MORGAN MERRITT
UNIVERSITY OF FLORIDA | BACHELOR OF ARTS IN EDUCATION | MASTER OF EDUCATION
every child deserves a champion.
I'm Morgan, but my favorite people call me Mrs. Merritt.
I teach for those glorious moments - when students are hanging on every word of the chapter, when they see that they can do it, when an idea strikes, when the class cheers for the kid who counted to 10. I'll never get enough.
"Joy and learning must co-exist." -S. Brown
How I got here
When I stepped into class on my first day at the University of Florida, I was a Health Science major planning on becoming a doctor. Throughout my two years on that path, I knew something just wasn't right. Something didn't fit. When I thought about what I wanted to wake up and do every single day, kids were always in the picture. I've always loved school and working with children so I took the leap and switched to Elementary Education just in the nick of time. As a student in ProTeach, my love for school and children remained but was transformed. I began to develop a great passion for getting kids invested in lessons, making education work for atypical learners, everything social-emotional learning, advocating for students, making school a place where children want to come every day, teaching every student to read, and most of all, building relationships with my students. Today, as a teacher, I am dedicated to using these practices, each and every day, to ensure every child succeeds.
EDUCATION
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RESUME
EDUCATION
University of Florida (2014-2019)
Unified Elementary Education ProTeach Dual Certification Program:
Masters of Education in Special Education, 2018-2019
Bachelor of Arts in Education, May 2018
Palm Harbor University High School (2010-2014)
CERTIFICATIONS
Orton Gillingham Certification, 2023
Georgia Educator Certification in Elementary Education (P-5) and Special Education, 2019
ESOL Endorsement, 2019
Florida Certification in Elementary Education (K-6), 2018
ESOL Endorsement, 2018
Reading Endorsement, 2018
REFERENCES
Shelby Spears
Special Education Team Lead
shelby.spears@dawsoncountyschools.org
Laura Meyer
Principal of Nickajack Elementary
Jill Ozog
P.K. Yonge K/1 Learning Community Leader
Heaven Soto
Mentor Teacher
Dr. Lindsey Chapman
UF Practicum Supervisor
Dr. Caitlin Gallingane
UF ProTeach Professor
EXPERIENCE
Elementary School Teacher at Robinson Elementary, Dawson County Schools (July 2020 - Present)
Includes experience teaching a 2nd grade inclusion class, 1st grade inclusion class, 1st grade resource class, Kindergarten resource class, and Kindergarten co-taught class
Each role gave a unique opportunity for professional development:
Co-Taught (2024-25)
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Created a nurturing and structured learning environment that promoted growth, team work, resilience, empathy and success in many different forms
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Differentiated instruction to align lessons to standards while meeting students on their level and delivering learning opportunities in a form that is accessible to all
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Involved families in students’ learning through conferences, IEP meetings, projects, celebrations and Title 1 events
Resource (2022-24) -
Designed and implemented data-driven interventions to meet the needs of students with diverse learning needs in alignment with IEP goals
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Manage significant behavior needs using trauma-informed strategies, positive behavior supports, functional behavior assessments and behavior improvement plans
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Collaborate with general education teachers, administrators, speech language pathologists, occupational and physical therapists, families and students to develop IEPs that address students specific academic, social emotional, cognitive, motor, speech and behavior needs
Inclusion (2020-22) -
Collaborate daily with a co-teacher and paraprofessional in Kindergarten to plan instruction and teach students foundational reading, writing and math skills based on a variety of assessments given throughout the year
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Differentiate instruction to meet the academic and behavior needs of students through targeted interventions, behavior plans, sensory and regulation support, multisensory instruction and assistive technology
First Grade Teacher at Nickajack Elementary in Cobb County School District (July 2019-July 2020)
Includes collaborating with a team to design and implement rigorous instruction in the workshop model for all subjects, differentiate instruction, provide feedback through student-teacher conferences, use school-wide positive behavior interventions and supports, communicate effectively with parents and coworkers, provide digital learning instruction, and most importantly build relationships with students, families and school community members.
Full-Time Year-long Internship at P.K. Yonge Developmental Research School in Kindergarten and 1st grade (Aug. 2018-May 2019)
Includes assuming the role of a full-time teacher to conduct a classroom, manage behavior, teach Kindergarten reading and teach 1st grade writing, math, science and social studies. Included teaching multiple literacy small groups and an individual literary intervention.
Private Individual Tutoring (Aug. 2018-May 2019)
Includes designing an individualized academic intervention for a 2nd grade student evaluated for dyslexia and ADHD, and tutoring student 3 times a week.
