonstrated patience. She is flexible and tries her best to meet student needs.”

Erik Lehtinen - February 1, 2012

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