Montclair State University (English)
East Stroudsburg (Master's)
Montclair State University (Other)
Dear parents and students,
After twenty-five blissful years of serving in the world of public education, I have retired (effective July 1, 2013) from my educational career at North Hunterdon High School in Annandale, New Jersey where I had the fabulous opportunity to inspire and transform the lives of thousands of students. This year, I began dreaming of reinventing myself and expanding my service as a private tutor, mentor, or evaluator of students and/or new student teachers. Because I still have such a strong desire to be involved with academics and to serve as a catalyst for augmenting academic and personal growth in both students and upcoming teachers, I am interested in jobs both as a private tutor and as a supervisor of student teachers.
As a student, I excelled and consistently ranked as top performer. I graduated from Montclair State University with a 4.0 GPA and a Bachelor of Arts degree. I was an English major, and I minored in education. When doing my student teaching, I earned the distinction of Saul Cooperman's Student Teacher of the year. That same summer, I was offered several opportunities to teach in a variety of high schools and chose to work at North Hunterdon Regional High School. Within three years, I decided to further my education at East Stroudsburg University, and I procured a Master's Degree in Special Education and once again, graduated with a 4.0. While employed at North Hunterdon, I continued to expand my learning and took the necessary classes to become a certified supervisor. My most recent certification is in the area of special education as an LDTC (learning disabilities teacher consultant) at Montclair State University. This is a Post Graduate Certification which authorizes me to use evaluative tests such as the Woodcock Johnson to assess students and to analyze the results of the data to determine learning strengths and weaknesses.
While at North Hunterdon, I was fortunate enough to fill a number of roles from English department supervisor to special education teacher to an English instructor. As the English department supervisor, I was able to lead my staff to improving HSPA scores. When I first took the post in 2011, 39% of our students were scoring in the Highly Proficient category. By the time I retired in 2013, 53.6% of our students scored in the Highly Proficient range. One specific class recently infused into the curriculum at North Hunterdon is an English IV College Preparatory class which specializes in teaching students how to write college essays, and I am proud to have been part of that process which better prepares me to tutor students with creating all of their essays and in particular their college essay. Another unique class mandated at North Hunterdon High School is a class which was designed to equip students with the necessary skills to be successful in the 21st century. The title of the course is Advanced Academic Literacies, and it is a project based class which provides students with an array of opportunities to expand from developing their collaboration skills to honing their critical thinking skills to tracing their metacognitive processes to improving their public speaking skills, etc., etc. I was a strong contributor in the creation of this course and had the chance to include my knowledge of brain-based learning, multiple intelligence knowledge, project based learning, curriculum development, differentiation practices, emotional IQ adeptness, a deep understanding of task analysis, etc. This Advanced Academic Literacies course opened the door to co-authoring an article which is showcased in an educational based text entitled, Collaborative Units That Work. Yet, another honor bestowed upon me during my employment at North Hunterdon is that I was the recipient of the 2001 North Hunterdon/Voorhees District’s Teacher of the Year Award.
Over the years, I have also had the pleasure of working as a home instructor in my district serving all grades and abilities. For example, I worked with students with Asperger’s syndrome, Down syndrome, emotional disturbances, school phobia, and overall reluctant learners. I have also tutored enthusiastic honors students with a love of learning and a strong desire to achieve. Last year, I began doing some private tutoring, and I am able to supply letters of recommendation.
Because of my vast experience, I am able to relate to all students of all grades and ability levels. I've always been able to find effective methods of teaching to motivate and to tap into the most impactful learning style for each individual student. More importantly, I've yet to find a student that I haven't been able to love. I enter each relationship by thinking about how I wanted my own children to be instructed and validated and revered by their teachers. I take time to understand how each student's brain operates and to work within the confines of the unique schema. It is my hope that you are able to hear the sincerity of my words and to appreciate the enormity of my experience as an educator.
I thank you in advance for the time that you have taken to read my letter of interest in tutoring. Please know that I'd like to be of service to you. If you believe I can be of assistance, please do not hesitate to contact me. I’m looking forward to hearing from you in the near future and wish you well as you make your final choice.
Dear parents and students,
After twenty-five blissful years of serving in the world of public education, I have retired (effective July 1, 2013) from my educational career at North Hunterdon High School in Annandale, New Jersey where I had the fabulous opportunity to inspire and transform the lives of thousands of students.
Mary has been a wonderful asset to my daughter's life. Mary was able to teach my daughter so much about herself personally and academically. I am truly grateful for the experience we have both had with her. My daughter and Mary had an instant connection and my daughter always looked forward to seeing her. It was nice to know that I had someone who I could trust. I would highly recommend Mary for someone who is seeking a tutor. This was our first time using a tutor and it was wonderful. I appreciate everything she has done!
