Emilia Bieluch

//Emilia Bieluch

Boston College
M.Ed. in Moderate Disabilities

University of Saint Joseph

Chestnut Hill, MA

Present – August 2019

West Hartford, CT

Emilia Bieluch



BA: Child Study

  • Ann E. Rosetta ’44 Professional Practice Award in Elementary Education
  • Sr. Mary deLourdes Kenny Founders’ Award in Human Development and Family Studies
  • Pi Gamma Mu Honor Society
  • Symposium Day Presentation: How Effective are Behavioral Management Strategies for Teachers with

Students with Disabilities and Without?

Manchester Community College

AS: General Studies


Massachusetts Certification, Moderate Disabilities Grades PreK – 8, Pending Teaching English Language Learners Certificate Program, Boston College, Pending Sheltered English Immersion Endorsement, Boston College, Pending

Horace Mann Elementary School
Student Teacher, Grade 4, co-taught inclusive classroom

May 2018

Manchester, CT

June 2015

Newton, Massachusetts


January 2019 – Present• Participate in co-teaching and oversee a diverse reading, writing, math, and math intervention group

  • Take part in Responsive Classroom approaches such as morning meeting, using “and” rather than “but”, and open to allowing certain privileges that help students learn and focus
  • Foster socio-emotional piece by giving students space when needed as well as conversing one-on-one
  • Use pre-assessment and post-assessment data to inform and adapt lessons to reinforce learning
  • Craft lessons that include using question prompting, rephrasing, and starters to support independent

    thinking skills

  • Implement lessons that support students with high-incidence disabilities using accommodations such as

    previewing, sentence starters, repeat of directions, and small group discussions

  • Facilitate student modeling and presentation of work in two different leveled math groups
  • Differentiate instruction in reading group through use of graphic organizers, video, technology, and exit

    slips in the form of short answer, multiple choice, and visual representation

  • Inquiry project: What Happens to Students’ Comprehension When They use Various Reading Strategies?
  • Attend Individualized Education Program and English Language Learner consults
  • Converse with specialists for questions, feedback, and recommendations
  • Attended parent conferences and presented child’s work from assigned small groups
  • Assist and scaffold for different language needs in pull-out English Language Learner writing group

    Aiken Elementary School West Hartford, CT

    Student Teacher, Grade 2, inclusive classroom August 2017 – November 2017

  • Practiced classroom management strategies
  • Successfully implemented lesson plans in all subject areas
  • Utilized differentiated instruction to meet students’ learning needs and increase motivation
  • Prepared for students who need to be challenged or need extra support
  • Recorded and analyzed student data to prepare for next steps
  • Anticipated all teaching responsibilities under the leadership of cooperating teacher
  • Collaboratively worked with other staff members such as during weekly meetings
  • Attended various professional development sessions, district meetings, and West Hartford’s Equity and

Diversity Council meetings

Smith STEM Elementary School West Hartford, CT

Student Intern, Grade 4, inclusive classroom January 2017 – April 2017

  • Observed cooperating teacher and reflected on observations
  • Planned a lesson for science, social studies, mathematics, literacy, health, physical education, and the arts
  • Created and implemented lessons in science, social studies, mathematics, and literacy content areas
  • Co-taught with cooperating teacher
  • Used student work for self-reflection on lessons

    Hartford Public Library

    Library Program Assistant

  • Recruited children to participate in various summer reading programs
  • Recorded and assessed children’s reading abilities using a running record
  • Assisted and supervised children’s activities

    University of Hartford Summer Place

    Swim Instructor Camp Counselor, Grades 1-9

Hartford, CT

June 2015 – August 2015

West Hartford, CT

June 2012 – August 2014

  • Modeled aquatic skills in and outside of the pool
  • Provided accommodations such as kickboards and pool noodles when appropriate
  • Recorded notes daily for completion of thorough and accurate report cards
  • Managed the arrival and dismissal of home group as well as supervision during lunch

    Charter Oak Family Resource Center West Hartford, CT


  • Supported diverse family backgrounds
  • Practiced verbal and non-verbal communication with non-native English speakers
  • Researched the roles of nonprofit organizations

    Max’s Oyster Bar


  • Treated guests with grace and dignity
  • Efficiently completed multiple tasks at one time
  • Remained positive with all guests
  • Supported other team members during shifts


    Growth mindset Multicultural awareness Organized
    Differentiated instruction Effective instruction

E. Bieluch, page 2


January 2018 – May 2018• Participated in the English For Families and Futures Program for foreign moms and their children

West Hartford, CT

May 2016 – January 2019

Participatory style
Building rapport with students
Attentiveness to verbal/non-verbal communication Composed and decisive under pressure