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Jessica
Claire
resumesample@example.com
(555) 432-1000,
Montgomery Street, San Francisco, CA 94105
:
Professional Summary

Special education professional highly skilled in working with students by perceiving their needs and supporting various functions. My experience includes mentoring, large and small groups, and 1:1 teaching venues. I am gifted with being a resilient Special Education Teacher familiar with challenges associated with teaching special needs children, and children from traumatic experiences. I remain positive under times of stress or conflict. Am able to Work well with other classroom teachers to develop accommodations and special techniques for mainstream classroom inclusion, while being playful with a purpose and present to my student(s). Along with versatility and dedication to my avocations of teaching and counseling, and with a focus on individual needs of special education students. I am empathetic and accommodating in design and implementation of hands-on lessons with my students. My work skills are complemented by working with other teachers, parents and specialists to meet educational needs of our students. I have close to twenty five years of successful experience in the classroom, leading groups and 1:1 teaching in both home and school settings. I am very fortunate to have a resilient spirit, and good health which leads me to being reliable and responsible for people in and under my care and instruction. Mostly I love what I do, and that is a gift I am very thankful for.

I would very much like to meet you in person, and look forward to continuing this conversation. Thank you for this opportunity and your consideration.

Skills
  • Classroom management
  • Student counseling
  • Lesson planning
  • Student progress reporting
  • Group and individual instruction
  • Child development
  • Student records management
  • Differentiated instruction
  • Parent Education
  • Multidisciplinary team collaboration
  • Staff supervision
  • Case management
  • Performance evaluation
  • Scheduling and calendar management
  • Group and individual sessions
Education
Missouri Baptist University St Louis, MO Expected in 04/2011 Master of Arts : Counseling - GPA :
  • Coursework in [Psycological Examiner, Practicum only thing to be completed to add to this degree.
Fontbonne University St Louis, MO Expected in 11/2004 Master of Arts : Special Education - GPA :
  • Coursework in POST BA Degree in Education along with Early Childhood Special Education Certificate.
Maryville University of Saint Louis St Louis, MO Expected in 05/1998 Bachelor of Arts : Humanities - GPA :
  • Minored in Sociology and Psychology.
  • Member of The Pinnacle, a society for Honor roll, returning students.
St. Louis Community College Kirkwood, MO, Expected in 12/1996 Associate of Arts : Gen Ed Transfer - GPA :
  • Member of Phi Theta Kappa
  • Coursework in Chemical Independence Certificate completed.
Work History
Encore Rehabilitation Services - Early Childhood Special Education Teacher
Tiptonville, TN, 08/2013 - Current
  • Instructed students in all pre-academic areas and emergent reader groups. Along with social/ emotional, behavior and self-help skills to prepare for school readiness.
  • Coordinated special education students and teacher assistant schedules with master schedule.
  • Organized instruction material, including constructing bulletin boards and setting up work areas for specific student needs and larger to smaller groups depending on the student/class needs.
  • Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
United Services Early Childhood Center - Intensive Behavior Intervention Class-PreK Teacher
City, STATE, 08/2006 - 06/2013
  • Developed and supervised a classroom staff consisting of myself, four teaching assistants, with two to three therapists, overseen by an Autism Behavioral Specialist to teach children in the 3-5 year age range many of whom were on the Autism spectrum or had severe communication disorders. Our classrooms, because of the students needs, were typically up to eight children to afford them more personalized instruction according to each child's IEP or individual education plan.
  • Provided observations, took student data for IEP's and progress reports, had frequent parent teacher communication, conducted weekly team meetings, and taught large group instruction in the classroom and at Professional Development days in the center, which largely consisted of "learning how to learn skills" and working on a child's self-regulation in order to be able to take and retain what they were learning. We used many visual and sensory strategies with our students. This was a class and therapeutic setting.
Howard Park Early Childhood - Developmental Therapist and PREK Assistant and Sub
City, STATE, 08/2005 - 05/2006
  • Redirected students using Positive Behavior Support (PBS).
  • Organized instruction material, including constructing bulletin boards and setting up work areas.
  • Led activities that developed students' physical, emotional and social growth.
  • Instructed students in classroom as needed, and 1:1 settings typically in their homes; often accompanied by either the Speech and Language therapist or Occupational Therapist. Sessions in home often were one hour a week.
  • Communicated nonverbally with children to provide comfort, encouragement and positive reinforcement. Using visual supports, and very basic sign language, and presence.
Special School District - Asst. PREK and Lead SPED Teacher
City, STATE, 01/1998 - 06/2005
  • Cultivated and nurtured relationships with students and parents of these students to "grow a classroom" and to provide support for the Lead teacher of the classroom and any requests or needs she or the students had.
  • Organized the classroom settings.
  • Created the newsletter and bulletin boards.
  • Supervised children at recess and lunch times, and provided assistance in the bathroom and with self-help skills.
  • I was a mentor assistant.
  • When I began in my own first classroom as the Lead teacher, I had experience in these areas, which helped me to create and supervise and teach in my own room. My first classroom consisted of up to 10 students, self -contained, cross categorical needs, grades K- 5th with 3 assistants, and therapists who pushed in to the class according to the student's IEP.

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Resume Overview

School Attended

  • Missouri Baptist University
  • Fontbonne University
  • Maryville University of Saint Louis
  • St. Louis Community College

Job Titles Held:

  • Early Childhood Special Education Teacher
  • Intensive Behavior Intervention Class-PreK Teacher
  • Developmental Therapist and PREK Assistant and Sub
  • Asst. PREK and Lead SPED Teacher

Degrees

  • Master of Arts
  • Master of Arts
  • Bachelor of Arts
  • Associate of Arts

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