Practicum at SAIL (Summer Adventures In Literacy) at P.K. Yonge Developmental Research School
(June 2018-July 2018)
Included conducting assessments to gauge strengths and weaknesses, designing and implementing an individualized
intervention plan for a struggling reader, designing and implementing whole group, small group and individual reading
intervention programs and lessons, engaging students in topics difficult for them, and working with students with learning
disabilities and extreme reading difficulties
Practicum in a 1st grade classroom at Chiles Elementary School (Jan. 2018-April 2018)
Included designing and teaching science and social studies lessons weekly, designing and instructing a literature circle,
leading math and reading small groups, and conducting assessments
Practicum in a 3rd grade classroom at Williston Elementary School (Aug. 2017-Dec. 2017)
Included designing and teaching a weekly fluency lesson and teaching small group and whole group math
Practicum in a 2nd grade classroom at Norton Elementary School (Jan. 2017-April 2017)
Included teaching small group reading instruction and tutoring an at-risk 1st grade student using the University of Florida Literacy Initiative (UFLI) program, resulting in the student improving 13 reading levels
Kindergarten/1st Grade Group Leader at Camp Cubber Summer Camp (Summers 2015, 2016, 2017)
Included leading a class of 25 K/1st graders, implementing classroom management strategies, leading students on
field trips, leading activities, and communicating with families
PLEASE SEE EXPERIENCE PAGE FOR MORE DETAILS.
ACCOMPLISHMENTS
Consistent Level III and IV ratings on the Teacher Keys Effectiveness System (TKES) in all standards
Served as Mentor Teachers to multiple interns
Mindset Safety Management Trained
Co-created STEM @ IBM, a volunteer program for IBMers to facilitate technology workshops in classrooms
Spearheaded initiative to transfer assessments into our county-wide database for collaborative use and organized a system to easily access assessments
Member of the Technology Key Team at Nickajack Elementary
TEACHING PHILOSOPHY
I believe that my role as an educator is to ensure every student is able to succeed. I acknowledge that many factors affect student success and design my classroom and environment and instruction to set students up for success. I believe I can do this by first ensuring students' basic needs are met (being fed, clean, clothed and loved). I put forth effort to build a relationship with every single student, by having conversations with them about what's going on in their life, providing them with specific books that would interest them, and showing them my personality and accepting theirs. I believe if I have mutual love and respect with a student, I can get anywhere with them. Then, I evaluate students' individual academic needs and design and implement instruction and interventions to meet those needs.
Apart from basic human needs and academic needs, I believe all students thrive in an environment that meet their social-emotional needs. I believe a large part of this is modeling how to be a kind, empathetic human. I also believe in instructing students on how to be kind, cope with emotions, take care of each other, lift others up, and how to be a helpful member of our classroom community.
I believe these are just a few of the most important puzzle pieces that create a functional, encouraging and effective learning environment. Above all, I believe in supporting my students in any possible way and educating them with methods that reach them.
EXPERIENCE
5ft snake skin from my porch
TEACHING INCLUSION
For the past 5 years, my niche has been teaching students with disabilities in some form or fashion. Whether it has been in a para-supported inclusion class, resource setting or co-teaching with a general education teacher, differentiation has been my word,
In the inclusion and co-taught setting, my goal was to meet students' academic and social emotional needs while providing an environment rich with peer role models, exemplars and positive relationships. As a team, we planned lessons that would stretch content for some and shrink it for others- tailor it to meet students where they were at.
Resource challenged me as an educator but also fostered the most growth. While I was excited for the challenge, I needed to be more patient, more flexible, more creative. With time, I was able to learn what my students needed and how to provide it while still maintaining an effective learning environment,. I was able to take many of those skills into a co-teaching setting and be a better teacher, I'm very grateful for that opportunity and the growth it demanded.
TEACHING 1ST GRADE
As a first grade teacher, I put the research-based strategies I learned and practiced into place. I strived to create a classroom environment where my students feel loved, encouraged, challenged, engaged and supported.
