Resume & CV: Lindsay Doss

???? Lindsay Doss

Abingdon, VA • 276-698-9156 • lmm24924@gmail.com

???? PROFESSIONAL SUMMARY

Future elementary teacher with a heart for helping kids learn and grow. I bring patience, creativity, and hands-on experience from student teaching, special education support, and substitute teaching. I’m dedicated to creating a welcoming, engaging classroom where every student feels encouraged to do their best.

???? EDUCATION

Bachelor of Education (B.Ed.) — Elementary Education
Liberty University • 2025

Dental Assisting Program
Virginia Highlands Community College (VHCC) • 2015

Pharmacy Technician Program
Neff Center • 2014

✏️ TEACHING EXPERIENCE

Student Teacher — Watauga Elementary

2024–2025

• Helped plan and lead lessons, morning work, centers, and small groups.
  
  
• Supported students one-on-one with reading, writing, and math skills.
  
  
• Assisted with assessment, tracking progress, and parent communication.
  
  
• Contributed to a warm, organized classroom environment.
  
  

Special Education Aide — Watauga Elementary

2024–2025

• Worked closely with students needing academic, behavioral, and emotional support.
  
  
• Implemented accommodations based on IEP goals.
  
  
• Encouraged independence, confidence, and positive behavior.
  
  
• Collaborated with SPED and general education teachers daily.
  
  

Substitute Teacher — Washington County Schools

2022–2024

• Led instruction across multiple grade levels and subjects.
  
  
• Maintained routines, behavior expectations, and learning momentum.
  
  
• Adapted quickly to each classroom’s needs and personality.
  
  

???? ADDITIONAL WORK EXPERIENCE

Support Team — Universal Companies

2020–2022

• Processed corporate purchase orders with accuracy and efficiency.
  
  
• Communicated with internal teams to solve order issues.
  
  
• Supported a fast-paced environment with strong attention to detail.
  
  

Dental Assistant — Gentle Family Dentistry

2018–2019

• Assisted with patient care and chairside procedures.
  
  
• Maintained sterile equipment and prepared treatment rooms.
  
  
• Helped ensure smooth daily operations and patient comfort.
  
  

Janitor — DRBC

2012–Present

• Maintain a clean, safe, organized environment.
  
  
• Demonstrated long-term reliability and commitment.
  
  

???? SKILLS

• Positive Classroom Management
  
  
• Small Group & One-on-One Instruction
  
  
• Child Development Knowledge
  
  
• Special Education Support
  
  
• Behavior Support Strategies
  
  
• Communication & Collaboration
  
  
• Creativity in Lesson Planning
  
  
• Patience, Empathy & Encouragement
  
  
• Organization & Time Management
  
  
• Flexibility in Changing Environments

REFERENCES

Debbie Anderson
Washington County Schools
Phone: (276) 698-5807
Email: danderso@wcs.k12.va.us

Lori Casteel
Washington County Schools
Email: lkcasteel@wcs.k12.va.us

Lauren Roark
Universal Companies
Phone: 276-477-9954
Email: lroark@universalcompanies.com Resume (.pdf) 0.16mb

Teaching Philosophy: Lindsay Doss

Being the Guiding Light

Lindsay Doss

EDUC360:D01

Professor Karen Berkenkemper

August 14, 2024

Abstract

          My philosophy of education is to be a guiding light for all students. I will show them that I am invested in their future, and that I am willing to put in the work to get them where they need to be. In my opinion, all children have a drive inside of them to learn. If I provide them with the proper tools, they will exceed expectations placed on them. Showing them that I care about their thoughts and allowing them to have freedom within reason will teach them confidence in themselves and give them the power to flourish. Teaching is more than just telling kids what they need to know, but shows them that they already have the power inside themselves to obtain greatness. I believe that if I am to make an impact on students that my philosophy must rely on evidence-based practices. I will work to connect my beliefs to instructional models that I have seen in research to help improve my students engagement and growth.

Being the Guiding Light

          Childhood is the foundation of our lives and molds who we will become as adults. We can all remember a teacher who made an impact on our lives, either just educationally or emotionally as well. Many people do not see the hard work teachers put in to make this impact on their students. My goal as an educator is to be a guiding light to my students. Being a guiding light can mean many different things to different people. To me, it means giving my all to my students and providing them with the best educational experience they could dream of while also providing grace. The whole point of gaining an education is to become a well-rounded adult who can contribute to themselves and society. Which all stems back to the people who are educating us.

Philosophy of Schools & Learning

          There are so many topics students must learn in their early years to continue to grow throughout their lives. That is why a proper education is so important and why we have schools. If it were left up to families to be the only form of education for their children, many gaps could be missing as they grow older. It is a very heavy weight to carry if you are only one person trying to teach everything someone should know throughout the entirety of their education. This is why schools are broken up into grades and subjects to make sure nothing is missed.