My son has had 4 sessions with Mary and we are very happy with how much he has improved in such a short time. He found every lesson very useful, productive and constructive, all of which served to increase his confidence in writing.
Mary is very helpful, patient and knowledgeable, and has him working the whole time.
My husband and I would highly recommend Mary!
My girls had their first session with Mary to prepare for the ISEE and it was a wonderful experience. Both girls loved Mary and come out of their sessions energized, confident and "already feeling a lot smarter" as they told me. We are looking forward to the additional sessions we are having with Mary over the next couple of months.
Thank you so much for letting me know that your "girls" enjoyed the lesson. I, too, enjoyed working with them. They are bright young ladies who are eager to maximize their potential.
Mary is helping me with my vocabulary. She is very passionate about tutoring/helping. She is genuine and compassionate. Mary is very kind, thoughtful, easy to work with.
Thank you Darlene for your kind words. They mean a lot to me. I look forward to assisting you with the success that you deserve.
My daughter needed help in ELA and Mary's been great. She's a super listener and has worked with her to improve upon her weaknesses. We've seen results right away!
Mary is keeping my son engaged in his school work by developing strategies for better reading comprehension and writing skills.
Thank you for your recent review. I appreciate your support
We have found Mary to be an exceptional tutor and exceptional writing coach. She was able to determine early on our child's strengths and weaknesses. Mary is very practical in her approach as well as being very professional.
She was so nice, flexible, and accessible. Quick to respond to inquiries and prompt and attentive to our needs. Thanks so much Mary.
I hope all went well with your assessment.
Thanks for your positive feedback. I truly appreciate it. The best of all to you.
Mary L. gives great direction and guidance to improve your child's reading, writing, and comprehension skills. She ensures that your child is working at a challenging level commensurate with your child's abilities.
Our son had his first tutoring session with Mary today. He was excited about it and her enthusiasm helped keep him motivated and focused the whole time. She was wonderfully upbeat and positive with his efforts. Glad that we found her.
Thanks for your kind words. Broady is a fascinating youngster, and I feel honored to be part of his educational experience. Looking forward to next week.
Mary helped my son organize his thoughts and complete his term papers for his college course. She was very flexible with our schedule and put much effort into helping my son.
I truly enjoyed working with Jake. I appreciate your acknowledgment of my patience and ability.
Mary took time to build rapport with my son during his first session with her. She treated him like a young man, asked for his opinions and really put him at ease about working on his research paper that he was really nervous about. His comment wad that "She helped me to really understand what suspense was and now it is easier for me to find examples in the stories I read. She is very nice and patient with me when I don't understand something right away." Needless to say, this first session was a huge success.
Update: Mary continues to boost Mark's confidence. He is proud of his accomplishments and is confident that his paper will be done properly.
I am so pleased that Mark's confidence is growing. He should be very proud of himself. He is working hard and is developing a keen insight into human nature through the reading of biographical information, literary criticism, and poetry.
Mary has been helping my 10 year old son with his reading fluency and getting him ready for the 5th grade NJASK. She is patient, reliable and somehow, manages to keep my son focused during his tutoring sessions! Both my son and I are extremely happy with her and I highly recommend her.
Thank you. I truly appreciate your kind words. It is very important to me that I please my clients and move students forward loving what I do!
I found Mary to be very easy to communicate with, address issues, and get real world feedback from her. She was prompt getting the appointment started and made every effort to accommodate my schedule. All appointments were on time as well. Her extensive years working at a high school was a huge plus. I would recommend her to others.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
For twenty-five years, I have taught English at a prestigious high school. As an English teacher, I have taught all of the necessary skills to meet with success on standardized assessments, including the ACT.
Whenever I work with students, I focus on teaching them vocabulary, sentence sense, reading comprehension through close reads, writing as a process, grammar and editing skills. For the last three years of my career, I served as the English Supervisor, and it was my responsibility to improve test scores. I am pleased to report that our students moved from 39% of them scoring in the Advanced Proficient range on the HSPA to 53.6% of them scoring in the Advanced Proficient range by the time I retired. Our SAT and ACT scores also improved under my watch.
Currently, I am privately tutoring several students of all age and ability levels. I am reinforcing the necessary skills for them to meet with success in all areas of language arts and standardized tests.
For twenty-five years, I have taught English and or served as an English supervisor and a special education teacher. Throughout the years, I have taught students all of the necessary skills they need in order to meet with success on standardized assessments. Some of the standardized tests I have prepared students for include: NJ ASK, HSPA, SAT and the ACT Reading assessment.