Here are a few of the practices I implemented:
-instruction in the workshop model (opening, workshop activities, closing)
,-differentiated instruction in small groups and one-on-one
-individual writing conferences
-pre and post assessments to track students' progress on priority standards
-peer collaboration and feedback
-mindfulness and growth mindset strategies
INVOLVING OUR COMMUNITY
As a first grade teacher at Nickajack Elementary, I took the initiative to connect with IBMers in our community to come into my classroom and host technology workshops. I worked with the IBMers to design workshops that taught students the basics of Coding, Design Thinking, Cloud Technology, Weather Tracking and Artificial Intelligence. We infused an 'alien' theme into each workshop to engage students and bring advanced technology topics to their level. We even created an Alien Translator app that incorporated both phonics practice and cloud technology. I continue to work with IBM to develop this volunteer program and bring it into other classrooms.
A UNIQUE INTERNSHIP
P.K. Yonge Developmental Research school is a K-12 school dedicated to putting research-based practices into action in the classroom. While the school is a public school, it's also its own district, giving administration and teachers the freedom to implement best practices as they see fit. The student population is based on a lottery system that ensures the demographics of the student population matches the demographics of the state of Florida. Both of these unique aspects of P.K. have given me the opportunity to teach in both a well-rounded environment and an environment saturated with best-practices. Collaborating on a team of 9 educators in a Kindergarten and 1st grade learning community gave me the great opportunity to learn how to teach students of all demographics in the most effective ways. I was able to implement a collaborative curriculum, social-emotional learning, project-based learning and the workshop model in both Kindergarten and First Grade for a full year.
SUMMER ADVENTURES IN LITERACY (SAIL)
I consider SAIL to be one of my greatest and favorite accomplishments of my own education. SAIL is a four-week summer reading program that employs evidence-based intervention methods. Students with severe reading difficulties receive individualized instruction, specifically tailored to address their needs. Throughout the program, I designed and implemented intensive interventions using multi-sensory methods for small groups and individual students. After four weeks, students made incredible advancements in reading ability. I reflect on this experience and believe this is truly the time when I learned how to teach effectively.
DUAL CERTIFICATION PROGRAM
The UF Dual Certification Program is a comprehensive education program emphasizing how to serve all students. Through the program, I had the opportunity to have practica in Kindergarten, 1st Grade, 2nd Grade, 3rd Grade and 6th Grade.
The College of Education summarizes the actions of the program as the following:
"Graduates will be prepared to
(a) use research-based practices to improve academic and behavioral outcomes for students with high incidence disabilities
(b) address the needs of students from culturally and linguistically diverse backgrounds and those from high need schools
(c) collaborate with general educators to improve outcomes for students with disabilities who are educated in general education classrooms
(d) improve student outcomes on high standards for learning in core academic subjects.
The dual certification program, which includes an emphasis on intensive intervention for students with reading disabilities, has been accredited by the International Dyslexia Association.
A DAY IN THE CLASSROOM
Arrival & Play
As students trickle in, they are greeted at the door, unpack their things, get a new Home Reading book, have breakfast and play at their table.
Morning Meeting
We start our day with school-wide announcements, a greeting and share, calendar math & number talk, and an overview of the schedule and jobs.
Math Workshops
Our math time starts with an interactive mini-lesson, transitions into workshops (Game, Write About Math, Independent Work, Group Activity, and Technology) as I work with small groups, and finishes with a closing activity.
Specials & Snack
Students go to specials as I collaborate with my team. We come back together for snack with a read aloud, sometimes from a special guest!
Phonics
We move into an interactive direct instruction lesson in our weekly phonics pattern. Students will receive differentiated phonics instruction during literacy small groups to follow up with lesson.
Reading
Students read from their book bins with choice and leveled books independently or with a partner. They're challenged to find words with our phonics pattern.
Literacy Workshops
Students reconvene for a mini-lesson, then move into their literacy workshop for the day (Word Work, Phonics, Writing, Technology and Poetry Notebook) while I work with small groups, and we finish with a quick closing activity.
Read Aloud
Before lunch, we have a read aloud with a reading comprehension lesson.
Lunch & Recess
Students have their lunch brain break, go to lunch, and we get back together for recess - my time to talk to students and get to know them better.
Writing Workshops
During Writing Workshops, we have a mini-lesson, move into work time as I conference with students, and finish with students sharing their writing.
Content
For Science, Social Studies and Health, we spend time on project-based learning to explore topics, such as the Sound Parade above.
Dismissal
When we get ready to leave for the day, we gather to discuss our Glows and Grows, what's coming up tomorrow or to share something with the class.
WORK SAMPLES
Digital Learning Lesson
Literacy Lesson Plans
Math Lesson Plans
UDL Lesson Plan
Classroom Management Plan
Reading Comprehension
Research Poster
Individualized Literacy
Assessment Report
Observation Feedback
Kindergarten
1st Grade