          I believe that all children have the desire to learn and make up their nature as a learner. A useful learning theory I plan to follow is called Humanism. This theory states that “learners begin by learning the necessary information to meet their basic survival needs, ultimately striving to reach the top of the hierarchy, called self-actualization.” This self-actualization does not necessarily have to be for their whole life it could even just be a goal the student is setting for themselves during this specific year in which they are learning. While Humanism cannot be the only way you run a classroom in a public-school setting since it gives more freedom to the students, I do think that using it as often as possible will help students realize on their own just how important their education is. If we give students the freedom to tell us what they want to learn or think they should be learning we might be surprised at what all they wish to know.

Instructional Practice

           When applying the Humanism theory, we are allowing students the chance to have freedom within their education. This does not have to be complete freedom but just ways in which students believe you are giving them the chance to follow their own path while being their guiding light. Ways this can be done is by having open discussions where we can hear the thoughts of each student, discussing student questions in depth, and having students explain to you ways they like to learn. While this may not work for every lesson it can be used throughout the class to build a better relationship with students and show that as a teacher you care about their feelings and future. One instructional practice I plan on implementing is a multisensory approach. This will blend direct instruction with a student-centered approach. Using this approach will engage students through auditory, visual, and tactile activities. This approach is supported by research showing its effectiveness in strengthening memory and deepening understanding while keeping students engaged. Helping all types of diverse learners in the classroom.

Teacher-Learner Relationships

          The learner’s role in the learning process can vary depending on the situation. There may be times when the learner is able to take control like when having an open discussion and times when the learner should put all of their focus into what the teacher is having them do. The teacher must always make sure they are in control of the learning process, but they should also try and give the learner as much freedom to figure out their education as possible. I believe allowing children the chance to have freedom will make them prove themselves because they want their teachers to know how hard they are trying and what they are capable of.

Diversity

          Teachers should always take diversity seriously. There are so many ways in which someone could be different from the crowd. It could be that they are above grade level or even someone who is an English learner. While creating lessons, diversity can change a lot of the content that should be included. Making sure every student’s diversity is taken into consideration is a must. This might make for more planning, but it is a key factor in how a classroom should be ran.

Conclusion

          The main goal of my teaching is to make sure every student knows that I care enough about them as a person to try and give them the best education possible. Nothing is more important than the future of children and they cannot have a bright future without a guiding light. Showing them that I wish to hear their opinions and know how they feel will help them build a stronger relationship with me and make them more open to following my instruction for the duration of the course. There is no greater joy than making a child feel seen and heard.

Reference

Why learning theories are important and how to use them. (n.d.). https://ftcetest.org/learningtheories-how-to-use-them/

Teaching Philosophy (.docx) 0.02mb

Licenses & Certifications: Lindsay Doss
Certifications (.docx) 1.85mb

Teaching Experience: Lindsay Doss

 

Field Experience Summary: ELEMENTARY EDUCATION (PreK-6)

▪ List all field experiences on this Field Experience Summary (FES) that you completed in your endorsement area through practicums and student teaching. Refer to the Field Experience Rubric below to review target goals for placement expectations. ▪ Although not required, you may also list experiences related to service in actual elementary schools (i.e., after-school tutoring programs, substitute teaching, etc.) on this FES under the section labeled “Previous Experiences”.   ▪ You may use your resume and portfolio to highlight all of your other experience with children (i.e., teaching Sunday school, summer camps, etc.), but those experiences should not be included on this FES.

Teacher Candidate:   Lindsay Doss

LU ID:  L 33675950

LU Email:   lmdoss@liberty.edu

Hours Indirect vs. Direct

Placement Description

Course Indicate N/A if not course-based experience

Date(s)

Indirect Observe

Direct Teach/ Assist

School Name/Locatio n

Age/Grade / Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

E t h n i c i t y

S E S

G e n d e r

L a n g u a g e

U r b a n

R u r a l

O t h e r

Learn ing Disab ility

Auti sm

Em oti ona l Dis tur ban ce

Int elle ctu al Dis abil ity

Oth er He alt h Im pai rm ent

Dev elo pm ent al Del ay

Mul tipl e Dis abil itie s

Tra um atic Bra in Inju ry

Oth er

E X A M P L E

EDUC 588

01/27/2021-05 /14/2021

44

1

Linkhorne Elementary School (Lynchburg, VA)

1st Grade All Subjects

Public

X

X

X

X

X

X

EDUC 188

9/23/2024 - 10/11/202 4

26

8

Watauga Elementary School/ Abingdon, VA

5th grade / Languag e Arts

Public

X

x

x

x

x

x

x

x

x

x

x

x

EDUC 288

9/16/2024 - 11/18/202 4

23

7

Watauga Elementary School/ Abingdon, VA

4th grade /Math

Public

x

x

x

x

x

x

x

x

x

EDUC 388

9/16/2024 - 11/18/202 4

20

10

Watauga Elementary School/ Abingdon, VA

4th grade/ Science

Public

x

x

x

x

x

x

x

x

x

11/19/202 4

6

Cornerstone Christian Academy (Abingdon, Va)

2,3 all subjects

Christian

x

x

x

x

Student Teaching Semester [Example: EDST 460]

EDST460

8/18/2025 - 11/15/2025

163.75

160.45

Watauga Elementary School

1st grade/ all subjects

Public

x

x

x

x

x

x

x

x

TOTAL HOURS

238.75

185.45

Minimum of 150 direct teaching hours must be included.

