Growth and Professional Development
Ongoing Development for Impactful Teaching
My journey as an educator is defined by a continuous cycle of learning, reflection, and adaptation. I am deeply committed to staying at the forefront of early childhood pedagogy, ensuring that my teaching strategies are evidence-based and responsive to the evolving needs of my students. Integral to my practice is a strong willingness to receive feedback regularly, viewing it as an invaluable tool for professional growth. By actively seeking input from colleagues, mentors, and students alike, I refine my instructional approaches, experiment with innovative techniques, and maintain a high standard of teaching excellence. This commitment to reflective practice and continuous improvement ensures that my classroom remains a dynamic, supportive, and enriching environment where every student can thrive.
Professional Growth & Development
Professional Development & Specialized Training
- PreK Professional Study Day (Annual Training)
- CPR and First Aid Certification
- PLA: Reading Difficulties, Disabilities and Dyslexia
- PLA: Structured Literacy through a Multi-Sensory Approach
- Youth Mental Health First Aid Training
- Implementing the Florida Standards in Preschool Classrooms: 3 Years Old to Kindergarten
- Phonological Awareness Development for Preschoolers
- Scaffolding and Think, Show, Tell, Talk: Language and Vocabulary Development for Preschoolers
- Dialogic Reading: Language and Vocabulary Development for Preschoolers
- Second Step Early Learning Training
- Discipline With Dignity: Building Classroom Responsibility & Respect
- Frameworks--Using SEL for a Successful School Year
- Classroom Culture 101
Presentations and Publications
- Conference Presentation – Presenter, NAEYC Annual Conference, 2019: “The Fresh Market: Teachers and Children's Exploration of Social Studies in an Early Childhood Classroom.”
- Book Chapter (Co-Author) – “Fostering Community and Environmental Sustainability in Early Childhood: A Project on Living Things in a Preschool Classroom”, in The SAGE Handbook of Global Childhoods, 2021.
Direct Feedback from Recent Evaluations
“Ms. Mosher creates a warm and welcoming classroom environment. Positive interactions between her and the students are readily observed. Students follow routines and procedures seamlessly.”
— Administrator Feedback, 2026
“Ms. Mosher is well prepared which makes class move with instructional momentum being well preserved. Students participate in the management of the class. Access and opportunity in the learning process are ensured through differentiation of learning experiences. Data and evidence collected from assessments are used to gauge learner understanding and progress toward objectives, and adjust instruction as needed. Learners participate in the assessment process, including self-assessment and/or provision of feedback.”
— Administrator Feedback, 2026
“Ms. Mosher is deeply reflective and works to take feedback and make positive changes to instruction.”
— Administrator Feedback, 2025
“Ms. Mosher is a model of professionalism for all staff. She has perfect attendance and no tardies. Ms Mosher attends all the community events. She is treasurer for our PTA. She makes wonderful videos and door decorations that are highly valued by the community.”
— Administrator Feedback, 2025
“Ms. Mosher’s lesson was well-paced, with smooth transitions and clear expectations for each segment. The routine of washing hands and cleaning up at the start of the observation showed that students were accustomed to structured transitions. The use of a bell and song to signal clean-up time helped ensure that students moved efficiently to the next activity. Additionally, the transition to the carpet allowed Ms. Mosher to close out the centers before moving to outdoor park time, maintaining instructional momentum. This structured approach helps maximize learning time while ensuring students remain engaged and ready for the next part of their day.”
— Administrator Feedback, 2025
“Ms. Mosher provided an engaging and hands-on learning experience through small-group instruction and centers. In her small group, she used picture identification and sound matching to support phonemic awareness, reinforcing concepts with positive feedback. The structured nature of the activity allowed students multiple opportunities to practice and engage with new learning. The paraprofessional worked with another small group on counting, demonstrating effective use of additional instructional support. While students engaged in centers, they explored natural elements such as sand, rocks, and plants, allowing for sensory and exploratory learning. Ms. Mosher effectively facilitated these experiences by ensuring students took turns, followed expectations, and interacted meaningfully with their environment.”
— Administrator Feedback, 2025
“Overall, Ms. Mosher has established a well-structured, engaging, and student-centered learning environment that supports both academic and social development. Her use of clear routines and expectations allows students to navigate the classroom independently while maintaining positive interactions with peers. Small-group instruction is purposeful and reinforced with positive feedback, while centers provide meaningful, hands-on learning experiences that encourage exploration and collaboration.”
