Amy Tuthill

English as a Second Language

A teacher affects eternity, and can never tell where the influence stops.
Henry Brooks Adams

Education

Masters in Curriculum and Instruction, Concentration: Literacy, George Mason University, May 2008
Collegiate Professional License; Reading Specialist (K-12) and Special Education, Emotional
Disturbance (K-12)
Provisional License; English as Second Language (K-12), final class will be completed 5/2015
B.S., Health, Fitness, and Recreation, George Mason University, May 1999

Professional Experience
LAKERIDGE MIDDLE SCHOOL
Reading specialist/8th grade Language Arts teacher

August 2014-present

Plan, develop, and implement lesson plans based on Prince William Countys 8 th grade Language
Arts curriculum.
Assess students learning through authentic and traditional forms of assessment.
Differentiated instruction to serve students needs and learning styles.
Communicate with parents regularly via phone, email, and conferences.
Input and maintain students grades in database program.
Actively participate in school events, faculty meeting, department meetings, and Personal Learning
Communities (PLCs).

MONTCLAIR ELEMENTARY SCHOOL

English as Second Language Teacher (ESL)

Provided Instruction to English Language Learners focusing on writing, reading, speaking, and
listening in small and whole group setting.
Recognized variations in students background, abilities, and learning styles and plan lessons
accordingly.
Planned daily with classroom teachers discuss strategies for teaching ESL students.
Co- taught mini lessons with teachers to integrate ESL learning strategies for the entire class.
Administered standardized tests and track students progress against state standards.
Imported required Department of Justice ESL information quarterly into SMS.
Acted as a liaison between student, teacher, family, and school.

Reading Specialist

Oct. 2013-June 2014

Aug2006- Oct. 2013

Progress monitored students to find strengths and weaknesses in literacy.

Used informal/formal assessments such as the progress monitoring data, Common Formative
Assessments (CFAs), and Standards of Learning (SOL) assessments to develop instruction based on
students areas of need while infusing the Response to Intervention Model (RTI).
Collaborated with teachers daily discussing the literacy needs of Tier 2 and Tier 3 students.
Designed and provided staff development for literacy instruction for Tier 1 students based off of
staff input and informal assessments.
Disaggregated data by designing spreadsheets to highlight student learning strengths and
deficiencies.
Collaborated with grade level teams to improve reading and writing instruction.
Co- taught a variety of literacy lessons integrating reading and writing strategies for the entire
class.

Modeled a variety of literacy lessons and guided reading groups for teachers per teacher and
administration request.
Ordered materials to support reading and writing curriculum.
Increased parent involvement by offering and implementing programs such as Books to Bags to
Better Readers, Parent Workshops, and Quill and Scroll (Montclair Program honoring young authors).
Coordinated school wide events to increase the motivation for reading among students.
Served as a Team Leader, SPOT coach, and Mentor to new teachers.

PRINCE WILLIAM COUNTY JUVENILE DETENTION CENTER

Reading Resource Teacher

Jan.2005- June 20 06

Assessed level of functioning and worked with youth on reading/coping skills in specific content
areas.
Developed and implemented plan of action for each assigned student.
Provided remediation to struggling readers.
Addressed in the reading program life skills, vocation education and career awareness needs of
students.

STONEWALL JACKSON HIGH SCHOOL

Special Education Teacher

Aug.2000- Dec.2003 (Maternity Leave)

Special Education Teacher for students with Emotional Disturbance

Worked with students to help improve reading skills for a variety of different subjects.
Created, planned, and implemented lessons by using the Prince William County Curriculum..
Managed classroom and provided individual and group instruction.
Adjusted and modified teaching style to facilitate effective learning.
Collaborated with teachers, parents, and students to ensure the educational needs of the students
were being met and/or exceeded.
Developed and implemented Individualized Education Programs for students.
Developed and implemented Functional Behavior Assessment(s) on an as needed basis.
Amy Tuthill
703 -670-8440
tuthilaf@pwcs.edu