A strong focus on teaching vocabulary development (with an emphasis on context clues) sentence structure, reading comprehension (through close reads)critical thinking/analysis and writing as a process, coupled with extensive grammar reviews have all culminated in leading students to success.
For the last three years of my career, I served as the English supervisor for my department. Thus, it was my responsibility to improve test scores. I am pleased to report that under my tutelage our English program advanced enormously. When I took the supervisory position, 39% of the students scored as Advanced Proficient on the HSPA. Three years later, 54.1% scored Advanced Proficient.
Presently, I tutor students of all age and ability levels on all types of standardized tests. I assess their strengths and weaknesses. Then I teach or reinforce the necessary reading and language arts skills that they will need to meet with success on the ACT Reading and other English based tests.
After teaching English for three years, I earned an undergraduate certification in special education at Centenary College in Hackettstown, NJ and then went on to earn a Master's degree in special education at East Stroudsburg in PA. While teaching at North Hunterdon High School,I first taught English I, II, III, and IV. Then I taught pull-out English, basic skills reading/writing, HSPA prep and served as a collaborative in-class support teacher.Over the years, I was provided with many opportunities to work with students with ADHD; thus, I understand the importance of creating engaging lesson plans, of checking for understanding, and of making certain that the student is following and absorbing the instruction. I also hold a certification as an Learning Disability Teacher Constultant which enables me to understand the impact that ADHD has on students' achievement/success.
I earned an undergraduate certification in special education at Centenary College in Hackettstown, NJ and then went on to earn a Master's Degree at East Stroudsburg in PA. While teaching at North Hunterdon High School,I taught pull-out English, basic skills reading/writing, HSPA prep and served as a collaborative teacher of English in grade levels 9-12. Throughout all of these experiences, I worked with a variety of students "on the autism spectrum"; thus, I understand the importance of creating engaging lesson plans, of checking for understanding, and of making certain that the student is following and absorbing the instruction. I've also privately tutored students with Aspergers and worked specifically on assisting them with their executive functioning difficulties as well as with their tendency to use literal interprets of both literature and life. Since my eldest grandson has Aspergers, I feel a special affinity to these students, and diligently work at teaching the skill of reading social interactions and how to appropriately responding to those scenarios.
Since, I also hold a certification as an Learning Disability Teacher Constultant, I procure a deep understanding of the impact that Aspergers has on students' achievement/success.
I am a kind, patient, knowledgeable person who relates well to children of all ages, backgrounds and skill levels.
As an English teacher, I am certified to teach all students English from kindergarten to twelfth grade. I also have a special education certification to teach best practices, learning strategies, and all subject related classes through twelfth grade.
When I taught pull-out special education classes at the high school level, some of my students were operating at a fourth or fifth grade level, and I had to find ways to motive them, prepare lesson plans and evaluate their progress. Essentially, I was responsible for the same responsibilities as an elementary school teacher.
Recently, I have had the opportunity to tutor a 5th grader. He and I have been working well together for several months.
I enjoy working with elementary students and providing them with the necessary tools and strategies to meet with success. Successful students enjoy learning and attending school. We all have an innate desire to develop, expand, and maximize our greatest potential. I love being a catalyst in that process.
As a certified English teacher since 1988 with 25 years of experience, I am an excellent choice when looking for someone to tutor all aspects of English.
I graduated from Montclair University with a 4.0 GPA and was awarded the Saul Cooperman’s Distinguished Teacher Award which acknowledged my ability to create and execute engaging and inspirational lesson plans. That same year, I won the Ruth-Lewin Award for outstanding student teaching. More recently, I was honored by the North Hunterdon/Voorhees District as their Teacher of the Year.
These awards set me apart from other English teachers who may be very qualified but never quite mastered the art of motivating students to maximize their potential. All of my lesson plans are designed to move students forward in their understanding of the subject matter. I assure you, I am a dedicated master teacher with a passion to continue to learn and a hunger to continue to teach.
During my 25 years of teaching, I have taught a variety of subjects under the umbrella of English. Periodically, students from other countries would enter our school, and since we didn't have a formal ESL program in place, I would work with them after school to reteach them what the native speakers were learning in class. In order for the students to meet with success, I had to teach vocabulary, modify assignments,and review the correct pronunciation of words.
I also taught the basic skills course to several ESL students which included teaching reading and writing in order to prepare them to pass the NJ HSPA.
Since I hold a certification as a Learning Disability Teacher Consultant, I am very aware of the importance of using a variety of teaching strategies and using a multi-dimensional approach to education in order to promote and expedite learning. Teaching language and cultural norms can have a positive impact on a person's overall self-esteem, achievement, and success.
