Resume & CV: Lisa Nicely
Please see the attachment to view my resume.  Resume 4-26 (.docx) 0.02mb

Teaching Philosophy: Lisa Nicely

I believe that everyone deserves an equal opportunity to have an inclusive education. Students deserve to learn in a welcoming environment and should feel part of a class family. Providing a learning environment with these characteristics will create an atmosphere that allows students to learn meaningfully and more effectively reach their goals. It is important to provide the best possible education as we prepare children for a successful future.

I will aim to provide the support that all students need to be engaged in learning and reach their individual goals. All students can become successful graduates if they are provided with these supports and are engaged and guided to try their hardest. They also need to be willing to put in the work. It’s important to give students a learning community that creates a love for learning.

Providing differentiated instruction to meet each student’s personalized needs and offering multiple avenues for engagement will make learning more engaging and meaningful. Supports such as hands-on learning, group work, and technology are just a few options. Getting to know each child’s learning style is very important to me, so you are setting them up to be successful learners. An even better example of providing these supports is to allow the child to bring their experiences, interests, and abilities to the class and make sure that I create individualized learning using these options as I plan lessons and learning.

I want to foster a love for learning. There may not be a more important part of this puzzle than encouraging students to become eager to get to school and learn something new. I want my students to be eager to learn and be creative, curious, and critical thinkers. I want to provide excitement by providing real-world experiences in my lessons. This makes learning relevant, which in turn makes it more exciting and engaging.

I want my students to be passionate about their education. It shouldn’t be memorizing and taking tests. To provide a more engaging experience, I will try my best to be a good influence by continuing my education and informing my students the importance of learning something new each day, staying current with educational trends, and displaying my love for teaching.

Regardless of any student’s background, students will have the support and resources that are necessary to be successful. I will be fair and inclusive. I recognize that students come from diverse backgrounds, and I am committed to being culturally aware. I will try to make all students feel valued and adapt my instruction to accommodate their diverse needs. I hope to create a cozy environment that always makes them feel welcome and included. I will always advocate for my students. Students in my class will be encouraged to put in the work to overcome their challenges.

A major part of my teaching philosophy is to be a mentor and guide for students. Not just those in my class, but any student who comes to me for help, advice, or any form of support. I believe building relationships with my students creates a positive class culture. When students trust and respect me, they feel more confident and are more apt to learn and listen. I also think building relationships with parents is imperative. We need to work together to provide the best education for students. Another important relationship for a successful educator is working with your colleagues. They are your first point of contact when you need advice or assistance. These relationships will provide me with the support needed to help students develop the confidence required to be successful.

In the end, my educational philosophy is based on the belief that all students should receive an equitable, high-quality education. To provide this to them, I will offer support, nurture their talents, and foster a love of learning. I will build relationships and be the best educator I can possibly be by creating an engaging and inclusive environment. I hope to inspire students to love learning and grow into positive members of society.

Teaching Experience: Lisa Nicely

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:   Lisa Nicely

LU ID:  L33137841

LU Email:   lanicely@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/Location

Age/Grade/ Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

EXAMPLE

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

EDUC188

08/20/2024-11/21/2024

30

Spotsylvania Elementary

8 years/ 3rd grade/Language Arts and Math

Public

x

x

x

x

x

x

x

x

x

x

x

EDUC288

01/28/2025-03/20/2025

2

28

Spotsylvania Elementary

8 years/ 3rd grade/Language Arts and Math

Public

x

x

x

x

x

x

x

x

x

x

x

EDUC388

09/03/2025-11/21/2025

30

Spotsylvania Elementary

8 years/ 3rd grade/All Subjects

Public

x

x

x

x

x

x

x

x

x

x

x

EDSP388

09/02/2025-11/21/2025

45

Spotsylvania Elementary

6-10 years/1st-5th grades/All Subjects (Autism Class)

Public

x

x

x

x

x

x

x

x

x

x

x

x

Student Teaching Semester [Example: EDST 460]

EDST464

01/20/2026- 05/15/2026

342.25 (so far) 484.75 (by the end of the semester)

Spotsylvania Elementary

8 years/ 3rd grade/All Subjects

Public

x

x

x

x

x

x

x

x

x

x

x

TOTAL HOURS

0

484.75

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/Location

Age/Grade/ Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

Professional Organization Memberships

Name of Organization See recommended organizations

Initial Membership

Renewal Date

Month

Year

Month

Year

PDK International

February

2026

January

2027

 

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.	One field experience in a Christian school setting (must be at least one full day and an in-person visit).
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.

260422103755_L.Nicely_FES_2_6_26_update_Spring26.docx (.Nicely_FES_2_6_26_update_Spring26) 0.03mb

Reviews & Evaluations: Lisa Nicely
This document compiles my pre-CPAST evaluations from four separate practicums alongside my mid-term CPAST evaluation from my current student teaching semester. It serves as a comprehensive record of my professional growth, and I will incorporate my final CPAST evaluation once it is completed by my mentor. Evaluations - CPAST (.docx) 0.13mb

Assignments: Lisa Nicely

Interdisciplinary Instructional Planning Project:

This interdisciplinary instructional project, designed for a third-grade classroom at Summit Community School, integrates Science (The Water Cycle) with Math, Writing, and Reading to foster a holistic understanding of Earth's water systems. Through ten comprehensive lesson plans and additional block-style activities, the project combines hands-on experiments, such as creating water-reservoir models and "baggie" water cycles, with character-building principles like responsibility and curiosity.

Learning segment:

This third-grade math lesson concludes a learning segment on time by teaching students how to identify and calculate elapsed time in one-hour increments. Using Judy clocks, number lines, and a collaborative "task card scoot," students practice determining event durations and applying these skills to real-world scenarios.

Lesson Plan:

This 3rd-grade reading lesson focuses on distinguishing between minor events and the central conflict to help students summarize a text more effectively. Using a "gradual release" model, students analyze a clip from Finding Nemo and engage in hands-on activities to identify the primary problem driving a story's plot.

260423094620_Part_F_Assignments.docx (.docx) 0.34mb

Association & Society Membership: Lisa Nicely
I am a member of PDK International (Phi Delta Kappa), a professional association for educators that focuses on research, service, and leadership to support public education. I also belong to Christian Educators, a professional society dedicated to supporting and protecting Christians working in the public school system through legal resources, community, and faith-based advocacy. Professional Memberships (.docx) 0.15mb

Internships: Lisa Nicely
This document is a cumulative log detailing the hours I have dedicated to teaching, lesson planning, and various professional responsibilities as a student teacher. It serves as a comprehensive record of my instructional experience and administrative duties within my own classroom. Cumulative Log (.pdf) 1.21mb