— Administrator Feedback, 2025
Feedback in Action: How I Grow from Evaluation
In reflecting on a recent evaluation, I recognized that I had not consistently mapped my instructional actions or my students’ responses through language, nor had I frequently utilized self-talk or parallel talk to support learning. In response to this feedback, I have been intentionally focusing on narrating my instructional intentions during teaching, explicitly highlighting how students’ actions reflect their understanding or misconceptions, and modeling my thought processes verbally to enhance comprehension and engagement. To strengthen this practice, I also completed the professional development course “Scaffolding and Think, Show, Tell, Talk: Language and Vocabulary Development for Preschoolers,” which provided concrete strategies for supporting language-rich interactions. These steps have allowed me to more intentionally integrate reflective language into my teaching, promoting both deeper student understanding and more meaningful classroom dialogue.
Reflecting on past feedback noting that I sometimes employed advanced language with students, I have intentionally focused on developing my use of sophisticated vocabulary in a more purposeful and accessible way. In each lesson, I now consciously integrate more complex vocabulary, continuously observing student responses to refine my approach. This reflective practice allows me to balance challenging language with support, fostering both understanding and vocabulary expansion in my students. Participation in the training "Dialogic Reading: Language and Vocabulary Development for Preschoolers" has also helped me to develop new ways to implement vocabulary into the classroom. Through this professional development, I have learned strategies to scaffold advanced language appropriately for different learners, ensuring comprehension while promoting linguistic richness.
When revisiting the feedback that my attempts to integrate ideas across the curriculum were sometimes brief, I have focused on intentionally designing pre-kindergarten lessons that connect multiple domains of learning in meaningful and developmentally appropriate ways. I spend time planning activities that allow young children to explore literacy, math, science, social studies, and the arts through play-based and hands-on experiences. For example, a theme on transportation might include measuring and classifying vehicles to introduce math concepts, exploring floating and sinking in water tables to encourage scientific thinking, creating dramatic play scenarios for social-emotional learning, and engaging in storytelling or art projects to strengthen language and creativity. By thoughtfully weaving these areas together, I aim to provide children with rich, integrated learning experiences that reflect their interests and foster curiosity, while also building foundational skills across domains. I continually refine my approach to ensure that cross-curricular connections are not only intentional but also immersive, engaging, and relevant to the pre-kindergarten learners I serve.
Committees & School Roles
My commitment to the school community goes beyond classroom instruction. I actively engage in several leadership roles and committees to support our shared mission of student success and inclusive education.
- Instructional Leadership Team: I am an active member of the instructional leadership team, where we regularly meet to review and refine curriculum and lessons. As the grade representative for my team, I collaborate with colleagues to ensure our instructional practices align with school goals and support student success.
- PBIS Team: I am an engaged member of the Positive Behavioral Interventions and Supports (PBIS) team, actively contributing to the development and implementation of school-wide strategies that promote positive student behavior. In this role, I collaborate with colleagues to review behavioral initiatives, support consistent practices across the school, and help ensure that students receive the guidance and reinforcement needed to thrive in a positive learning environment.
- Community Events Team: As a member of our community events team, I collaborate with colleagues across the school to plan and execute school-wide events that engage both students and families. For example, during the Back to School Night, I coordinated volunteer efforts and helped organize donated supplies to ensure every student received materials, while for the Christmas Program, I assisted with logistics and community outreach to gather resources and support from local organizations. These experiences allow me to contribute creatively and practically, fostering a welcoming and inclusive environment for the entire school community.
- PTA Treasurer: In this role, I am responsible for tracking the PTA budget, overseeing expenditures, and providing clear financial reports to our members. I work closely with the PTA board to allocate resources effectively, ensuring that every dollar contributes to enriching our students' educational experiences. Through careful planning and organization, I help maintain the financial health and integrity of our school community.
- Union Representative: I proudly serve as the elected representative of the teachers’ union at my school, attending monthly county-level meetings with other school representatives. I bring valuable information back to my colleagues and provide support to teachers whenever they need assistance, ensuring their voices are heard and their needs are met.
- Green Team: During my time on the team, I have organized and participated in projects such as recycling drives, campus cleanups, and educational campaigns that promote eco-friendly practices. Working closely with fellow students, I have developed leadership skills while fostering a sense of community and responsibility for our environment.