As an educator for twenty-five years (who is certified in English, has a Master's degree in special education, and has earned a post graduate certification as a LD Teacher Consultant) I have all of the credentials to prepare students to take the ISEE.
During my tenure as a high school teacher, I consistently worked with students and taught them how to read, write, and think critically. These skills are at the core of this assessment.
Having the skill set to motivate students to learn is at the heart of all teaching. For a quarter of a century, I have proven to be successful at teaching students how to strategize in order to maximize their scores on standardized testing. My passion for providing students with the tools to maximize their potential remains part of my commitment to every student.
For over twenty-five years, I have had the distinct pleasure of teaching high school literature. I have taught all grade levels 9-12 and all ability levels. I am very familiar with most of the classics and have a keen understanding of the literary devices being used by an author as well as the inferences being made. I love literature for the life lessons that it teaches and for the many ways that it makes its readers more humane.
For the past three years, I have served as an English Supervisor and created literature based quarterly assessments to begin to prepare students for the upcoming PARCC assessments.
Although I have worked primarily with high school students, I have also worked with the special needs population. Hence, I understand how to teach all grade levels and all ability level students.
My special education certification has kept me abreast of best educational practices. One of my favorite pastimes is bringing to life the experience of an awesome book.
I am a certified English K-12, and special education teacher K-12. Most of my experience had been in teaching reading comprehension via close reads of literature, and honing writing skills.
Upon retiring,however,I began to tutor young readers and met with much success. Part of my success was dependent upon becoming familiar with phonics instruction. After working with students ranging in age from five to ten, I have become proficient in phonetic and decoding instruction.
For over twenty-five years, I have had the distinct pleasure of teaching writing at a very prestigious New Jersey high school. I have taught all grade levels (9-12) and all ability levels. Part of my job as an English teacher has been to grade essays. Over my career, I have literally graded thousands and thousands of essays. Thus, I have become adept at the art of proofreading.
Proofreading is far more than checking for spelling errors, subject/verb agreement mistakes, and punctuation blunders. Effective proofreading requires a high degree of reading comprehension, critical analysis, and a strong understanding of the subject matter.
Over time, my students grow to understand the many elements that comprise the art of proofreading and are willing to take the necessary time to infuse them into the process.
As a high school English teacher for twenty-five years (at one of the most prestigious public educational facilities in New Jersey) and as a teacher of an innovative class entitled Advanced Academic Literacies (which focused on speaking and presentation skills)I have become familiar with many effective strategies to facilitate the honing of public speaking skills. One of my responsibilities as English Supervisor was to workshop the six students with the highest GPA to speak at graduation.
Reading is the cornerstone to success in the academic world. If a student is unable to read he/she will find it very difficult to meet with success in any subject area.
For over twenty-five years, I have had the distinct pleasure of teaching English at a very prestigious New Jersey high school. I have taught all grade levels (9-12) and all ability levels. Part of my job as an English teacher has been to teach reading comprehension via "close reads." I have found that my special education background has been particularly helpful in identifying the barriers many students face when they attempt to read.
The first step I usually take is to unearth the reason for the lack of understanding while reading. Is it because a student has a difficult time decoding? Understanding the vocabulary? Identifying the main idea? Differentiating between the main idea and the supporting details? Staying focused? Discipling himself/herself to remain engaged in a subject that he/she doesn't find particularly interesting? Lack of self-discipline? Inability to draw inferences? No strategies for immersing oneself in the text? Until the underlying factors of why the student is having such a difficult time understanding the material, it will be very difficult to change the result; however, once the problem is identified, the solution can be applied and a whole new world of success in all subject areas becomes a possibility.
For twenty-five years, I have taught English at a prestigious high school. As an English teacher, I have taught all of the necessary skills to meet with success on standardized assessments, including the SAT. I work with students and teach them vocabulary, sentence sense, reading comprehension through close reads, writing as a process, and grammar and editing skills. For the past three years, I served as the English Supervisor, and it was my responsibility to improve test scores. I am pleased to report that our students moved from 39% of them scoring in the Advanced Proficient range on the HSPA to 53.6% of them scoring in the Advanced Proficient range by the time I retired. Our SAT scores also improved under my watch.
Currently, I am privately tutoring two students and reinforcing the necessary skills for them to meet with success in all areas of language arts from standardized tests to improved English grades.
During my tenure at a High School, I was unofficially referred to as the writing specialist. Word on the street was if you want your son/daughter to learn how to effectively compose an essay contact Mrs. L. I like to believe that through years of dedication to my career, I earned that accolade. By teaching students to think critically, providing a strong essay structure template, and encouraging them to find their authenticity in order to promote their writing voice, they met with success; and I became a happy educator who just happened to increase SAT and other standardized test scores.
