Miranda Cornwell (352)







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Miranda Cornwell

(352) 988-9940


Miranda Cornwell

(352) 988-9940


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I am a self-motivated leader who is determined to help pupils fully utilize the educational opportunities

available to them. I have strong attention to detail and a positive attitude. A passion for education and

helping kids learn has led me to pursue a career in teaching. History of working with children in a

variety of settings has prepared me to excel in the classroom.

 Easygoing and ready to learn  High tolerance for stress  Adaptability

 Excellent teamwork ability

 Top skills in writing and communication  Strong sense of organization

 Motivated and excited about teaching

 Passed all four areas of the Subject Area and General Knowledge Exams on the first attempt

 Knowledge of many subjects

 Proficient in the use and integration of relevant technology to support classroom instruction and learning activities

 Skilled at evaluating progress through a range of assessment tools

 Excellent communication skills facilitate constructive engagement with parents and colleagues


Lake County Schools

October 2015 – Present

Tavares, FL



Grade World History Teacher (August 2020 – Present)

 Provide professional instruction and teaching to a diverse population of students as appropriate to the specified course or discipline and academic level, e.g., LEP students, advanced and remedial students, disabled students.

 Communicate with stakeholders to address the needs and concerns of their students

 Adhere to established standards regarding curriculum delivery and requirements as established by Lake County Schools

 Organize and effectively communicate class/course objectives, standards and requirements for successful achievement, e.g., syllabi, tests, specific tasks.

 Provide guidance and assistance to students as needed in order to ensure appropriate assimilation of the class/course content in an effort to support student success and achievement.

 Ensure all appropriate measures are in effect for special needs students.

 Utilize formative and summative assessments and analyze data to tailor to instructional needs

 Identify and determine appropriate course of action necessary for the resolution of students’ academic issues and concerns.


Innovative Learning Specialist (August 2019 – Present)

 Assist grade level teams in creating and updating a curriculum map that integrates the use of technology into the curriculum.

 Help teachers in planning the use of technology in their classrooms.

 Assist schools in creating and annually updating effective technology plans.

 Aid in updating Schools’ Improvement Plans.

 Serve on school curriculum and technology committees-- assisting technology, textbook, and instructional materials development, selection, and evaluation in the assigned programs.

 Assist school in the development and monitoring of assigned technology budgets, expenditures, and inventories.

 Help faculty and staff with analyzing and interpreting student data into a relevant action plan.

 Showcase and demonstrate current technology to faculty and staff.

 Provide school-based technology in-service, small group training and 1 on 1 support.

 Coordinate the use of on-line classes that will provide teachers with professional development.

 Assist students with their use technology.

 Troubleshoot hardware and software issues.

Executive Secretary (June 2017- August 2019)

 Part of regional team that oversees 16 schools in our area

 Worked closely with Executive Director

 Attended learning walks with Region One team in all of our schools (learned valuable information on how to be an effective teacher)

 Helped program specialists on our team in many areas

 Worked directly with Principals

 Handled parent calls on a daily basis

 Maintained office operations and procedures, and ensured employees followed them accordingly

Prepared and submitted payroll

Administrative Assistant (January 2016 - June2017)

 Worked closely with Directors of Curriculum and Instruction

 Helped facilitate and plan major events for the district (STEM Bowl, Science Fair, etc.)

 Helped program specialists on our team in many areas

 Maintained databases, operated office equipment, and managed office space

 Handled emails, telephone calls, inquiries, or requests.

 Maintained and implemented office systems, including filing, data management, etc. (Breakthrough Coach)

 Organized and coordinated meetings, travel arrangements, and conferences

 Handled payroll and expense reports

 Provided orientation and training for new staff, conducted research on internet, operated, and troubleshot new office technologies

 Edited social media sites

Substitute Teacher (October 2015 - January 2016)

 K-12 instruction (all subjects)

 Ability to follow lesson plans

 After two weeks I was a highly requested substitute based on my teaching skills

 Multiple long term assignments

 Praised for dedication, reliability, organization, and effectiveness as one of the most in-demand substitutes

 Kept students motivated, engaged, and focused

 Realized my passion for education and teaching


Miranda Cornwell

(352) 988-9940


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May 2014 – July 2015

Holland, OH

Athletic Coach, Swim Instructor, Lifeguard

 Taught and coached K-12 students many sports (Basketball, Soccer, Football, Baseball/Softball, etc.)

