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Hi, everyone! My name is Hadley O'Neill. My husband and I currently live in East Lansing (for those of you who graduated from MSU, we're actually right on Milford, by the QD, and therefore surrounded by undergads), where he just finished his MBA with MSU and I teach in Battle Creek.

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Before we lived in East Lansing, my husband and I were in Baltimore for three years, where he was stationed at Fort Meade.

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I have a brother and a sister (they're twins). My brother and his wife, Hyerim, recently married at the MSU Alumni Chapel. My sister, her husband and their 2 kids live in Pennsylvania.

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Interests & Hobbies

running

fishing

cooking

attending MSU sporting events (we're season ticket holders since we live so close)

reading

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Aside from opening up career opportunities, I am in this program to grow professionally, to better my practice so I can better my students.

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The strongest example thus far of how this program has helped me grow is the research I did around trauma-informed schools for TE 848. That work lead me to best practices in trauma-informed instruction, the Zones of Regulation, and restorative practices, all of which have dramatically improved my classroom community, management and overall achievement.

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Before my time with BCPS, I taught two years of third grade and one year in fifth, in a departmentalized grade-level (I taught ELA), for Harford County Public Schools, in Maryland. Prior to HCPS, I taught fourth grade in South Lyon.

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Teaching reading through the workshop model is by far my biggest strength as an educator, and where I find the most joy.

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Good teachers create classrooms communities where students are courageous in their learning. They are proactive in their management and utilize restorative practices.

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This is my second year teaching fourth grade for Battle Creek Public Schools (BCPS), in a priority school.  Verona is a Title I building with more than 99% of our population on the Free and Reduced-Price Meals System (FARMS), and all students benefit from universal breakfast in the classroom. Importantly,

Verona serves a uniquely diverse and vulnerable population, with most of our students coming from trauma.

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Alongside pulling small groups, progress-monitoring is key, putting rigor at the forefront of instruction.

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Differentiation is a must. Highly effective teachers use data to drive their small group lessons.

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Students are active participants and help create resources they will use, i.e. "walls that teach".

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Engaging! Good teachers engage students using total participation techniques, whole brain teaching, equitable participation, etc.

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Good teaching is data driven and ROCIs (Results Oriented Cycle of Inquiry) around said data.

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My dream job would be to work as an instructional coach, supporting teachers through a non-evaluative lens. Through a coaching position, I’d be able to continue to work with teachers and students in classrooms while also remaining current in best practices; designing and delivering professional development on cutting edge research, instructional strategies, and more.

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Good teachers backwards plan and scaffold accordingly. They write objectives in language accessible to students.