I earned an undergraduate certification in special education at Centenary College in Hackettstown, NJ and then went on to earn a Master's degree in special education at East Stroudsburg in PA. While teaching at North Hunterdon High School,I first taught English grades 9-12, then I began to teach pull-out English, basic skills reading/writing, HSPA prep and served as a collaborative in-class support teacher. During my 25 years of teaching experience,I have worked with a variety of students with special needs includeing: ADHD, Aspergers, emotional disturbances, learning disabilities, Down Syndrome, oppostional behavior disorders,dysgraphia, executive functioning disorder, etc. As a result,I understand the importance of creating engaging lesson plans, checking for understanding, and making certain that the student is following and absorbing the instruction. I also hold a certification as an Learning Disability Teacher Constultant which enables me to comprehend the impact that learning disabilities have on students'overall self-esteem,achievement, and success.
When it comes to spelling, most people believe that you either have the skill or not. Although there is some truth to this belief, spelling like any other subject can be taught. Very often, students must be taught to pay closer attention to words as they read. After teaching English and students with learning disabilities for 25 years, I have learned many ways to teach students to be better spellers, and I'd be pleased to share them.
During my 25 years of teaching experience, I have taught a variety of subjects under the umbrella of English. After completing my English certification, I earned an undergraduate certification in special education at Centenary College in Hackettstown, NJ and then went on to earn a Master's degree in special education at East Stroudsburg in PA.
While teaching at North Hunterdon High School,I first taught English grades 9-12, then I began to teach study skills classes, pull-out English, basic skills reading/writing, HSPA prep and served as a collaborative in-class support teacher.
During my many years of teaching,I have worked with a variety of students who have had organizational difficulties and quite simply lacked an understanding of "how" to study. They were in dire need of study skills development, and I learned how to minister to their needs.
Since I also hold a certification as a Learning Disability Teacher Consultant, I am very aware of the impact that a lack of study skills can have on students' overall self-esteem, achievement, and success.
In my study skills course, I teach the art of annotation, of remaining organized, and emphasize the importance of acquiring all of the skills associated with proper executive functioning.
For over twenty-five years, I have had the distinct pleasure of teaching high school English. I have taught all grade levels 9-12 and all ability levels. Vocabulary instruction is a vital part of teaching English. Without a vast vocabulary, it is impossible to enjoy the richness of the English language and to do well with reading comprehension; however, not all students have a natural propensity to grasp the correct meanings and nuances of new words that sound like a foreign language to them. That is why when I work with students, I first have them become very familiar with the correct pronounciation of the word so they don't feel awkward using it.
Next, we examine both the denotations and the connotations of the new vocabulary. I teach them how to make word associations and how to personalize the word so it not only makes sense to them but also becomes familiar very quickly. It is crucial that the students become acquainted with the part of speech that the word represents. Although it is important for students to remember definitions, it is even more important for them to feel comfortable using the new word in the correct context, so I have them write sentences using the newly acquired word and have them prove to me that they've used it correctly with an oral explanation.
Expanding vocabulary doesn't have to be an arduous task. It can be an adventure!
For over twenty-five years, I have had the distinct pleasure of teaching writing at a very prestigious New Jersey high school. I have taught all grade levels (9-12) and all ability levels. I have a strong belief that effective writing is the direct result of knowing "how" to think clearly; hence, I teach critical thinking and writing in unison.
Specifically, I have worked with all grade level honors, college preparatory, and general education students. I've taught all grade and ability level students the significance of writing with and for a purpose. When I approach writing, I begin by teaching students how to write effective topic sentences in order to focus them and to provide their audience with a strong understanding of what they will be reading. We also work on adding more relevant detail(s) to support their assertion(s); however, most importantly students learn how to get to the analysis piece of the composition which is where their ability to think critically becomes crucial.
I am also adept at teaching the research process, creative writing, and college essay writing. As the Supervisor of my English Department,I created writing rubrics for the teachers to follow prior to ascribing a grade to a student generated essay, provided my department with point by point procedures to assist students with organizing their responses, and promoted writing reflection logs to enhance students knowledge and understanding of the writing process.
Another part of my responsibilities included inspiring and workshopping our six highest performing students in creating their written graduation speeches which were delivered in front of thousands of people.
Throughout my educational experience,teaching writing has always been the most challenging, yet the most rewarding. By the end of a course,students are able to note the difference in both their thinking practices and their expression of the written word and take pride in their growth.