 Taught individualized, as well as group swim lessons, to kids from ages One to Eighteen

 Taught parent and child swim lessons

 First Responder trained and certified


University of Findlay

2010 – 2014

Bachelor of Arts

Major - Religious Studies

Minor - Psychology


National Honors Society (2010)

Earned high GPA and had many community service hours.

College Deans List Freshman Year (2011)

GPA was in highest percentile of my class.


Deans List Sophomore Year (2012)

GPA was in highest percentile of my class.


Deans List Junior Year (2013)

GPA was in highest percentile of my class.


Deans List Senior Year (2014)

GPA was in highest percentile of my class.


Chad Frazier (352) 383-6101

Mt. Dora Middle School Principal

Lake County Schools


Current Employer

Rob Feltner

Region One Executive Director

Lake County Schools


(904) 535-1460

Former Employer

Kathlene Daniels

Director of Middle and High School Curriculum and Instruction

Lake County Schools


(407) 394-7846

Former Employer

Susan Emrick

Region One Curriculum Program Specialist

Lake County Schools


(407) 497-0107


1 Question 1: What inspires you as an educator? (250 word limit)

Nelson Mandela once stated, “The youth of today are the leaders of tomorrow.” Every time I start to feel overwhelmed or feel I am not doing enough, I remind myself why I choose to be an educator. Many students are confronted with circumstances out of their control. It only takes one advocate to change a child’s life and make a difference. I am inspired every day by the students I currently teach and the ones I will teach in the future: the young man or woman who has been conditioned to believe they are not good enough or smart enough to be something. I will be the one voice that says, “I see you”, “I believe in you”, “I know you are capable of more than this”, and “I will not give up on you”. I will say it as many times as it takes for them to start believing it too. They may even begin to value their self-worth and grow up to become a difference-maker themselves. Never are we more vulnerable, more open to new ideas, than in our youth. We are discovering our identity: what and who we are. Every child needs someone to stand in their corner and cheer for them. These children, some of whom I have not even met yet, are my reason as to what inspires me to be an educator. They push me through everyday obstacles and make me become the best teacher I possibly can be.


2 Question 2: What or who inspired you to become a teacher? (350 word limit)

Inspiration can hit when you least expect it. My grandmother was a fantastic teacher, and I saw the impact she had on her students long after she retired from the classroom. She always told me I would be an extraordinary teacher. However, I did not go to college to pursue teaching.

I am not sure if it is circumstance or fate, but I am grateful for every choice that led me here. I am thankful for every job offer that did not seem to be a good fit, and the family member who suggested becoming a substitute teacher. At first, I told myself it would be a great income source as I pursued my planned career in academic/research psychology. Little did I know that the second I stepped foot into a classroom, I would be unable to walk away. Inspiration does strike at the strangest times. I do not have enough words to describe the incredible students, colleagues, and leaders that inspired me along my journey from substitute teacher to classroom teacher. It is because of them that I began to reflect upon what I want out of life.

What will be my legacy? Will it be how many things I acquire? Money? Status? Power? I realized something about teaching and myself. In the end, the only thing that matters is the legacy we leave behind, the relationships we build, and the people we impact. No other profession is as paramount or rewarding. Maya Angelou once said, “It’s remarkable how much power one good person can have in shaping the life of a child.” I want to inspire the next great scientists, poets, writers, and leaders: maybe the doctor who cures cancer or even a future president. I know that someday when I reflect on my career, I will look back on a life filled with passion, purpose, and meaning. I will be able to rest without any regrets, knowing that many students had at least one adult in their life who loved them and believed in them.


