Experience Summary
CAREER PROFILE
Creative, energetic, and resourceful educator with ten years of experience in both Public School and Early Childhood Areas. Broad knowledge of literacy development and early language acquisition. Extensive background working with multicultural, special needs, and at-risk students and their families. Proven ability in developing strong collaboration with classroom teachers, students, and families. Success in entering a classroom mid-year and established smooth and effective transition between teacher who was leaving and myself.
Teaching Style
Tutoring style includes:
one-on-one instruction with elementary school students in subjects including early literacy, writing, and math
My Hobbies
VOLUNTEER WORK
Horizons for Homeless Children
Sole Recipient for Volunteer of the Year 2003
Biking, Reading, and playing with my 4yr. old daughter
Other Comments
PROFESSIONAL EXPERIENCE
Grade 3 Special Education Teaching Assistant
• Understood current goals and accommodations /modification in IEPs by analyzing test results and using careful classroom observations
• Accurately gauged when students need assistance and tailor interventions to students’ learning styles
• Encouraged students to have a growth mindset despite challenges through use of specific, results-oriented praise as well as other methods
• Created strong collaborative efforts with classroom teachers
Kindergarten Literacy Teacher
Special Education Assistant Teacher
• Implemented Reading Street with a focus on oral language development and answering the theme and weekly questions through literature discussion
• Implemented two writing units: personal narrative from oral storytelling to publishing and an informative writing unit
• Established work board literacy routines through an interactive work board
• Conducted Guided Reading groups (3 per day) ranging from Level A – F
• Collaborated with Special Education Resource Teacher to become familiar with IEP goals and student accommodations in addition to behavioral intervention plans
• Built strong relationships with students and families, and worked collaboratively with colleagues in a team environment
• Developed strong collaboration with classroom teacher to assist students with their work
Integrated Kindergarten Permanent Substitute
• Differentiated instruction for the varied needs of all kindergarteners including children with IEPS and 504s
• Implemented DRA, DIBLES, and Kathy Richardson Assessments and used the assessments to drive instruction
• Used Language Arts Curriculum as a guide to foster strong Phonemic Awareness, Phonics, and Comprehension Strategies
• Established effective transition between teacher who was leaving and myself
Kindergarten Teacher
• Implemented and differentiated instruction within the Scott Foresman Reading Street ELA program
• Implemented TERC Investigations supplemented by story/word problems
• Belonged to Math Leadership Team
• Used mCLASS: to administer DIBELS and TRC and made effective instructional decisions based on progress monitoring information
• All students met or exceeded end-of-the-year reading benchmarks