Previous Experiences

Date(s)

Position/Role Held during Previous Experience (Substitute, IA/TA, paraprofessional, etc.)

School Name/Locatio n

Age/Grade / Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Eth nici ty

SES

Ge nde r

Lan gua ge

Urb an

Rur al

Oth er

Lea rni ng Dis abil ity

Auti sm

Emot ional Distu rbanc e

Int elle ctu al Dis abil ity

Oth er He alt h Im pai rm ent

Dev elo pm ent al Del ay

Mul tipl e Dis abil itie s

Tra um atic Bra in Inju ry

Oth er

2024/25

Sped Aid

Watauga Elementary

5th grade

Public

x

x

x

x

x

x

x

x

x

2022/23

Substitute Teacher

Washington County Public Schools

K-5th

Public

x

x

x

x

Professional Organization Memberships

Name of Organization See recommended organizations

Initial Membership

Renewal Date

Month

Year

Month

Year

CEAI

August

2024

August

2025

CEAI

August

2025

August

2026

 

 

Field Experience Summary: ELEMENTARY EDUCATION (PreK-6)

Use this Field Experience Rubric as a guide in seeking diverse field experiences throughout your program.  Your University Supervisor will use this rubric to evaluate your FES during your student teaching semester. Membership and participation in professional organization(s) is also expected.  Current membership (valid through the end of the student teaching semester) is required in an organization for your endorsement area (e.g., PDK, KDP, ILA, NAEYC, NMSA, CEC, ASU, CEAI, other state and local organizations, etc.) 

Teacher Candidate:				LU ID:
CAEP	InTASC	Setting	Recommended	Required
R1.1, R1.3, R2.3	1, 3, 7	Christian School	One or more field experiences in a Christian school setting (must be an in-person visit).	One field experience in a Christian school setting (may be virtual if an in-person visit is not available.)
R1.1, R1.3, R2.3	3, 7, 8	Public School	Two or more field experiences in public school setting.	One field experience in public school setting.
R1.1, R2.3	1, 2, 3	Cultural diversity (ethnicity, SES, gender, language, urban, rural, etc.)	Combined field experiences include placements with elementary students who represent three or more types of cultural diversity.	Combined field experiences include placements with elementary students who represent two types of cultural diversity.
R1.1, R1.3, R2.3	1, 2, 8	Exceptionalities:  (learning disability, autism, emotional disturbance, intellectual disability, other health impairment, developmental delay, multiple disabilities, traumatic brain injury, etc.)	Combined field experiences include placements with elementary students who represent three or more types of exceptionalities.	Combined field experiences include placements with elementary students who represent two types of exceptionalities.
R1.1, R1.3, R2.3	1, 7, 8	Grades PreK-6	Three or more field experiences in grades preK-6.	Two field experience in grades preK-6.
R1.4, R3.2	9, 10	Professional Organizations	Two or more current memberships (valid through the end of the student teaching semester) in an educational professional organization.	One current membership (valid through the end of the student teaching semester) in an educational professional organization. (eg. CEAI membership)
R1.2, R2.3	7, 8	Student Teaching	Successfully completed all required weeks of student teaching with more than 150 direct teaching hours.	Successfully completed all required weeks of student teaching with 150 direct teaching hours.

 

Field Experience Summary (.docx) 0.03mb

Reviews & Evaluations: Lindsay Doss
Throughout my Student Teaching and Practicum placements, I have had several observations completed. Attached are those observations with scoring from the host teachers. My final observation is not attached. This was approved by my professor. Evaluations (.docx) 0.15mb

Assignments: Lindsay Doss
My IIP is given in a fifth-grade classroom. The students will learn about the Native Americans and will have a family night showing all of their hard work. The lesson plans used in the IIP will give students all of the information they need to gain comprehension of the lives lived by the different tribes.  Interdisciplinary Instructional Planning (.docx) 0.36mb

Association & Society Membership: Lindsay Doss
Professional Association (.pdf) 0.04mb

Internships: Lindsay Doss
Attached is my cumulative log for my student teaching semester. There are images included in the file showing a bit of my experience. The last two weeks are not documented seeing as they have not been completed yet. Cumulative Log (.docx) 6.55mb