3 Question 3: Describe a new project that you have brought into your classroom

and how that improved student learning. (500 word limit)

One of the many new projects I have introduced into my classroom this year is Crime Scene Investigations (CSI). I build CSI activities for each unit using Google Slides to adhere to COVID-19 protocols. These CSI activities look like real case reports, and each of my students is assigned the role of detective. They examine evidence in the text, come to conclusions, and pair up using accountable collaboration techniques to share their thinking. For example, one of the CSI activities looks into the disappearance of the Indus Valley civilization. Students will first read about the background, mission, and how they will present their evidence. They analyze classified information, essential terms to know, and the background information about the civilization. Then, they explore the text, photos, and examine the evidence of three theories as to why the Indus Valley civilization disappeared. Finally, they do a case findings report where they present their final thoughts and prove which theory is more plausible. Students come together to discuss the investigation and how it connects to the present day.

Crime Scene Investigation activities are project-based learning I have introduced that has improved student learning. Students can make real-life connections. Using authentic text and higher-order thinking, they analyze the case and utilize investigation skills. I make sure that each CSI activity aligns with the purpose and the standards of the curriculum. Every investigation is relevant and challenging. I also differentiate instruction for my students by using ability grouping, pairing high achieving students with struggling learners.

I have also introduced digital station activities in my classroom. I create documents of primary sources that my students can access through their Google Classroom. They open the corresponding Google Slides activity and complete the project based on the digital texts. I would generally have stations set around the room with auditory, visual, and kinesthetic activities for my students. However, due to COVID-19, I had to improvise to still have my students work collaboratively. For example, when studying Ancient Egypt, students analyze Ancient Egypt Inventions stations, including papyrus, wigs, toothpaste, breath mints, the ox-drawn plow, the 365-day


4 calendar, and bowling. I made groups and had the group leaders add the others to their Google Slides. They could sit 6-feet apart and work together because they were all on the same document and had the text digitally on their Chromebooks. The activity is timed, and students rotate between groups while I monitor and assist them. I find that when students take on project-based learning, student learning increases dramatically.


5 Question 4: How do you engage your students and make learning fun for them? (500 word limit)

The most important thing to understand about being an engaging teacher is that you must first build relationships and trust with your students. Students do not care to learn from you until they learn that you care about them. I build an environment that is inclusive and safe. I strive to be positive, kind, caring, empathic, passionate, and funny with my students. I use restorative circles and keep notes, such as if a student loves soccer, in order to make my students feel valued and important. I build my students up as much as possible and try to make them feel appreciated. They need to know that I choose to be there for them and will always root for them to succeed.

Students who are engaged in their learning have a more positive attitude toward school and will give more effort. I use reading, writing, thinking, and talking in every lesson and ensure my lesson’s purpose aligns with the standards. I connect what they are learning to real life, and I am regularly teaching my students what, why, and how they will learn it. When my students understand the real-life reasons for learning the material, they are more invested in learning. I model my thinking, use guided instruction, independent learning, and collaborative structures. I use Kagan Strategies such as Jigsaw, Turn & Talk, and many others every day in my class. I check for understanding and adjust my lesson based on how my students respond. I also chunk content, use catch and release, and circulate to support my students. Music, videos, photos, and authentic texts from the civilizations we study make learning exciting and real for my students. I also use escape rooms, modified stations, CSI activities, and many more projects to create a community of learners. Small groups are crucial to reaching some of my students who need extra help.

I use primary source documents to create meaningful assignments, and use sentence stems for my students and myself to grow as learners. I question, prompt, and cue my students. I also use instructional scaffolding. Thinking maps and guided reading are helpful tools as well. I use Webb’s Depth of Knowledge to deepen their


6 understanding. I differentiate instruction to engage my students by creating choices in my lessons to cater to students’ learning profiles. I allow students to learn using auditory, visual, and kinesthetic activities. I also differentiate by grouping students based on interest or ability level.

I usually encourage movement in my classroom and incorporate technology into every aspect of learning. I encourage interaction and have had to use creativity to modify my assignments and include collaboration. I use meaningful assessments that are authentic and make sure the objectives are clear to my students.





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